IBL Introduction, PgCHEP4


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Introduction to eLearning Module on University of Bradford PgCHEP and IBL process.

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  • PgCHEP eLearning Module, Introduction to IBL 22 Oct 2008 CAH
  • IBL Introduction, PgCHEP4

    1. 1. E -Learning module (PgCHEP) Carol Higgison C.Higgison@bradford.ac.uk, ext 3291 Will Stewart W.Stewart@bradford.ac.uk, ext 1734 TQEG, Room 1.63 JB Priestly Building,
    2. 2. Session Aims <ul><li>The aims of this session are: </li></ul><ul><ul><li>To introduce you to the module </li></ul></ul><ul><ul><li>To introduce you to IBL </li></ul></ul><ul><ul><li>To set up first IBL groups </li></ul></ul><ul><ul><li>To get you started on your first inquiry </li></ul></ul>
    3. 3. Module Learning Outcomes and Approach
    4. 4. Module Aims <ul><li>To introduce you to: </li></ul><ul><ul><li>knowledge of local, regional and national policies, drivers and initiatives in e-learning </li></ul></ul><ul><ul><li>the relevance and application of e-learning to your subject discipline and educational context, </li></ul></ul><ul><ul><li>an enhanced capability in the use of e-learning to support your students’ learning. </li></ul></ul>
    5. 5. Module Learning Outcomes (2) <ul><li>Analyse the influence of significant trends and policy developments </li></ul><ul><li>Analyse disciplinary and professional influences </li></ul><ul><li>Critically analyse theories, models and approaches </li></ul><ul><li>Evaluate the relevance and application in your own discipline </li></ul>
    6. 6. Module Learning Outcomes (3) <ul><li>Select and apply appropriate concepts and techniques and apply these to your own professional practice </li></ul><ul><li>Reflect and evaluate a range of methods </li></ul><ul><li>Demonstrate and enhanced capacity in the use of e-learning in your own practice. </li></ul>
    7. 7. Approach in the e-Learning module <ul><li>Group work/ collaborative </li></ul><ul><li>IBL – inquiry based learning </li></ul><ul><li>Scenarios </li></ul><ul><li>In groups </li></ul><ul><li>Self and peer assessed </li></ul><ul><li>L O s 1 to 6 </li></ul><ul><li>Individual </li></ul><ul><li>Personal development plan </li></ul><ul><li>Ipsative assessment </li></ul><ul><li>S elf-assessed </li></ul><ul><li>Technical skills </li></ul><ul><li>Discipline related issues </li></ul><ul><li>Reflection </li></ul><ul><li>LO 5 to 7 </li></ul>
    8. 8. An Introduction to the IBL process
    9. 9. Widely Applied 3: Communities of Practice (situated learning) CHEP 3 (Lave & Wenger, 1992; Wenger, 1998) <ul><ul><li>derived from apprenticeship model </li></ul></ul><ul><ul><li>as individuals we are in a number of CoP simultaneously </li></ul></ul><ul><ul><li>we may be ‘core’, ‘active’ or ‘peripheral’ in a CoP </li></ul></ul><ul><ul><li>defined by: joint enterprise, mutual engagement (social engagement), a shared repertoire of communal resources </li></ul></ul><ul><ul><li>learning through ‘legitimate peripheral participation’ </li></ul></ul><ul><li>CHEP 3 </li></ul>
    10. 10. Widely Applied 4: Problem-Based Learning (PBL) <ul><li>basically a collaborative, constructivist approach </li></ul><ul><li>students work in small groups tackling unfamiliar real problems </li></ul><ul><li>prior knowledge is shared, gaps in understanding are identified and then addressed </li></ul><ul><li>teacher is facilitative </li></ul><ul><li>particularly associated with medicine, health engineering, but now applied in many subjects </li></ul><ul><li>See also : inquiry/enquiry-based learning </li></ul><ul><li>CHEP 3 </li></ul>
    11. 11. Origins of IBL? <ul><li>Inquiry Based Learning </li></ul><ul><li>Alternative education approach/strategy </li></ul><ul><li>Developed at McMaster University Medical School in 1969 (as PBL) </li></ul><ul><li>Increasingly popular in a range of disciplines </li></ul><ul><ul><li>Medical and health education, geography, engineering </li></ul></ul>
