Your SlideShare is downloading. ×
Assisting students to participate in Inquiry Based Learning
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Assisting students to participate in Inquiry Based Learning


Published on

Published in: Economy & Finance, Education

  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide
  • 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:// / e-mail: