This IBL and associated files were created for the English Department’s seminar series, Roots Routes. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

This IBL was created for the English Department to enhance student learning and study. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

This IBL was created for the English Department’s first year module, History of English and used second and third year students as mentors. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

This IBL was created for the History Department to enhance core elements of the curriculum at Level 2 and 3. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

This IBL was created for the History Department's Level 1 module, Paths From Antiquity to Modernity and was implemented during Autumn 2007 and 2008 terms. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

This IBL was created for the Modern Languages Department to enhance the process of language learning in Spanish at Level 1. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

This IBL was created for the Modern Languages Department to improve students’ reflective writing skills. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

This IBL was created for the Modern Languages Department to help students develop their translation skills from Russian to English. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

This IBL was created for the Modern Languages Department to enhance student learning and study of Torquemada en la Hoguera. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

This IBL was created for the Philosophy Department’s Level 3 modules. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

This podcast in Portuguese was created by James Letts, a student of Spanish and Latin American Studies at the School of Languages and Area Studies, University of Portsmouth, as a part of a research project entitled ‘The Role of Student Audio Casting and Production in the Language Learning Curriculum’. The podcast was created using Audacity recording software and enhanced with free images using Windows Movie Maker. The recording is based on the student’s own original research carried out in the year 2008. The recording presents commonly held stereotyped images and beliefs about Brazil, and the actual reality of Brazil as a modern industrial nation, with information about the nation’s technological innovations and social programmes. The podcast can be used as a learning resource in several different ways: as a focus for discussion, aural comprehension or as a base for further research by students in the field of Lusophone, Brazilian and Latin American studies. A transcript of the podcast is included as well as its English translation.

Este documental, creado como parte de un proyecto estudiantil de la Universidad de Leeds, indaga sobre el papel de las comunidades y la tecnologia en la experiencia de la emigración. Investiga estos temas a través de extractos de entrevistas con tres emigrados espanoles que viven en la ciudad de Leeds, Inglaterra. Compara estas narrativas con extractos de publicaciones en varias redes sociales y comunidades digitales escritas por emigrantes españoles, para ver las interacciones entre las comunidades virtuales y las narrativas individuales. Utiliza elementos del modo ‘participativo’ y del ‘reflexivo’ de Nichols, tratando los temas de los métodos de investigación del estudiante y del proyecto OpenLIVES. El documental fue producido como parte de la asignatura "Discovering Spanish Voices Abroad in a Digital World (OpenLIVES)", de la Universidad de Leeds. Attributions: Abreu, J., Greenway J., Lillywhite, K., Morgan, L., Richardson, J., Steel, A., Wilson, J., Wright, D. and Zaragoza, J. 2013. Entrevista OpenLIVES with Javier Zaragoza. OpenLIVES project (2013). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC. University of Leeds Abreu, J., Gállego, L., Greenway J., Lillywhite, K., Morgan, L., Richardson, J., Steel, A., Wilson, J., and Wright, D. 2013. Entrevista OpenLIVES with Lara Gallego. OpenLIVES project (2013). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC. University of Leeds England-Duce, L., Jessup, C., and Hernandez, J. Entrevista OpenLIVES with Juan Luis. OpenLIVES project (2015). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC. University of Leeds With thanks to Batchelor, F., Curnock, I., Floyd, R. and Schmidt, E. who voice-acted extracts from the following online posts: Anonymous Facebook users (2015). Posts from Españoles en Leeds. [Facebook posts]. Anonymous users of 'no nos vamos, nos echan' (no publication date). Posts from 'no nos vamos, nos echan'. Rosella, M. (2012) Blog posts from 'Viviendo Abroad'.

A systematic review of the use of technology in language learning, with a focus on EFL in the primary and secondary sectors.

A systematic review of research on the use of technology in language learning with primary and secondary students. This talk focuses in on the use of technology in the teaching of reading in English as a foreign language.

A systematic review of the use of new technologies in language learning with a focus on primary and secondary students, EFL and vocabulary.

Poster which summarises results from the use of iPods for field visits in Religious Studies project.