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

    1. 1. Assisting students to participate in Inquiry Based Learning Áine MacNeill, Alan Masson & Colette Murphy
    2. 2. Overview of session <ul><li>Background - Hybrid Learning Model </li></ul><ul><li>Modelling practice (IBL in particular) </li></ul><ul><li>Evaluation evidence (academic and student perspectives) </li></ul><ul><li>Discussion and questions </li></ul>
    3. 3. Articulation of practice <ul><li>How do you introduce IBL to your students </li></ul><ul><li>Challenges / issues? </li></ul>
    4. 6. <ul><li>Flash cards (based on 8LEM) </li></ul><ul><li>Verbs (adapted from Bennett) </li></ul><ul><li>Model further annotated with relevant context information </li></ul><ul><li>Captures interactions and roles </li></ul>
    5. 13. Activity <ul><li>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 </li></ul><ul><li>Focus on the first few learning events, turn the cards over and assign verbs to both learner and teacher roles. </li></ul><ul><li>Use the tools reference sheet to examine potential e-tools for individual learning events </li></ul>
    6. 14. HLM models for students <ul><li>Use of HLM to develop modelled activity </li></ul><ul><li>Series of learning events with teacher and student roles defined and contextual information </li></ul><ul><li>Start of semester presentation Portfolio ( Grid & Animation ) Seminar ( Grid & Animation ) </li></ul><ul><li>Baseline questionnaire </li></ul><ul><li>Surveys </li></ul><ul><ul><li>Immediate impact </li></ul></ul><ul><ul><li>Follow up </li></ul></ul>
    7. 15. Academic outcomes <ul><li>Encourages review of teaching, learning and assessment process </li></ul><ul><li>Allows for clarification of expectations and processes to students </li></ul><ul><li>Straightforward way to introduce new learning situations </li></ul><ul><li>Potential aid for retention / transition issues </li></ul>
    8. 16. Learner outcomes/benefits <ul><li>Expectations, role, interactions and process specified </li></ul><ul><li>Provides a simple checklist of learning situations </li></ul><ul><li>Supports the learning process </li></ul>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% *
    9. 17. Learner comments <ul><li>“ To help me bring everything together and know what is expected from me”; </li></ul><ul><li>“ Something like this would be a positive help… especially the terminology and being able to focus your learning differently”; </li></ul><ul><li>“ It makes you structure your learning and expectations”; </li></ul><ul><li>“ I shall check my work against this model and tick off each section as I complete it”; </li></ul><ul><li>“ Mainly as a checklist to see if the main points have been illustrated in my work”; </li></ul><ul><li>“ The model helps to keep me in track with what is expected of me when preparing the portfolio.” </li></ul>
    10. 18. How can you use the HLM?
    11. 19. General benefits <ul><li>Simplicity: universal concepts and terminologies </li></ul><ul><li>Encourages review of current practice, potential use of tools / networked technologies </li></ul><ul><li>Easy to use, practical tool to spark ideas to enhance the learning experience </li></ul><ul><li>Fuller guidelines for students, empowering learners </li></ul><ul><li>Range of use cases: reflection, planning, articulation, dissemination and evaluation </li></ul><ul><li>Formally adopted in Ulster (i.e. academic induction) </li></ul>
    12. 20. Discussion / Questions More info @: http:// / e-mail: