designing for inquiry-based blended learning (dibl) workbook · inquiry-based blended learning...

20
Designing for Inquiry-based Blended Learning (DIBL) Workbook DIBL is a joint Centre of Excellence in Interdisciplinary Mental Health (CEIMH), Learning Development (LD) and Academic Practice and Or- ganisational Development (APOD) Event at The University of Birming- ham. Those involved in the development of this event: Tarsem Singh Cooner CEIMH Peter Rainger LD Danielle Hinton Education Trevor Batchelor LD Elizabeth Cleaver APOD Bill Miller LD Natalie Rowley Chemistry Matt Bridge Education John Couperthwaite Medicine and Dentistry Debbie Carter LD Dee Partridge CEIMH Pam Newby CEIMH © University of Birmingham 2009 www.ceimh.bham.ac.uk www.ldu.bham.ac.uk www.apod.bham.ac.uk T.S.Cooner, P. Rainger & D. Hinton (2009) University of Birmingham. © This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/2.5

Upload: vodat

Post on 29-Jun-2018

217 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

Designing for Inquiry-based Blended Learning (DIBL) Workbook DIBL is a joint Centre of Excellence in Interdisciplinary Mental Health (CEIMH), Learning Development (LD) and Academic Practice and Or-ganisational Development (APOD) Event at The University of Birming-ham. Those involved in the development of this event: Tarsem Singh Cooner CEIMH Peter Rainger LD Danielle Hinton Education Trevor Batchelor LD Elizabeth Cleaver APOD Bill Miller LD Natalie Rowley Chemistry Matt Bridge Education John Couperthwaite Medicine and Dentistry Debbie Carter LD Dee Partridge CEIMH Pam Newby CEIMH © University of Birmingham 2009 www.ceimh.bham.ac.uk www.ldu.bham.ac.uk www.apod.bham.ac.uk T.S.Cooner, P. Rainger & D. Hinton (2009) University of Birmingham. © This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/2.5

Page 2: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

Introduction This workbook aims to introduce and help you design a short in-quiry-based blended learning design. The workbook also contains guidance that will help you prepare for the Showcase and Review session at the end of Day 2.

Contents

Your Task and Presentation Assessment Rubric Appendix A — Comic Life Case Study Appendix B — Blended Learning Design Planner V1.0 Appendix C — The DIBL Effective Practice Planner Appendix D — The DIBL Framework and Design

Method

Through a problem-based case study approach and with the help of coaches, the aim is to help you identify and then re-design a short piece of teaching that you or your colleagues currently (or in the fu-ture) hope to deliver. The two days will allow you to experience de-veloping an inquiry-based blended learning design based on the DIBL framework. You will be given opportunities to explore free and cheap multimedia software to design and create Triggering Events that encourage inquiry, debate, discussion and learner inde-pendence. Please note: the DIBL approach is not ideally suited for situations in which “delivery of content” or “covering large amounts of the cur-riculum” are of primary importance. D

esi

gn

ing

fo

r In

qu

iry-

bas

ed

Ble

nd

ed

Le

arn

ing

Page 3: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

Your Task and Presentation Assessment Rubric Designing for Blended Learning (DIBL)

Page 4: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

Designing for Inquiry-based Blended Learning

Your task A colleague (see Appendix A) has made you aware that adopting the DIBL framework has led to greater student learner satisfaction and deeper learning outcomes. You decide to approach some colleagues to examine the possibility of applying for fund-ing to re-design your teaching. A major government institution has decided to fund such re-design projects as long as they are based on a DIBL framework. As a team you decide to apply for significant funding to research the impact a DIBL framework can have on student learning. As part of this process you have managed to get into the final stage of the application process along with 5 other teams.

Showcase and Review Session

To successfully gain the research funding, as a group you will be expected to take part in a 20 minute presentation where you:

1. Demonstrate the Triggering Event (should be no longer than 5 minutes in length) you’ve created using the software made available.

2. Demonstrate how your blended learning design will facilitate and manage dis-cussion and debate.

3. State briefly, as a group, what you will take from this two-day event and what elements you may apply in your practice.

4. Address any questions from the audience.

A vote by your peers (based on the assessment rubric) will be taken to grant fund-ing .

