I3: Inquiry, Independence and Information

MBA SuiteMedia City19th April 2012

Defining inquiryModes of inquiry-based learning (ibl)

Why iblSome design principles

Outline

What is ‘inquiry’?Take some post-it notes and write down your

answer to the above question (one answer per post-it!)

Once you’re done, please stick your post-its on the wall

Try to cluster them together with linked concepts

You’ve got 5 minutes…

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defining ibl (a)

(Levy 2009)

See also: Healey & Jenkins, 2009; Spronken-Smith et al. 2009

Designed around students engaging in a process of inquiry

Emphasises students’ capacity to construct knowledge

-investigating authentic, often open-ended, questions or themes

-adopting the practices of scholarship or research of their disciplines or professional area

-exploring a knowledge-base actively and potentially contributing new knowledge to it

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defining ibl (b)

(Levy 2009)

See also: Healey & Jenkins, 2009; Spronken-Smith et al. 2009

Encourages peer-to-peer collaboration, and partnership (students and staff)

Provides support for inquiry in the form of activities, assessments, resources, facilitation, learning environments

Provides guidance on relevant inquiry methods, including how to frame good questions

Provides support for development of information literacy, critical thinking, self-reflection and other capabilities

Creates opportunities for students to share the results of their inquiries with peers and others

6A perspective on problem-based learning vs. inquiry-based learning

ibltriggers varyopen-ended as regards

content and answers may be driven by

students’ own questionsflexible process, not

always collaborative

pblscenario-drivenoriented toward specific

content and already-existing answers

problems set by tutorsstandard collaborative and

facilitated process

See also: www.mcmaster.ca/cll/inquiry/whats.unique.about.inquiry.htm

Perspectives on ibl and research

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A differentiated view: ibl as ‘research-like’ learning that can be carried out at any level of sophistication but differs from experiences in which students “actually conduct research” leading to “outcomes of interest and value to the research community” (Elton, 2008: 138)

An inclusive view: ibl in different modes having potential both to engage students with an existing knowledge-base and with the production of new knowledge (following Bereiter, 2002: ‘knowledge construction’ and ‘knowledge building’)

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modes of ibl (Levy 2009)- based on research with staff and students at Sheffield

See also: Healey, 2005

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Inquiry for LearningIdentifying: ibl tasks are primarily

designed to involve students in interacting with a knowledge-base in response to questions, problems, scenarios or lines of inquiry formulated by staff (“what is already known on this topic?”)

Pursuing: ibl tasks are designed primarily to involve students in interacting with a knowledge-base by pursuing questions, problems, scenarios or lines of inquiry they themselves have formulated (“what is already known on my topic?”)

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Inquiry for Knowledge BuildingProducing: ibl tasks are designed

primarily to involve students in addressing open questions, problems, scenarios or lines of inquiry, as formulated by tutors, in interaction with the relevant knowledge-base (“how can I answer this open question?”)

Authoring: ibl tasks are designed primarily to involve students in addressing their own open questions, problems, scenarios or lines of inquiry in interaction with the relevant knowledge-base (“how can I answer my open question?”)

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why ibl?

fosters active and deep approaches to learning

students develop capabilities for

knowledge work, citizenship and

lifelong learning

students experience

‘supercomplexity’ (Barnett) and how knowledge is created

students develop attributes of critical being (Barnett), self-authorship

(Baxter-Magolda) and epistemic fluency (Goodyear)

Themes from ibl research

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improved grades, improved retention at university, intellectual and personal development (epistemological change, increases in confidence), changed conceptions of learning and teaching, better collegial relationships, more independent thinking and working (see Healey & Jenkins 2009 for summary)

inquiry activities identified as ‘high impact’ and appropriate for the first year upwards (Kift 2009; Land & Gordon 2008): but positive effects may be stronger for middle and high performing students (Kuh 2008) - support strategies needed to maximise desired outcomes

Some key design principles

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Establish desired outcomesMake the inquiry task centralAlign assessment with goals (process and

product) Engage students’ prior knowledge Build in reflection, dialogue, feedback,

collaboration….Support development of inquiry and ‘process’

capabilities

‘Process support’ strategies

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Tasks, resources and facilitation approaches that explicitly focus on supporting learners to engage effectively with the process (rather than the subject-matter) of their inquirye.g. for information literacy development

Information literacyKnowing when and why

you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.

(CILIP: Chartered Institute of Library and Information Professionals: www.cilip.org.uk/policyadvocacy/informationliteracy/definition/default.htm)

SCONUL 7 Pillars of Information Literacy