An introduction to Enquiry Based Learning Ivan Moore Director Mike Bramhall Associate Director Centre for Excellence in Teaching and Learning: Promoting Learner Autonomy Faculty Head of Learning, Teaching and Assessment Sheffield Hallam University www.shu.ac.uk/cetl/cplahome.html 1 The cure for boredom is curiosity. There is no cure for curiosity.... Dorothy Parker 2 Where are we from? We are from here . Sheffield WE are not from here! 3 Centres for Excellence in Teaching and Learning • Government funded, five year initiative 2005-10 • competitive bidding process • £4.5M maximum award • 74 funded centres – Single and collaborative – Subject-specific – Themed 4 Centres for Excellence in Teaching and Learning Sheffield Hallam University Centre for Excellence in Teaching and Learning Promoting Learner Autonomy 5 A definition of learner autonomy • An autonomous learner takes responsibility for his/her own learning • They can identify: – their learning goals (what they need to learn) – their learning processes (how they will learn it) – how they will evaluate and use their learning 6 Characteristics of ‘effective’ autonomous learners • they have well-founded conceptions of learning • they have a range of learning approaches and skills • they can organize their learning • they have good information processing skills • they are well motivated to learn 7 STANCE TOWARDS LEARNING WILLINGNESS TO LEARN Orientation to learning Appropriate conceptions of learning Deep approach to learning A range of appropriate learning strategies Balance of vocational, academic, personal and social motivations to learn Intrinsic motivation Extrinsic motivation Goals Short - Medium - Long Confidence INFORMATION MANAGEMENT Information handling Access to resources: On line and Paper-based Role models (people, exemplars, designs) Equipment Other learners Contexts Study Skills Planning and problem solving Evaluation & Metacognition Self-assessment Focus & ‘stickability’ Time and project management Balancing social, work and learning needs Assessment 8 STANCE TOWARDS LEARNING WILLINGNESS TO LEARN Orientation to learning Appropriate conceptions of learning Deep approach to learning A range of appropriate learning strategies Balance of vocational, academic, personal and social motivations to learn Intrinsic motivation Extrinsic motivation Goals Short - Medium - Long Confidence INFORMATION MANAGEMENT Information handling Access to resources: On line and Paper-based Role models (people, exemplars, designs) Equipment Other learners Contexts Study Skills Planning and problem solving Evaluation & Metacognition Self-assessment Focus & ‘stickability’ Time and project management Balancing social, work and learning needs Assessment 9 Factors that can influence the development of autonomy • The potential for autonomy in learning (Fazey and Fazey, 2001) – Autonomous people are intrinsically-motivated, perceive themselves to be in control of their decision making, take responsibility for the outcomes of their actions and have confidence in themselves 10 Three factors motivation perceived control perceived competence Intrinsic interest in the subject, topic or activity (task) outcome, success (learning) is dependent on themselves. They have control over the task, learning, outcomes …or confidence Extrinsic 1 identified - inherently valued, but not selfinitiated 2 introjected - values the activity because of the goal it achieves (success or failure) 3 external - job, qualification outcome is dependent on others (in power) 'sufficiently high selfperception of competence to be prepared to risk shortterm failure at a task which they feel is important.' the task or learning is controlled by others 11 Motivation • • • • • • interest in the subject/task clear goals, tasks and standards support feedback sense of belonging and sharing success - improvement 12 13 Learning as a journey • We become more autonomous as learners as we make more of our own choices about what we learn and how we learn it. dependence interdependence Independence or autonomy 14 The learning journey Independence or autonomy Inter-dependence Relative dependence Collaboration is not inter-dependence. Autonomy does not mean working on your own. Collaborative learning still requires you to work on your own some of the time. 15 The learning journey Independence or autonomy Inter-dependence Relative dependence Enquiry Based Learning 16 Intellectual capacity Learning as growth Level three Independence Level two Level one Knowledge (breadth and complexity) 17 How do people learn? 'Tell me and I will forget, show me and I may not remember, involve me and I will understand' Kung Fu Tse (Confucius) 2500 years ago 18 What is EBL? • What does the term EBL mean to you? – What words come to mind? – Definition, rationale, practices, outcomes, issues, challenges, opportunities • Write your thoughts down on a post-it – (one thought per sheet) • Now stick your sheet on the wall and call out what you have written 19 A starting point EBL represents a shift away from passive methods, which involve the transmission of knowledge to students, to more facilitative teaching methods through which students are expected to construct their own knowledge and understanding by engaging in supported processes of enquiry 20 What is Enquiry Based Learning? • Enquiry Based Learning is a natural form of learning, borne out of our innate sense of curiosity and desire to understand • It is generically applicable, and has grown from modelling learning in a number of subjects 21 Recognisable forms of EBL • • • • • • Design Problem Based Learning Case Based Learning Field Study Dissertations, projects Research 22 Active, student-centred, authentic, supported • Learning driven by a process of enquiry or investigation • Involves complex, intriguing, authentic, stimuli • • • • • • • – Intentional – unintentional Student-centred Requires action Connects theory and practice Supported process Develops skills Social Enjoyable 23 Some ‘drivers’…. • Supports transition into and through Higher Education – – – – Practice in a safe environment Opportunities for reflection and review Accommodates different learning styles Socialises the learning and the learner • Develops lifelong learning skills – information explosion • Inter-professional and interdisciplinary learning • Promotes the links between teaching, learning and research • Autonomy, employability, and professional body requirements 24 Academic skills • Research • Students determine and pursue THEIR OWN lines of enquiry – Large scale enquiries- macro – Small scale enquiries- micro • Information • • • • They They They They build on what they already know identify what information they need find, evaluate and use the information may communicate their learning to others 25 