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Assisting students to participate in Inquiry Based Learning

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Information about Assisting students to participate in Inquiry Based Learning

Published on July 10, 2008

Author: cies

Source: slideshare.net

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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

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?

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

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

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

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

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% *

Expectations, role, interactions and process specified

Provides a simple checklist of learning situations

Supports the learning process

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.”

“ 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)

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

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