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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
  • Transcript

    • 1. Assisting students to participate in Inquiry Based Learning Áine MacNeill, Alan Masson & Colette Murphy
    • 2. Overview of session
      • Background - Hybrid Learning Model
      • Modelling practice (IBL in particular)
      • Evaluation evidence (academic and student perspectives)
      • Discussion and questions
    • 3. Articulation of practice
      • How do you introduce IBL to your students
      • Challenges / issues?
    • 4.  
    • 5.  
    • 6.
      • Flash cards (based on 8LEM)
      • Verbs (adapted from Bennett)
      • Model further annotated with relevant context information
      • Captures interactions and roles
    • 7.  
    • 8.  
    • 9.  
    • 10.  
    • 11.  
    • 12.  
    • 13. 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
    • 14. 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
    • 15. 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
    • 16. 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% *
    • 17. 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.”
    • 18. How can you use the HLM?
    • 19. 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)
    • 20. Discussion / Questions More info @: http:// cetl.ulster.ac.uk/elearning / e-mail: ab.macneill@ulster.ac.uk