What you need to do

You have access to the facilities and the coaches at the Centre to create your trigger-ing event and learning design. By 1.00pm tomorrow afternoon you must present your blended learning design and triggering event at the Showcase and Review session. The criteria upon which the votes will be cast are included in an assessment rubric op-posite. Make sure you use this to inform the development of your work and presenta-tion. Some project planning tips are also offered.

Page 5: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

Designing for Inquiry-based Blended Learning

The Vote The showcase and review session will provide an opportunity for you to demonstrate your triggering event and blended learning design. The audience of your peers will then use the following assessment rubric to assign your presentation a mark using the Turning Point voting system. The group with the highest marks will be awarded the fictional funding. Pay careful attention to the assessment criteria in the design and development of your work and planning of your presentation.

Presentation Assessment Rubric C

rite

ria

Le

vel o

f P

erf

orm

ance

0

1 2

3 4

Trig

ge

rin

g

Eve

nt

Did

no

t

cre

ate

on

e

Did

no

t cr

eate

a

trig

ge

rin

g e

ven

t b

ut

pro

du

ced

an

o

utl

ine

pla

n

Trig

ge

rin

g e

ven

t cr

eat

ed

bu

t u

nlik

ely

to a

ct a

s a

stim

ulu

s fo

r in

qu

iry

Trig

ge

rin

g e

ven

t cr

eat

ed

an

d li

kely

to

act

as

stim

ulu

s fo

r in

qu

iry

We

ll d

eve

lop

ed

tr

igg

eri

ng

eve

nt

like

ly t

o a

ct a

s st

imu

lus

for

in-

qu

iry

and

intr

o-

du

ced

ne

w id

eas

.

Ble

nd

ed

Le

arn

ing

D

esi

gn

Faci

litat

ion

an

d M

an-

agem

en

t o

f d

iscu

ssio

n

Did

no

t

cre

ate

on

e

Cre

ate

d a

de

sig

n

bu

t d

id n

ot

ou

t-lin

e h

ow

dis

cus-

sio

n w

as g

oin

g t

o

be

fac

ilita

ted

an

d

man

age

d

Cre

ate

d a

de

sig

n

bu

t u

ncl

ear

ab

ou

t h

ow

dis

cuss

ion

w

as g

oin

g t

o b

e

faci

litat

ed

an

d

man

age

d

Cle

ar d

esi

gn

ou

t-lin

ing

ho

w d

iscu

s-si

on

bas

ed

on

th

e

trig

ge

rin

g e

ven

t w

ill b

e f

acili

tate

d

and

man

age

d

Cle

ar d

esi

gn

ou

t-lin

ing

ho

w d

iscu

s-si

on

bas

ed

on

th

e

trig

ge

rin

g e

ven

t w

ill b

e f

acili

tate

d

and

man

age

d

and

intr

od

uce

d

ne

w id

eas

.

Re

fle

ctio

n

abo

ut

the

tw

o-d

ays

No

re

fle

ctio

n

So

me

ref

lect

ion

ab

ou

t h

ow

th

e

gro

up

will

ap

ply

th

e le

arn

ing

fro

m

the

eve

nt

So

me

ref

lect

ion

an

d a

nal

ysis

ab

ou

t h

ow

th

e

gro

up

will

ap

ply

th

e le

arn

ing

fro

m

the

eve

nt

Cle

ar r

efle

ctio

n,

anal

ysis

an

d r

ea-

son

s ab

ou

t h

ow

th

e g

rou

p w

ill/

will

no

t ap

ply

ele

-m

en

ts f

rom

th

e

fro

m t

he

eve

nt

Cle

ar r

efle

ctio

n

and

an

alys

is, b

e-

yon

d t

he

ob

vi-

ou

s, a

bo

ut

ho

w

the

gro

up

will

/w

ill n

ot

app

ly e

le-

me

nts

fro

m t

he

fr

om

th

e e

ven

t

Page 6: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

Designing for Inquiry-based Blended Learning

Project Planning Tips Follow the guidance within the workbook and make sure you become familiar with the supporting materials. You may initially want to allocate different tasks to members within the group such as identifying topic areas for development, reading the workbook guidance, exploring the different digital tools available etc. Af-ter a short period of research come back together to discuss, agree and develop your blended learning design and triggering event.

Examine the presentation assessment rubric. Be clear about the presentation assessment criteria. Don’t take too long in identifying possible learning objectives.

Select 2 or 3 clear learning objectives for the blended learning de-sign. Remember the triggering event should not be more than 5 minutes long.

Plan a development timetable and try to stick to it.

Use the Blended Learning Design Planner as a guide, and to record the development of your design. Use the Storyboard to sequence your Learning Design and Trigger-ing Event.

Make sure the production of the Triggering Event is "doable" within the event timeframe.

Reuse any existing resources you may have already created or have access to.

Make use of the coaches.

Remember to have some fun!

Tips

Page 7: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

 

Appendix A Comic Life  Case Study Designing for Blended Learning (DIBL) 

Page 8: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt
Page 9: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt
Page 10: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

 

Appendix B Blended Learning Design Planner V1.0 Designing for Blended Learning (DIBL) 

Page 11: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

Blended Learning Design Planner V1.0

Date dd/mm/yyyy Topic Duration

Title

Author(s)

Learning Objective(s)

Focus Keywords

Abstract

Can be unit, module, subject etc based. What is the duration of the Blended Learning Design? (Minutes, hours, days, weeks?)

Name and email address

One or two learning outcomes, perhaps derived from your curriculum or course objectives. Keep it simple, tight, focussed.

Are students expected to acquire knowledge, comprehension, develop and apply new skills, be able to synthesise and evaluate and/or perform a task etc?

Up to seven words to describe the Blended Learning Design.

In two or three sentences summarise this Blended Learning Design. This can allow colleagues to see if any elements can be reused.

Evaluation Strategy

Glossary Define all underlined terms from the Triggering Event section above.

Has the Blended Learning Design been successful? How can it be tested? (e.g. interviews, questionnaires, comparisons etc…) How will you implement future design changes?

Preparing for inquiry-based blended learning Climate for learningInquiry-based learning works well where students, in small groups, actively engage in activities centred around a case study or problem-based question. This method of learning requires learner independence and involves learning through critical inquiry. Students are expected to gather information, synthesise ideas and communicate research. Using one postcard, outline how you will prepare your students for inquiry-based blended learning. Then in three sections ~ using one postcard per section outline how you will provide your students with:

1. An outline of your Blended Learning Sequence.

2. A rationale for the strategies employed.

3. Orientation to online tools and support.

Hint: You may want to conduct some of these activities in the latter stages of design.

Resources: Section A.

To promote inquiry, learners need to be able to work in groups to explore new ideas whilst feeling comfortable and confident in exchanging information. Consider what are the student’s prior experiences, situation and motivations for learning. Outline at least three activities that could encourage open communication and exploration between learners.

Resources: Section A.

Triggering EventWhat does the student need to learn? Written in spoken English (try saying it out loud). Plan the trigger in no more than five postcards. Provide a heading for each section. Identify how you will create a sense of puzzlement, a stimulus for inquiry. Will the trigger be based on a problem, question or case study? Underline any terms that need explanation and define them in the glossary section below. Keep it short and to the point, use informal language. Use real world examples if possible. Hint: Make sure you create something that will trigger some form of debate, be controversial if need be.

Resources: Section B.

Images, sounds etc...Describe or draw images to reinforce your message. What illustrations, photos, sounds, charts or diagrams would support it? Avoid using copyright and trademarked materials. Try to create your own.

Blended Learning Sequence Tutor facilitation/managementLinked to the Trigger and learning objective(s). What could the learner do to engage with the content in order to better understand it? Plan a time-based story board (keep it simple) and in no more than five postcards outline:

1. What the student must know before engaging with the Triggering Event, and how will they access this material?

2. How will the post Trigger Event activities encourage critical inquiry?

3. How will the critical inquiry activities be facilitated and managed?

4. What activities will prompt the learners to extend their thinking?

5. What activities will enable the learners to apply their learning?

At what stages in the Blended Learning Sequence (opposite) will you introduce students to new ideas, concepts, build knowledge, share personal meaning, confirm understanding etc… What techniques can a tutor apply to ensure they do not become overwhelmed by this process?

Hint: You do not have to do all the work!

Resources: Section C.

Assessment LinksUsing one postcard describe the assessment activity related to this Blended Learning Sequence. Outline how the learner will be able to apply their learning/new ideas and gauge that they have achieved the learning outcome(s)? How will you assess the learning undertaken and provide feedback on performance?

Resources: Section D.

List URLs, PDFs, documents and other resources that will help the learners learn more about the knowledge and skills provided by the Blended Learning Sequence. Provide a short description of each resource.

This design has been adapted from the UCEL Reusable Learning Object Specification V2.3 by T.S.Cooner and D.Hinton (2009), The University of Birmingham, UK.License: Creative Commons: Attribution-NonCommercial-ShareAlike 2.5 License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/2.5

Page 12: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

 

Appendix C The DIBL Effective Practice Planner Designing for Blended Learning (DIBL) 

Page 13: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

DIBL Effective Practice Planner The sections below have been created as additional help to guide you through the process of preparing your blended learning design and triggering event.   Section 1  (Helps you to consider the issues involved in creating and organising the overall blended learning design.) 

Category  Indicators (examples only)  Issues to consider 

Design and  organisation 

• Existence of a clear set of learning aims and objectives for the blended learning design. . 

• Clearly identifiable steps that students engage in prior to, dur‐ing and after exposure to the triggering event to support their learning. . 

• Thoughtful redesign that replaces (does not add to) some tra‐ditional class contact hours and offers flexible and timely ac‐cess to learning opportunities. (These can be spread over a pe‐riod of time, for example between lectures.) . 

• Assessment(s) for the blended learning activities appear at ap‐propriate times to ensure effective learning outcomes.  

• What are the student’s prior experiences and motives for learning?  . 

• Are the students expected to acquire knowledge, comprehension, de‐velop and apply new skills, be able to analyse, synthesise and evaluate and/or perform a particular task etc? . 

• To meet the aims and objectives of the learning design, have you en‐compassed any pre, post, face to face or online activities and materials that can enhance the Triggering Event? . 

• Does the blended learning design utilise the flexibility of asynchronous communication to ensure students have time to digest, reflect and engage with the learning? . 

• Are the assessment processes compatible with the learning aims and objectives?  

Coo

ner,

T.S

. and

Rai

nger

, P. (

2009

) Des

igni

ng fo

r Inq

uiry

-bas

ed L

earn

ing:

Effe

ctiv

e P

ract

ice

Pla

nner

. Uni

vers

ity o

f Birm

ingh

am.

Category  Indicators (examples only)  Issues to consider 

Open  communication and  exploration 

• Students have been oriented to undertake inquiry‐based learn‐ing activities. . 

• Students work individually and in groups to engage in the learn‐ing activities. . 

• A climate has been created where students feel comfortable and confident in exchanging information and working together. . 

• The process of online facilitation and debate has been designed to ensure the tutor does not become overwhelmed. . 

• The online activities clearly indicate the level of engagement re‐quired from the students/groups. . 

• Assessed online activities are clearly identified.  

• How will you prepare students to engage in inquiry‐based learning ac‐tivities? . 

• How will you ensure everyone in a group participates equally? . 

• What pre‐activities are needed to enable students to engage in risk‐free discussion and debate?  . 

• In relation to online discussions, what are the pros and cons of: .. 

• Assigning student facilitators to summarise group discussions? . 

• Using post‐graduate students to monitor and take part in discus‐sions? . 

• Using Peer Review of online discussions? . 

• Inviting visiting experts to engage in and manage online discussions? . 

• Using an assessment rubric?  

Section 2 (Helps you explore how to create a climate for learning that encourages open communication and exploration.)  

Page 14: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

DIBL Effective Practice Planner 

Section 4 (Helps you explore how you can help students achieve integration and resolution of their learning experiences.) 

 Integration 

• Students are helped to:  

• connect the ideas they are introduced to  

•  build knowledge  

• share personal meaning  

• ask questions and confirm understanding 

 • How will you focus group discussions, tasks, inject new knowledge and scaffold learning without becoming overwhelmed?  

• How much of this process should occur in the online or face to face  environment?  

• What existing support materials can you give students access to via the web, books, journals etc?  

 

 Resolution 

 • Your design enable students the opportunities to apply their learning or new ideas.   

 • Assessment activities are congruent with the learning aims and objectives. 

 

 • Can you use case studies, role‐plays, lab experiments?  

• Are there existing resources that you can tap into or repurpose?  

• How will you provide feedback?  

• How will you assess the learning?   

Coo

ner,

T.S

. and

Rai

nger

, P. (

2009

) Des

igni

ng fo

r Inq

uiry

-bas

ed L

earn

ing:

Effe

ctiv

e P

ract

ice

Pla

nner

. Uni

vers

ity o

f Birm

ingh

am.

 Triggering event  

 • Creates a sense of puzzlement, stimulus for inquiry.   • The triggering event creates the learner to question new, ex‐isting knowledge, opinions, approaches, stereotypes etc and will trigger discussion.  

 • Triggering Event based on a problem, question or case study.  

 • What support materials will you provide to help the students recog‐nise the problem/issues?  

• What technologies are available to create the Triggering Event?  

• If appropriate, does the Triggering Event relate to a real world sce‐nario?   

• Is your triggering event “doable” within the event timeframe?   

Section 3 (Helps you to consider the issues involved in creating a triggering event.) 

Page 15: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

DIBL Effective Practice Planner Use the categories and evidence  grids of this planner to help you in the process of creating a blended learning design that enables inquiry‐based learning. Make some notes in the evidence section to record the steps you have undertaken during this process. Link these to the main Blended Learning Design Planner.  Section 1 (You may use the notes created here during the Showcase and Review session to reflect upon some of the lessons you’ve learned during this event.) 

Category  Indicators (examples only)  Issues to consider 

Design and  organisation 

• Existence of a clear set of learning aims and objectives for the blended learning design. . 

• Clearly identifiable steps that students engage in prior to, dur‐ing and after exposure to the triggering event to support their learning. . 

• Thoughtful redesign that replaces (does not add to) some tra‐ditional class contact hours and offers flexible and timely ac‐cess to learning opportunities. (These can be spread over a pe‐riod of time, for example between lectures.) . 

• Assessment(s) for the blended learning activities appear at ap‐propriate times to ensure effective learning outcomes.  

 

Coo

ner,

T.S

. and

Rai

nger

, P. (

2009

) Des

igni

ng fo

r Inq

uiry

-bas

ed L

earn

ing:

Effe

ctiv

e P

ract

ice

Pla

nner

. Uni

vers

ity o

f Birm

ingh

am.

Category  Indicators (examples only)  Issues to consider 

Open  communication and  exploration 

• Students have been oriented to undertake inquiry‐based learn‐ing activities. . 

• Students work individually and in groups to engage in the learn‐ing activities. . 

• A climate has been created where students feel comfortable and confident in exchanging information and working together. . 

• The process of online facilitation and debate has been designed to ensure the tutor does not become overwhelmed. . 

• The online activities clearly indicate the level of engagement re‐quired from the students/groups. . 

• Assessed online activities are clearly identified.  

 

Section 2 (Use the categories and evidence  grids of this planner to record how your design will facilitate and manage discussion and debate.  Please illustrate your work using the Blended Learning Design Planner during the Showcase and Review session to demonstrate your design.) 

Page 16: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

DIBL Effective Practice Planner 

Section 4 (In this section record how your design  will help students achieve integration and resolution of their learning.)  

 Integration 

• Students are helped to:  

• connect the ideas they are introduced to  

•  build knowledge  

• share personal meaning  

• ask questions and confirm understanding 

  

 Resolution 

 • Your design enable students the opportunities to apply their learning or new ideas.   

 • Assessment activities are congruent with the learning aims and objectives. 

 

  

Coo

ner,

T.S

. and

Rai

nger

, P. (

2009

) Des

igni

ng fo

r Inq

uiry

-bas

ed L

earn

ing:

Effe

ctiv

e P

ract

ice

Pla

nner

. Uni

vers

ity o

f Birm

ingh

am.

 Triggering event  

 • Creates a sense of puzzlement, stimulus for inquiry.  

 • The triggering event creates the learner to question new, ex‐isting knowledge, opinions, approaches, stereotypes etc and will trigger discussion.  

