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Assisting students to participate in Inquiry Based Learning
 

Assisting students to participate in Inquiry Based Learning

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  • Designing for Learning CETL E-Learning Services, University of Ulster Centre of Excellence for Teaching and Learning

Assisting students to participate in Inquiry Based Learning Assisting students to participate in Inquiry Based Learning Presentation Transcript

  • Assisting students to participate in Inquiry Based Learning Áine MacNeill, Alan Masson & Colette Murphy
  • Overview of session
    • Background - Hybrid Learning Model
    • Modelling practice (IBL in particular)
    • Evaluation evidence (academic and student perspectives)
    • Discussion and questions
  • Articulation of practice
    • How do you introduce IBL to your students
    • Challenges / issues?
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    • Flash cards (based on 8LEM)
    • Verbs (adapted from Bennett)
    • Model further annotated with relevant context information
    • Captures interactions and roles
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  • Activity
    • Think about an IBL activity that you have been involved in, use the prompt cards to break it down and describe it in terms of learning events
    • Focus on the first few learning events, turn the cards over and assign verbs to both learner and teacher roles.
    • Use the tools reference sheet to examine potential e-tools for individual learning events
  • HLM models for students
    • Use of HLM to develop modelled activity
    • Series of learning events with teacher and student roles defined and contextual information
    • Start of semester presentation Portfolio ( Grid & Animation ) Seminar ( Grid & Animation )
    • Baseline questionnaire
    • Surveys
      • Immediate impact
      • Follow up
  • Academic outcomes
    • Encourages review of teaching, learning and assessment process
    • Allows for clarification of expectations and processes to students
    • Straightforward way to introduce new learning situations
    • Potential aid for retention / transition issues
  • Learner outcomes/benefits
    • Expectations, role, interactions and process specified
    • Provides a simple checklist of learning situations
    • Supports the learning process
    The modelled activity helped me to adapt to completing my portfolio 92% * I would like other modules/learning activities to be modelled in this way to help them adapt to new learning situations 66%* After seeing the modelled activity I did not need to contact my lecturer to find out more about compiling my portfolio 82%* I am using the modelled activity in preparing my portfolio *(figures included indicate aggregated agreement / strong agreement to the statement) 78% *
  • Learner comments
    • “ To help me bring everything together and know what is expected from me”;
    • “ Something like this would be a positive help… especially the terminology and being able to focus your learning differently”;
    • “ It makes you structure your learning and expectations”;
    • “ I shall check my work against this model and tick off each section as I complete it”;
    • “ Mainly as a checklist to see if the main points have been illustrated in my work”;
    • “ The model helps to keep me in track with what is expected of me when preparing the portfolio.”
  • How can you use the HLM?
  • General benefits
    • Simplicity: universal concepts and terminologies
    • Encourages review of current practice, potential use of tools / networked technologies
    • Easy to use, practical tool to spark ideas to enhance the learning experience
    • Fuller guidelines for students, empowering learners
    • Range of use cases: reflection, planning, articulation, dissemination and evaluation
    • Formally adopted in Ulster (i.e. academic induction)
  • Discussion / Questions More info @: http:// cetl.ulster.ac.uk/elearning / e-mail: ab.macneill@ulster.ac.uk