Transcript Enquiry Based Learning - University of Cumbria

Enquiry Based Learning
Debbie Reel & Helen Davies
Newman University College,
Birmingham
Aims
Why EBL at Newman University
College?
‘Enquiry-Based Learning inspires students
to learn for themselves, bringing a real
research-orientated approach to the
subject.’
www.campus.manchester.ac.uk/ceebl/ebl/
www.campus.manchester.ac.uk/ceebl/ebl/
The research aims
• to determine the impact that EBL on the
self efficacy of early years post Graduate
students;
• to evaluate whether the EBL process,
encouraged sufficient development of
knowledge and skills that would equip the
student tackling the complex problems
they might encounter in the real work
place.
EBL module
Promote an advanced
level of enquiry of the
pedagogical issues
encountered in
teaching and learning
in the Early Years
Enable students to
formulate their own
routes in learning
as they research,
evaluate and
synthesise
Extend critical
knowledge and
understanding in
relation to teaching
and learning in the
Early Years
Increase students
depth in
understanding of key
issues related to key
focus areas of
enquiry
Proposal brief
As part of the commitment to ensuring that high quality practice is
achieved in all early years settings NUC is developing a series of
documentaries which explores and examines current practice for
3-5 year olds. The aim of the documentaries is to raise standards
and encourage practitioners to reflect on their practice and
consider the underlying basis for such practice. Each
documentary will examine an area of early years practice and will
explore the challenges, issues and dilemmas faced by
practitioners. A supporting leaflet will accompany the
documentary with a description of the content and include
reference to key research and publications. The documentary
and the leaflet are aimed at practitioners new to teaching or new
to the Foundation Stage. Both the documentary and the leaflet
will be scholarly and informed.
Documentary proposals
Students submitted a documentary
proposal (300-500 words) that
demonstrated a sound understanding
of the chosen topic and indicated how
they intended to examine their
chosen area from different points of
view with reference to relevant
reading and research.
Documentary
• 10-15 minutes
• produced using
Windows Movie
Maker.
• saved in .wmv format
• supporting leaflet
Our research with the student in
the driving seat
• Measured the impact of an increased level of
student autonomy on 7 key areas:
• motivation;
• planning;
• support;
• theory;
• time;
• writing;
• overall self efficacy.
Sample questions from self efficacy
• How confident are you in your ability to motivate yourself
to complete the task?
• How confident are you in your ability to set yourself
realistic goals?
• How confident are you in your ability to plan for the
required audience?
• How confident are you in your ability to understand the
subject area?
• How confident are you in your ability to critically analyse
your own performance?
• How confident are you in your ability to communicate the
subject area to others?
Academic, intellectual and
professional skills
• EBL process aimed to develop research
skills as students engaged in and followed
their own lines of enquiry
• EBL also aimed to encourage students to
evaluate, hypothesise and synthesise
rather than simply applying knowledge
• The process demanded high levels of
interpersonal, team work and
communicative skills.
What was our role?
Debbie and Helen
• Facilitators
• Meeting with groups
regularly
• Early years content
Steve
• Technical advice and
support
• Could add a photo of
students in computer
room.
We considered ourselves to be a
starting point:
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•
•
Multi - agency work
Birth to Three
Children’s Centres
Assessment and Observation…
The first round
• Met with much resistance
• Was this due to our naivety and
assumptions of the ‘passive’ student?
• Was this due to the organic nature of the
EBL process?
• Was it due to the final product which did
cause the students to deter from the
process itself?
• Was it due to the commitments of full time
study on an extremely demanding course?
Subsequent rounds of EBL
• Both the first and second round of research
demonstrated that levels self efficacy improved
• EYNF application tender………..
• Improvements were more significant in the 2nd
round than the first. However, motivation and
support (group) still rank the lowest in terms of
shifts in self efficacy
• We have just completed our 3rd round of EBL.
Results
• Cronbach’s alpha scores – good reliability
• Pre and Post design questionnaires
• T test – there were significant differences!
Scale
Pre
intervention
Post
intervention
Motivation
self-efficacy
overall score
Planning
self-efficacy
overall score
Support
self-efficacy
overall score
Theory self-efficacy score
Time management selfefficacy score
Writing self-efficacy score
2.33
2.84
2.41
3.14
3.31
3.28
2.33
2.42
3.02
3.15
2.31
2.95
Overall self-efficacy score
2.52
3.06
Where next?
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Motivation and Support
Compulsory tutorials;
Mid point presentations – 5% assessed;
Grouping earlier;
Start the module in September run for
longer – more sessions – shorter;
Change the weighting of the assessment.
Why has the EBL module grown
in success?
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•
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Facilitating the process
Our research is better informed
ICT support stronger
Setting the scene
Time allows students to be more creative
in their research areas – they are following
lines of enquiry based on interests.
Example of one of the
documentaries
Successful implementation of EBL
processes require a level of
consciousness of the challenges to
change on the part of the tutor and
students.
‘… a lot of unlearning and letting go has to
be done by both students and tutors
before there is a genuine alignment of
assessment with the principles and
practices of EBL.’
(Macdonald 2005)
References
CEEBL (2008) Centre for Excellence in Enquiry-Based Learning. University
of Manchester. [online]. Available at
http://www.campus.manchester.ac.uk/ceebl/ (accessed 16 September
2008).
Lane, A., Devonport, T. Milton, K., & Williams, L. (2003) Self Efficacy and
Dissertation Performance Among Sport Students Journal of Hospitality,
Leisure, Sport and Tourism Education Vol 2, No 2
Gough, G. (2008) Encouraging groups to take responsibility for learning:
First steps in EBL [online]. Available at
http://www.campus.manchester.ac.uk/ceebl/resources/general/gough_EngC
ETLsymp2008.pdf (accessed 28th March 2008)
Khan, P. and O’Rourke, K. (2004) Guide to Curriculum Design: EnquiryBased Learning. University of Manchester. [on line]. Available at
http://www.campus.manchester.ac.uk/ceebl/resources/general/kahn_2004.p
df (accessed May 2010).
MacDonald, R. (2005 ) Assessment Strategies for Enquiry and ProblemBased Learning [online]. Available at http://www.aishe.org/readings/20052/chapter9.pdf (accessed May 2010)