Professional skills • Team working and leadership • Inter-personal skills – – – – Negotiation Decision making Handling conflict Sharing • Communication skills – Presentation, explaining, questioning • Managing projects and meetings • Practical application of theory 26 Professional skills • Team working and leadership • Inter-personal skills – – – – Negotiation Decision making Handling conflict Sharing • Communication skills – Presentation, explaining, questioning • Managing projects and meetings • Practical application of theory 27 Personal skills • Taking and accepting responsibility – Ethics, empathy and tolerance • Encourages exploration, curiosity • Creative problem-solving • Balancing creativity with resilience • Planning • Time-management and organisation 28 Motivation • • • • • Authentic Realistic challenge Locus of control Feedback and support Shared learning – success • Socialises the learning 29 Where to begin • Select a topic or theme • Determine timescale for investigation – Allow for induction, presentation and assessment – Pilot over 3 or 4 weeks in a module – Evaluate it 30 Preparing the students for EBL…. • Clarify expectations –theirs and yours • Be aware of the ‘peaks and troughs’ in the calendar • Provide practice sessions – – – – Practice in a low-risk situation experienced students as models Allow time for the groups to ‘gel’ – socialise Begin to understand group dynamics and rules/roles/skills – Create the environment – encourage students to give and receive feedback 31 The scale of the investigation In-class Between classes (1 week) 2-3 weeks 6-12 weeks or longer • Resources provided, small scale investigations, may or may not be linked • Initial discussion, students find information from different sources. Need to share outside class. Report back week 2 • Middle week(s) for ‘catch up’, consolidate, review and plan • Large scale investigation, significantly more autonomy, opportunity for in-depth investigation (deep learning) 32 Creating ‘problems’ • What do we want students to do? – Gain understanding, retain knowledge – Make decisions based on their research – Analyse, synthesise and evaluate rather than simply define and explain – Adopt a positive attitude towards their subject/profession – Take more responsibility for their learning – Develop transferable skills 33 The enquiry…. • Compatibility with learning objectives of the course • Must engage students and motivate them • Relationship to the ‘real world’ • Encourage students to make decisions or judgements based on information and facts • Move students beyond recall of information • Should encourage collaboration and co-operation • Open-ended, connected to existing knowledge 34 Possible routes to generating an enquiry…. • Design exercises • Critical incidents • Real case-histories or patient care-plans • Present and past controversies • Application of important concepts to everyday situations or personal situations • Video-clips, novels, newspaper articles, research papers, cartoons • Re-write a typical exam question as an open-ended, ‘real-world’ problems • Work with colleagues to decide the approach • Test the problems on students 35 Role of the students • • • • • • • • • Accept responsibility for their learning Establish group roles, if any Analyze the stimulus Identify learning goals Determine a plan of activity and agree individual tasks/responsibilities Report individual findings and collate research Complete the task (e.g. present findings) Undertake assessment tasks Give and receive feedback 36 Share tasks Undertake the investigations Develop a plan Information gap Share the learning Discuss and consolidate What do we know? Refine the problem 37 Share tasks Undertake the investigations Develop a plan Information gap Share the learning Discuss and consolidate What do we know? Refine the problem 38 39 Enquiry Based Learning as a continuous cyclical process 40 Role of the tutor/facilitator • Prepare the students – benefits and expectations, change of role, working in teams • Establish the teams • Devise the stimulus – Carefully crafted scenarios, triggers, problems • Prepare the resources, determine the assessment methods and any deadlines 41 Facilitation…. • Acceptance of the ‘shift’ from content expert to facilitator • Establishing the environment • Taking an active role - keeping the balance • Allowing freedom to explore and exchange ideas • Ask open-ended questions • Encourage reflection and review • Offer progress checks – move things forward • Challenge the students • Guidance on appropriate resources • Sensitivity to group dynamics 42 Characteristics of an effective facilitator…. • • • • • • • • • • • • • Willing to spend time building relationships Negotiates rather than dictates - shares Draws energy from outside themselves as well as within Enthusiasm More like a coach than a scientist Naturally curious about people, things, life in general Flexible Listens Confident Honest Attentive Humorous Checks understanding – closure and consolidation 43 Tutor role Facilitation Facilitation approach typology (style) continuum Establisher (trigger) Observer Monitor Fixer Member Assessor Social Technical Organisational Motivational hands off reactive information up front hands on proactive held back 44 • Questioning (why do you think that is important?) • Guiding (Have you thought of….?) • Challenging (How does that work….?) • Devil’s advocate (so what if I said….?) • Mirroring (well, what do you think it means?) • Laddering (ok, so what do you know about…?) • Stimulate discussion (what might the pitfalls be? Have you thought about cost/ethics/time…?) • Support the process (I thought you agreed that….? Could you recap for me?) • It is Ok to remain silent at times! 45 Preparing students for EBL • Forming the student teams – Belbin – Myers-Briggs 46 An introduction to Enquiry Based Learning Ivan Moore Director Mike Bramhall Associate Director Centre for Excellence in Teaching and Learning: Promoting Learner Autonomy Faculty Head of Learning, Teaching and Assessment Sheffield Hallam University www.shu.ac.uk/cetl/cplahome.html 47 Purposes of assessment • To enable examiners to certify that the students have met a certain standard of performance • To certify levels of achievement • To inform the students by giving them accurate information on their strengths and weaknesses, with the aim of improving the quality of their knowledge, understanding and skills • To motivate the students by providing them with an opportunity to review and consolidate what they have learnt 48 Effective assessment in EBL • Clear criteria aligned with the desired learning outcomes • Assessment FOR learning – continuous • Formative and summative • Range of methods (including examination!) • Include evidence from the EBL process • Self and peer 49