 • Triggering Event based on a problem, question or case study.  

  

Section 3 (Use this table to record the steps you’ve undertaken to develop a triggering event.) 

Page 17: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

 

Appendix D The DIBL Framework and Design Designing for Blended Learning (DIBL) 

Page 18: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

 

Social presence:  is defined as the ability of learners to project their personal characteris‐tics into the community of inquiry, thereby presenting themselves as “real people”. (Garrison et al., 2000).  Cognitive presence: is defined as the extent to which “participants in any particular con‐figuration of a community of inquiry are able to construct meaning through sustained communication” (Garrison et al., 2000). “the intellectual environment that supports sus‐tained critical discourse and higher‐order knowledge acquisition and applica‐tion” (Garrison & Anderson, 2003).  Teaching Presence:  is defined as the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001). Although normally regarded as the main responsibility of the teacher, the constructivist approach means that interactions between the student, their peers and the content can also con‐tribute through scaffolding or guidance. 

Introduction The DIBL framework is based upon the Community of Inquiry (COI) model which was developed by Garrison, D. R., Anderson, T., & Archer and is underpinned by a sociocul‐tural constructivist approach (Vygotsky, 1962).   The COI provides a conceptual tool for supporting the understanding of computer medi‐ated educational experiences. The model consists of three elements (see below) that are essential to an educational interaction ‐ cognitive presence, social presence, and teaching presence. Indicators (key words/phrases) for each of the three elements emerged from the analysis of computer conferencing transcripts and form the basis of a tool to enable course designers to evaluate their learning designs.  

Rainger, P. Cooner, T.S., (2009) Designing for Inquiry-based Learning Framework. University of Birmingham

The COI model has been integrated into a broader design framework (DIBL) to facilitate the design of blended learning activities.  The three COI ‘presences’ are interconnected and identify the three key activities for evaluation of a learning experience. These are congruent with the four stages of the DIBL model which identify key steps in developing a learning design. 

 

Designing for Inquiry-based Blended Learning

 The DIBL Framework and Design 

Community of Inquiry     DIBL Framework 

Selecting content 

 Supporting discourse 

Setting climate 

Design and Organisation  Triggering Event 

Open Communication and Exploration Integration and Resolution 

Page 19: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

Critically important in the Design stage is the selection of the communication medium / conversational mode which should be based upon an evaluation of appropriate modes against the rest of the framework.  Embedded within the design phase should be an analysis of any challenges posed by in‐clusion and accessibility issues.  The fourth DIBL stage brings in the alignment of the learning and assessment outcomes making assessment an integrated part of the learning design.  The fifth DIBL stage is “evaluation” and presents an opportunity for analysing the learn‐ing design as a whole, critically reflecting upon practical experiences or responding to a need to change conversational modes in order to enable a re‐design. 

Rainger, P. Cooner, T.S., (2009) Designing for Inquiry-based Learning Framework. University of Birmingham

A diagram of the Designing for Inquiry‐based 

Designing for Inquiry-based Blended Learning

 Designing for Inquiry‐based Learning 

Page 20: Designing for Inquiry-based Blended Learning (DIBL) Workbook · Inquiry-based Blended Learning (DIBL) Workbook ... Assessment Rubric ia e 0 1 2 3 4 nt ne ... n n t n t - / nt - nt

References  Anderson, T., Rourke, L., Garrison, D. R. & Archer, W. (2001). Assessing teaching pres‐ence in a computer conferencing context. Seattle, WA: Paper presented at the annual meeting of the American Educational Research Association.  Garrison, D.R. & Anderson, T. (2003) E‐Learning in the 21st Century: A framework for re‐search and practice. London: Routledge/Falmer.  Garrison, D.R., Anderson, T., & Archer, W. (2000) Critical inquiry in a text‐based environ‐ment: Computer conferencing in higher education. The Internet and Higher Education, 2(2‐3), 87‐105.  Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.  Recommended Reading  Garrison, D.R. & Vaughan, N.D. (2007) Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Franciso: Jossey Bass. 

Rainger, P. Cooner, T.S., (2009) Designing for Inquiry-based Learning Framework. University of Birmingham

Designing for Inquiry-based Blended Learning

 Designing for Inquiry‐based Learning