assisting students to participate in inquiry based learning
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TRANSCRIPT
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)
