a case study on the role of inquiry based learning in computer science in teaching dr mike brayshaw...
TRANSCRIPT
![Page 1: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/1.jpg)
A case study on the role of Inquiry Based Learning in Computer Science in teaching
Dr Mike Brayshaw and Dr Neil Gordon
Department of Computer ScienceUniversity of Hull,
Hull, HU6 7RX, [email protected] [email protected]
http://www.dcs.hull.ac.uk/
Case study at theHEA ICS Workshop
“Exploring Inquiry Based Learning”CILASS, University of Sheffield
Friday 24 April 2009
![Page 2: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/2.jpg)
Brief plan to the talk
A general characterisation of Inquiry Based Learning (IBL) and the focus on IBL given the skill set of students
Computer Programmes as Information Spaces Some approaches to using IBL in our teaching at Hull Some reflections on our experiences
![Page 3: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/3.jpg)
Introduction
The Information Age changes the skills that students have and need
We will consider how within the context of teaching computing these skills naturally support and are implicit to Inquiry Based Learning (IBL)
We consider some of the dangers and pitfalls in the networked world
We will reflect on the impact of how technologies support other learning styles and the impact of Web 2.0 and newer technologies
Our experience is mainly in teaching computer science students at University level, but also covers students from other disciplines who have taken computer science modules and also school and college students
![Page 4: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/4.jpg)
Approaches to learning
IBL links closely with other learning approaches which are common in computer science, especially
> Problem Based Learning> Project Based Learning> Discovery Learning> Guided Discovery Learning> Design Based Learning> Student Centred Learning
![Page 5: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/5.jpg)
Characteristics of IBL
The task is based on an open problem – open in the sense that there are numerous approaches to solution;
The student(s) must discover for themselves the nature of the problem - in particular to identify what knowledge and skills they will need
students must demonstrate self analysis and critical thinking in order to choose between a number of possible solutions and approaches;
Where the teacher or lecturer acts as a facilitator in the process
![Page 6: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/6.jpg)
IBL and the research and vocational environments
One driver for explicitly including IBL is the opportunity to expose students to research methods and approaches
However, this is not just academic research – R&D includes many similar features
The problem is defined by the researcher The researcher identifies appropriate
knowledge and skills and acquires/procures them
![Page 7: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/7.jpg)
Skills in an information age
The rise of Information Technology (I.T., I.C.T., computing) in the general education environment in many countries, and especially the Internet, has ensured that students develop skills such as
> I.T. awareness, the ability to use standard applications (word processors)
> Information gathering skills – use of web based and other search facilities
> Data analysis skills – many students have some (often limited) understanding of the use of software to analyse data
![Page 8: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/8.jpg)
Information skills
The skills to identify appropriate information E.g. Wikipedia is a common source for many students – but contrast that to Citizendium which offers a more “library like” resource
Skills to understand the distinction between merely using verbatim quotes (with accurate references) as opposed to paraphrasing and describing in their own words (but still with accurate references)
![Page 9: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/9.jpg)
IBL in Computer Science
Many problems in computer science require some element of IBL to solve them
Whilst applying known techniques to a problem can be mechanical application, in practice students will frequently have to investigate a problem to identify what technique (algorithm, software tool etc.) would be appropriate
![Page 10: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/10.jpg)
IBL in Computer Science
Recalling the characteristics of IBL, solving a typical computer science assignment falls into the class of IBL problems – the constraining factor being how much context and direction that the teacher provides;
Furthermore, computing provides the underpinning technologies which facilitate general IBL
![Page 11: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/11.jpg)
Locus of Control for Inquiry
Intelligent Tutoring Systems Intelligent Debugging Systems Letting the User be the Inquirry
> People are smart> Give them the tools and they can find their own way> Cradle to the grave environment - what fits a novice can also
be cool for an expert
![Page 12: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/12.jpg)
Software Visualization
The rendering of software in to visual models The can be both static models of the code itself Graphic accounts of the actual execution of the code Users are encouraged to explore both accounts and
develop their own models of what has happenend
![Page 13: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/13.jpg)
Mental Hygiene
To what extent do you let people explore? What freedom do you give people to inquire? When you have such a “truth” about how a
language works when do you have to enforce that and if you do how do you do it
Execution stories: Prolog, PARLOG, Lisp, Java, Csharp
