Spice up your lecture with Inquiry-based Learning


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This presentation is a part of ICPSR's monthly Webinar series. It describes inquiry-based learning and how using data in the college classroom can help foster deeper learning. TeachingWithData.org, a repository of social science materials, was introduced.

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  • Skills listed in report of the Wingspread Conference (1994) which included leaders of state and federal governments and representatives of industry, higher education, accreditation organizations, and philanthropic groups.
  • Spice up your lecture with Inquiry-based Learning

    1. 1. Spice Up Your Lecture With Inquiry-based Learning<br />Lynette Hoelter, PhD<br />Dir., Instructional Resources<br />February 23, 2011<br />
    2. 2. Presentation Outline:<br />Defining inquiry-based learning<br />Problem-based learning<br />Benefits to use<br />Introducing TeachingWithData.org<br />Resources within TwDthat fit the student-driven approach to learning<br />Other pedagogical approaches: Pedagogy in Action server<br />
    3. 3. What is Inquiry-based Learning?<br />Part of the “Problem-based Learning” (PBL) set of pedagogies1<br />Case-based learning <br />Project-based learning<br />Inquiry-based learning<br />Notion that education begins and is fostered through student curiosity<br />First documented uses were in medical education in the 1970s<br />Expanded into professional education and then undergraduate curricula<br />1Savery, John R. 2006. Overview of Problem-based Learning. The Interdisciplinary Journal of Problem-based Learning, v1(1):9-20.<br />
    4. 4. Benefits of PBL<br />Assessment of traditional versus PBL strategies show:<br />No significant differences in learning of “facts”<br />Lends itself better to multidisciplinary approaches<br />Within social sciences, this might also mean integration of “technical” and “substantive” information.<br />Learners much more engaged with material<br />More likely to see relevance to their lives and work<br />More easily able to recall and apply knowledge to solving new problems (e.g., Doctors trained with PBL are better able to integrate information when making diagnoses)<br />
    5. 5. Indicators of Effective Undergraduate Education<br />Students should demonstrate high-level skills in <br />Communication<br />Computation<br />Technological literacy and information gathering (to create new knowledge)<br />Making informed judgments<br />Accurately defining problems and seeking solutions<br />
    6. 6. Otherwise Known as…. Critical Thinking:<br />Students as participants in a democratic society<br />Skills include:<br />Questioning the source of evidence in a stated point<br />Identifying gaps in information<br />Evaluating whether an argument is based on data or opinion/inference/pure speculation<br />Using data to draw logical conclusions<br />
    7. 7. … or Quantitative Literacy:<br />Necessary for informed citizenry<br />Skills learned & used within a context<br />Skills:<br />Reading and interpreting tables or graphs and to calculating percentages and the like<br />Working within a scientific model (variables, hypotheses, etc.)<br />Understanding and critically evaluating numbers presented in everyday lives<br />Evaluating arguments based on data<br />Knowing what kinds of data might be useful in answering particular questions<br />For a straightforward definition/skill list, see Samford University’s (not social science specific)<br />
    8. 8. Students Realize Skills Are Marketable<br />Often cited by students as something “tangible” that they have learned <br />Definable skill set useful in many career paths<br />Easy to tie to everyday life<br />AND…<br />Engages students more fully with course content<br />