    12. 12. What is IBL (1)? <ul><li>Learners “ working in small teams examine a problem situation and, through this exploration, are expected to locate the gaps in their own knowledge and skills in order to decide what information they need to acquire in order to resolve or manage the situation .” (Savin-Baden, 2006) </li></ul>
    13. 13. Benefits of IBL <ul><li>Integrating Theory and Practice </li></ul><ul><li>Inquiry solving skills </li></ul><ul><li>Critical thinking </li></ul><ul><li>Student centred </li></ul><ul><li>Real-life inquiries </li></ul><ul><li>Learner involvement in inquiry development and resolution </li></ul>
    14. 14. What is IBL (2)? <ul><li>An educational strategy based on adult learning theory </li></ul><ul><li>Key concepts derived from principles of educational psychology and philosophy </li></ul><ul><li>Places learning within an authentic context </li></ul><ul><li>Places students at centre of learning </li></ul><ul><li>Develops inquiries identification and inquiry solving skills </li></ul><ul><li>Depends on effective group dynamics </li></ul>
    15. 15. What is IBL (3)? <ul><li>Focus on team oriented knowledge building discourse </li></ul><ul><li>Independent learning </li></ul><ul><li>Student enquiry </li></ul><ul><li>Develop skills </li></ul><ul><ul><li>Critical evaluation, writing, finding and accessing resources, note taking, summarising, problem solving, prioritising . </li></ul></ul>
    16. 16. The IBL Process
    17. 17. The Bradford IBL process <ul><li>Presentation of inquiry and clarification of terms </li></ul><ul><li>Identifying issues to be addressed </li></ul><ul><li>Brainstorming </li></ul><ul><li>Summarising explanations and suppositions </li></ul><ul><li>Developing learning goals </li></ul><ul><li>Information seeking </li></ul><ul><li>Application of knowledge (feedback) </li></ul>
    18. 18. Inquiries <ul><li>Can be anything </li></ul><ul><li>Acts as a trigger to explore and develop knowledge </li></ul><ul><li>Everything within the inquiry has meaning </li></ul><ul><li>May be supported by directed study and fixed resource sessions </li></ul>
    19. 19. Group work <ul><li>Focus of IBL method </li></ul><ul><li>Comes before provision of resources and support </li></ul><ul><li>Groups agree ground rules to encourage mutual respect and ensure confidentiality </li></ul><ul><li>Participants learn to value their own knowledge and the knowledge of others in the group. </li></ul>
    20. 20. Roles (learners) <ul><li>Chair person or discussion leader: </li></ul><ul><li>Co-ordinate the group’s and discussion </li></ul><ul><li>Ensure that all members are involved and can contribute at appropriate levels </li></ul><ul><li>Summarise group activity and ideas at appropriate points </li></ul><ul><li>Scribe or recorder: </li></ul><ul><li>Record the ideas produced by the group </li></ul><ul><li>Liaise with the discussion leader </li></ul><ul><li>Seek clarification from the group </li></ul>
    21. 21. Roles <ul><li>Contributors (other group members): </li></ul><ul><li>  </li></ul><ul><li>·   Actively participate in the IBL group process </li></ul><ul><li>  </li></ul><ul><li>Tutor (lecturer): </li></ul><ul><li>  </li></ul><ul><li>·   Facilitate the group’s use of the IBL process </li></ul><ul><li>· May provide (indirect) guidance re identification of </li></ul><ul><li>appropriate issues and learning goals </li></ul><ul><li>  </li></ul>
    22. 22. Facilitators <ul><li>Carol Higgison (Group A) </li></ul><ul><li>Neil Currant (Group B) </li></ul><ul><li>Mark Dawson (Group C) </li></ul><ul><li>Will Stewart (Group D) </li></ul><ul><li>Ruth Whitfield (Group E) </li></ul><ul><li>Jak Radice (Group F) </li></ul>
    23. 23. Facilitator Role (tutor) Facilitator Probing Challenging Summarising Congratulating and encouraging Suggesting resources Reflecting Price, B (2003), Fig 2.3, p35, and Fig 3.1, p49 Facilitating groups rules and etiquette Helping group see learning opportunities