![Page 14: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/14.jpg)
Roll Your Own
Being able not only to configure you won information space but being able to roll your own
How do think about problems How do people inquire An individual information space that can be
made to fit the information space in the problem solvers minds
![Page 15: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/15.jpg)
Customizable Systems (Lipen Wen, Brayshaw, Gordon) Personalise learning is possible through
aggregation of learning materials This can be done by the learner – thus
providing an inquiry based approach to their personal learning experience
Or via a negotiated space of inquiry between the tutor and the student
![Page 16: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/16.jpg)
Inquiry Based Learning and a C sharp based Tutor (Butterfield and Brayshaw) IBL can be considered as a process of guided
discovery learning with an open syllabus and no rigid order as to how things are learnt
Heuristic evaluation of the outcomes
![Page 17: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/17.jpg)
dangers and pitfalls in a networked world
The rise of the skills above has led to an apparent demise in the use of traditional information sources such as books
Empirical evidence of this comes from the number of student reports and essays, where the majority of references are web based URLs
Further, the ability to read, assimilate and condense information seems to have declined – the use of verbatim quotes (ideally identified as such) can lead to a rise in the volume of submitted work, but a reduction in the actual authored work
A particular issue for computing is the use of other peoples’ algorithms and code (when allowed under license)
![Page 18: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/18.jpg)
The Google generation
The problem of the so-called “Google generation” reflects these problems
A growing perception is that students enter University, and continue there, with a tendency to graze from a wide range of information sources but lacking the desire of skills to study in depth
This may reflect the recent concerns about the demise of second class degrees, as students stratify into those who graze and the (minority) who study in depth
![Page 19: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/19.jpg)
the impact of technology on learning styles
As already considered, technology can be perceived to have encouraged many students to move from a deeper scrutiny of a small number of sources, to a more shallow study of a wide number of sources (the Google effect)
Further, the understanding of the reliability of a source is often not developed – references to Wikipedia or web sites without considering their status are common
![Page 20: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/20.jpg)
Web 2.0 and collaborative technologies
IBL can be a lone activity, but it frequently offers an opportunity for group or team work
Such collaborations can be facilitated through groupware and other technologies
Web 2.0 technologies are particularly relevant – simplify providing support for collaborative activity on the Internet
![Page 21: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/21.jpg)
Issues for collaborative learning
The typical concerns about group work > Equal contributions> Group communications and organisation problems> Evidence of group activity
Can be dealt with using groupware, which can provide a virtual environment in which to carry out the inquiry
![Page 22: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/22.jpg)
Throughout our courses
On a brief sample, we can identify IBL in numerous modules throughout our years of study e.g.
> Level 0 (pre-certificate) Web Skills and Technologies> Level 1 (certificate) IT and Professional Skills / Software
Engineering> Level 2 (diploma) E-commerce and E-business> Level 3 (honours) Commercial Game Development / third
year projects> Level 4 (Masters) Development Projects / Masters
dissertations
![Page 23: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/23.jpg)
e.g. web skills and technologies
Range of levels (0 to 2) and disciplines (CS and free elective)
Ebl – students are given a rough area, and define their own question
They carry out research – in groups to produce a report
Group work supported by GroupWare (SharePoint), personal logs (Wiki/Blogs)
Peer and self assessment – using WebPA Assess product AND process
![Page 24: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/24.jpg)
![Page 25: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/25.jpg)
A natural way of learning
We have briefly considered some of the aspects of IBL generally, and with regard to the impact of computing technologies
We have also considered some of the ways in which IBL is a natural way of learning in computing
![Page 26: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/26.jpg)
Conclusions
IBL offers numerous benefits to practitioners and to our students
Ensuring that IBL provides these benefits requires developing the analytical and critical skills in students
Technology can provide a way to encourage and support IBL, and in particular to promote the use of group work in this context.
![Page 27: A case study on the role of Inquiry Based Learning in Computer Science in teaching Dr Mike Brayshaw and Dr Neil Gordon Department of Computer Science University](https://reader035.vdocuments.us/reader035/viewer/2022062619/5516156d550346d46f8b6442/html5/thumbnails/27.jpg)
Ongoing issues and points of discussion?
How could we use electronic/virtual environments to emulate the facilities offered in facilities such at thus Information commons
Is IBL a new paradigm or a rebadging of established ideas