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Designing inquiry learning into courses
Mick HealeyHE Consultant and Researcher, UK
[email protected]; www.mickhealey.co.uk
• HE Consultant and Researcher and Emeritus Professor University of Gloucestershire, (UoG) UK; Adjunct Professor Macquarie University;
• Previously Director Centre for Active Learning, University of Gloucestershire• Ex-VP for Europe Society for Scholarship of Teaching and Learning• National Teaching Fellow and Principal Fellow HE Academy• Co-Editor of International Journal for Academic Development (IJAD) (2010-13)• Visiting expert to Higher Education Authority for Ireland evaluating teaching and learning
components of Programme for Research in Third Level Institutions (2003)• Advisor to Canadian Federal Government ‘Roundtable on Research, Teaching and
Learning in post-Secondary Education’ (2006)• Advisor to National Academy for Integration of Research, Teaching and Learning
(Ireland) (2007-12); Visiting Teaching Fellow UCC (2012)• Advisor to Australian Learning and Teaching Council / Office of Learning and Teaching
Projects on the ‘Teaching-research nexus’ (2006-08), ‘Undergraduate research’ (2009-10); ‘Teaching research’ (2011-13 ); and ‘Capstone curriculum across disciplines’ (2013-14)
• Advisor to EU Bologna and HE Reform Experts on research-based education (2012)• Research interests: linking research and teaching; scholarship of teaching; active
learning; developing an inclusive curriculum; students as change agents; students as partners
Brief biography
Developing a question
Anticipating possible answers & determining
relevant information
Identifying resources & gathering information
Assessing information
Weighing evidence & synthesising
understandings
Communicating newunderstandings
Evaluating success
Self-reflection &Self-evaluation
Model of the inquiry process (Justice et al., 2007)
Engaging a topic & building basic knowledge
Taking responsibility for learning
Forms of IBL
IBL activities may be designed to last over different lengths of time:
• A short exercise in a class, • A whole class• A whole semester course• A whole program
In pairs each look at a different whole semester IBL course (pp2-4 and pp5-8).
Discuss the similarities and differences
IBL involves:• Learning stimulated by inquiry i.e.
driven by questions or research problems
• Learning based on a process of constructing new knowledge and understanding
• A student/learner/learning-centred approach with the teacher as a facilitator
• A move to self-directed learning• The development of skills in self-
reflection
Optional attributes of IBL:• Collaborative/group learning• Community involvement• Field-based activity• Resource-based learning• Multi or inter-disciplinary focus
Students engaged in IBL should develop:
• Critical thinking skills• The ability for independent inquiry• Responsibility for their own learning
• Intellectual growth and maturity(Lee et al., 2004)
IBL is a pedagogy which best enables students to
experience the processes of knowledge creation
Stage of inquiry learning
Upon successful completion of this course a student should be able to:
1.develop a researchable question and give a rationale for its significance;
2.choose appropriate research methods to obtain information relevant to answering the question;
3.critically evaluate the validity and relevance of sources;
4.communicate a coherent response to the research question and interpret the findings in a wider context;
5.critically reflect on the learning process.
Break out activity
Establish 5 small groups (ideally from related disciplines)
• Each group takes one stage of inquiry learning
• Identify c3 activities that you could do with your stage to develop the students’ skills in this stage
• Record your activities on the chart paper – be prepared to share in plenary
Allocate 20 minutes
“Once you have learnt how to ask questions – relevant and appropriate and substantial questions – you have learnt how to learn and no one can keep you from learning whatever you want or need to know.”
Postman and Weingartner (1971, 23)
Mainstreaming undergraduate research and inquiry: discipline and department strategies
!nquiry planner, and active learning suggestions
In groups of 4 look at:– 3. Inquiry Planner – (pp9-10)
– 4. Inquiry Based Learning in a Professional Learning Context – (pp. 11-13)
– 5. Activities to get students active in their learning (pp14-17) (2 people)
– Discuss ideas which are transferable
Time: 15 minutes
Modes of IBL
• Importance of scaffolding provided by lecturer and development of independence in learner
• Structured – where lecturers provide an issue or problem and an outline for addressing it
• Guided – where lecturers provide questions to stimulate inquiry but students are self-directed in terms of exploring these questions
• Open – where students formulate the questions themselves as well as going through the full inquiry cycle
(after Staver and Bay, 1987)
Does IBL enhance student learning?
Increasing evidence that shows:• enhanced academic achievement, student perceptions,
process skills, analytic abilities, critical thinking and creativity (Prince & Felder, 2006)
• deeper understanding, higher degree of reflection, more motivated and achievement of higher order learning (Berg et al., 2003)
• higher grades, more Honours, better retention (Justice et al. 2007b)
Anticipated Challenge Areas
Each table should come up with a question concerning a challenge they face in developing inquiry based learning into their classes which they would like help with.
Keep the question short and simple
Allocate 5 minutes
Break out activity
Pass your question to the next table
Identify one key strategy for answering the question that you have received.
Allocate 5 minutes
Action planning
Decide on a key change you want to implement in your practice by yourself and or with immediate colleagues•The central idea is …
•This is so important because …
•The (three) central ways that this will be implemented are …
•The (two) main challenges to implementation are … and how I expect to deal with them …
•Something else I want to say about this idea is …
Display these on a poster (20 mins)