Mick Healey, Carolyn Roberts and Martin Jenkins

University of Gloucestershire, UK

Researching and Evaluating Active and Inquiry-based Learning in Geography in Higher Education

“Tell me and I will forget. Show me, and I may remember. Involve me, and I will understand”

Confucius 450BC

Structure

1 Introduction2 Centre for Active Learning (CeAL)3 Approach to research and evaluation

4 Research and evaluation methodologies5 Some conceptual and practical issues

6 Conclusion

Introduction

• There is a growing literature indicating that active and inquiry-based learning are effective ways to promote student learning when appropriately designed and facilitated.

• This paper explores how the Centre for Active Learning in Geography, Environment and Related Activities (CeAL) at the University of Gloucestershire, UK is researching and evaluating active and inquiry-based learning.

The Centre for Active Learning (CeAL)

AimThe Centre for Active Learning (CeAL) aims to be an international centre of excellence to review, develop, promote and embed inclusive and exemplary active learning for students in geography, environment and related disciplines such as landscape architecture, community development and heritage management.

The Gloucestershire Approach to Active Learning

• Active learning involves learning by thinking, doing and reflecting.

• The distinctive feature of the University of Gloucestershire (UoG) definition of active learning is that it centres on the mastery of theory within a ‘learning by doing’ approach involving working in real places with actual people and live projects.

The Gloucestershire Approach to Active Learning

Experience...

Reflect...

Generalise...

Test...

Experience...

Approach to research and evaluation

We conceptualise evaluation and research as overlapping activities which fall along a continuum (Healey, 2000, 181). The distinctive areas at each end of the continuum reflect differences in emphasis and purpose. Baume (2005, 1) defines the two activities as: • Evaluation – the search for accountability, for proof

of money properly spent, of deliverables delivered, of outcomes attained.

• Research – the seeking out and testing of new knowledge and understanding.

Levels of pedagogic investigation

Purpose of investigation

Evidence gathering will be

Investigation results in

1 To inform oneself

Verified by self Personal knowledge

2 To inform a group within a shared context

Verified by those within same context

Local knowledge

3 To inform a wider audience

Verified by those outside of that context

Public knowledge

Source: Trigwell (2003)

Scholarship of Discovery

Scholarship of Integration

Scholarship of Teaching

Scholarship of Application

The four types of scholarship

Evaluating PedR & scholarship

Glassick et al. (1997) propose six criteria for assessing the four scholarships:

1. Goals of the project2. Preparation for scholar’s work3. Methods used to conduct work4. Evidence gathered to demonstrate

impact of work5. Reflection on work6. Communication of results to others

Can distinguish performance at threshold, advanced and exemplary levels

Research and evaluation methodologies

Some conceptual and practical issues

Researching and Evaluating Active and Inquiry-based Learning in Geography in Higher Education

THE END

Thank You