assisting students to participate in inquiry based learning

Assisting students to participate in Inquiry Based Learning

Áine MacNeill, Alan Masson & Colette Murphy

Overview of session Background - Hybrid Learning Model Modelling practice (IBL in particular) Evaluation evidence (academic and

student perspectives) Discussion and questions

Articulation of practice

How do you introduce IBL to your students

Challenges / issues?

Flash cards (based on 8LEM) Verbs (adapted from Bennett) Model further annotated with relevant context information Captures interactions and roles

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

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

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

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% *

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.”

How can you use the HLM?

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)

Discussion / Questions

More info @:http://cetl.ulster.ac.uk/elearning/e-mail: ab.macneill@ulster.ac.uk