    24. 24. Getting to know each other (10 mins) <ul><li>Hopes </li></ul><ul><li>Each group member state one or two hopes </li></ul><ul><ul><li>Related to project </li></ul></ul><ul><ul><li>Related to learning </li></ul></ul><ul><li>Fears and concerns </li></ul><ul><li>Each group member state one or two fears or concerns </li></ul><ul><ul><li>Related to project </li></ul></ul><ul><ul><li>Related to this way of learning </li></ul></ul>Chair summarises and scribe records Appoint a chair and scribe (this session)
    25. 25. Group – preparatory activity (20 mins) <ul><li>Appoint a chair and scribe </li></ul><ul><li>Agree a set of ground rules for the group covering </li></ul><ul><ul><li>the etiquette of group meetings and collaboration/team work </li></ul></ul><ul><ul><li>The principles of group communication </li></ul></ul><ul><li>Scribe completes ground rules pro-forma </li></ul><ul><li>All sign – scan and upload to group area in NING </li></ul>
    26. 26. Possible Group Ground rules <ul><li>Equal contributions </li></ul><ul><li>Try to keep to deadlines </li></ul><ul><li>Prior notice of late contributions </li></ul><ul><li>Respect each other </li></ul><ul><li>Listen to everyone </li></ul><ul><li>Include and encourage all members of the group </li></ul><ul><li>Understand that everyone has different ICT skills and knowledge </li></ul><ul><li>Share inquiries with the group </li></ul><ul><li>Adapted from SoHS IPE module, rules for online discussion. </li></ul>
    27. 27. Stages of the inquiry-based learning (IBL) process <ul><li>Clarification of terms </li></ul><ul><li>Definition (identification) of inquiry(s) </li></ul><ul><li>3 Analysis of inquiries/ brainstorming explanations </li></ul><ul><li>4 Summarising ideas/hypotheses and development of brainstormed ideas </li></ul><ul><li>5 Formulation of learning goals </li></ul><ul><li>6 Self-directed (individual) study (based on learning goals) </li></ul><ul><li>7 Reporting back to group </li></ul><ul><li>  This process may occasionally require (a) further cycle(s) </li></ul>
    28. 28. Inquiry 1 – 1 hour <ul><li>Read inquiry 1 </li></ul><ul><li>identify the issues suggested by the ‘inquiry’; </li></ul><ul><li>discuss these issues in your group </li></ul><ul><li>identifying learning goals that will help you to further develop your knowledge and understanding in relation to the issues identified earlier in the IBL process </li></ul>
    29. 29. IBL Scenario 1 – (60 minutes) <ul><li>Chair (facilitator ) </li></ul><ul><li>Summarise discussions and key points </li></ul><ul><li>Ensure that all members are involved and agree with the group findings. </li></ul><ul><li>Agree list of inquiries to be researched </li></ul><ul><li>Each group member must research ALL questions </li></ul><ul><li>Scribe </li></ul><ul><li>Record these under suggested headings </li></ul><ul><ul><li>Facts </li></ul></ul><ul><ul><li>Working solutions </li></ul></ul><ul><ul><li>Learning issues </li></ul></ul><ul><ul><li>New inquiries </li></ul></ul><ul><li>Post these to the group site </li></ul>
    30. 30. IBL Scenario 1 - Step 6 and 7 23 Oct to 5 Nov <ul><li>R ecord t he results of individual researches in NING group area. </li></ul><ul><li>Collate and agree your group report and present as a concept map </li></ul><ul><ul><li>Scribe to co-ordinate </li></ul></ul><ul><li>Web based concept mapping service MINDOMO </li></ul><ul><li>http://www.mindomo.com/index.htm </li></ul><ul><li>Present results on 5 November </li></ul>
    31. 31. Inquiry scenario 1 <ul><li>“ Higher education in this century has to be irrevocably tied to the technology” </li></ul><ul><li>Brenda Gourley, Vice-Chancellor of the Open University </li></ul><ul><li>Academics told they must embrace online future Times Higher Education, 25 September 2008, p11 </li></ul><ul><li>http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=403662 </li></ul>