    9. 9. Focus on Inquiry-based Learning<br />Many of the advantages of Problem-based Learning (PBL), but more instructor guidance/ “control”<br />True PBL gives students a “messy,” real-world problem and they must work together to find the information with which to come up with a solution – the entire course is typically structured around the problem and resulting group learning<br />Each team member is responsible for part of the information gathering and true learning takes place when members share information and teach each other<br />Instructor provides information with which students investigate the question, build knowledge, discover connections, and reflect upon a new understanding of the issue<br />IBL allows instructor ability to use a smaller exercise or set of exercises within other pedagogical styles (e.g., lectures)<br />Sometimes easier for introductory-level courses<br />
    10. 10. Introducing TeachingWithData.org<br />Project Partners<br />ICPSR and SSDAN, UM<br />Science Education Resource Center, Carleton College<br />Professional Associations (Economics, Geography, Political Science, and Sociology)<br />
    11. 11. TeachingWithData.org<br />National Science Digital Library – only social science pathway<br />Goal: Make it easier for faculty to use real data in classes<br />Undergraduate (esp. “non-methods”)<br />K(9)-12 efforts<br />Includes survey of ~3600 social science faculty <br />Repository of data-related materials<br />Exercises, including games and simulations<br />Static and dynamic maps, charts, tables<br />Data <br />Publications<br />Tagged with metadata for easy searching<br />
    12. 12. TeachingWithData.org<br />
    13. 13. TeachingWithData.org<br />
    14. 14. What TwD Provides<br />
    15. 15. Title Link Goes to Resource, “More About This” Displays Metadata<br />
    16. 16. Types of Resources<br />“Data in the News” feature – good way to bring in current events<br />Lesson plans/lectures<br />Data-driven exercises<br />Data sources<br />Tools<br />
    17. 17. Inquiry-based Learning (Reminder)<br />Instructor provides framework<br />Students interact with original sources and data<br />Develops analysis and communication skills<br />
    18. 18. Prepared Lessons (Example)<br />
    19. 19. Data-Based Exercises: Online (Example)<br />
    20. 20. Data-Based Exercises: No Stat Software Needed (Example)<br />
    21. 21. Simulations (Example)<br />
    22. 22. Sources of Quantitative Data<br />Static tables, maps, graphs<br />Interactive maps<br />Raw data (with and without online analysis tools)<br />
    23. 23. Static Tables (Example)<br />
    24. 24. Graphs & Maps (Example)<br />
    25. 25. Interactive Maps (Example)<br />
    26. 26. Raw Data: Educational Extracts (Example)<br />
    27. 27. Teaching Information Gathering<br />
    28. 28. Learning about Teaching<br />TeachingWithData.org pedagogical resources<br />Pedagogy In Action (SERC)<br />Related modules:<br />Teaching With Data<br />Teaching Quantitative Reasoning with the News<br />Using Issues to Teach Science<br />Teaching Controversial Topics<br />
    29. 29. We’d Love to Hear from YOU!<br />What have YOU tried? <br />What has worked best? <br />Favorites we should include in TwD?<br />
    30. 30. Acknowledgements<br />TwDProject Staff:<br />PI: George C. Alter, ICPSR<br />Co-PI: William H. Frey, SSDAN<br />J. P. DeWitt, Project Manager (SSDAN)<br />Lynette Hoelter, Project Manager (ICPSR)<br />Sue Hodge, ICPSR<br />Jane Wang, Programmer<br />Wendi Fornoff, Web designer<br />Funded by National Science Foundation grant DUE-0840642 <br />
    31. 31. Additional References<br />Apedoe, Xornam S. 2007. Engaging Students in Inquiry: Tales from an Undergraduate Geology Laboratory-based Course. Science Education. DOI 10.1012/sce.20254<br />Edelson, Daniel C., Douglas N. Gordin, and Roy D. Pea. 1999. Addressing the Challenges of Inquiry-Based Learning through Technology and Curriculum Design. Journal of the Learning Sciences.<br />Major, Clair H. and Betsy Palmer. 2001. Assessing the Effectiveness of Problem-Based learning in Higher Education: Lessons from the Literature. Academic Exchange Quarterly, v5(1).<br />Weimer, Maryellen. 2002. Learner-Centered Teaching: Five Key Changes to Practice. San Francisco: Jossey-Bass.<br />
    32. 32. More Information?<br />Lynette Hoelter<br />lhoelter@umich.edu<br />Webinar Slides<br />ICPSR Front Page in announcement section (beginning 2/24/11)<br />