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What is Enquiry Based Learning?
Ivan Moore
Director, CPLA Sheffield Hallam University
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
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
Recognisable forms of EBL
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Design
Problem Based Learning
Case Based Learning
Field Trips
Dissertations, projects
Research
Active, student-centred, authentic, supported
• Learning driven by a process of enquiry or
investigation
• Involves complex, intriguing, authentic, stimuli
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– Intentional
– unintentional
Student-centred
Requires action
Connects theory and practice
Supported process
Develops skills
Social
Enjoyable
Some ‘drivers’….
• Supports transition into and through Higher
Education
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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
Academic skills
• Research
• Students determine and pursue
THEIR OWN lines of enquiry
– Large scale enquiries- macro
– Small scale enquiries- micro
• Information
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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
Intellectual skills
• Evaluation
Ability to make a judgment of the worth of
something
• Synthesis
Ability to combine separate elements into a whole
• Analysis
Ability to break a problem into its constituent part
and establish the relationships between each
one
• Application
Ability to apply rephrased knowledge in a novel
situation
• Manipulation
Ability to rephrase knowledge
• Knowledge
That which can be recalled
Bloom
Professional skills
• Team working and leadership
• Inter-personal skills
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Negotiation
Decision making
Handling conflict
Sharing
• Communication skills
– Presentation, explaining, questioning
• Managing projects and meetings
• Practical application of theory
Professional skills
• Team working and leadership
• Inter-personal skills
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Negotiation
Decision making
Handling conflict
Sharing
• Communication skills
– Presentation, explaining, questioning
• Managing projects and meetings
• Practical application of theory
Personal skills
• Taking and accepting responsibility
– Ethics, empathy and tolerance
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Encourages exploration, curiosity
Creative problem-solving
Balancing creativity with resilience
Planning
Time-management and organisation
Motivation
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Authentic
Realistic challenge
Locus of control
Feedback and support
Shared learning
– success
• Socialises the learning
Constructivism and Vygotski
• Cognitive theory recognises the importance of the
mind in making sense of the material with which it is
presented.
• Nevertheless, it still presupposes that the role of the
learner is primarily to assimilate whatever the teacher
presents.
• Constructivism — particularly in its "social" forms —
suggests that the learner is much more actively
involved in a joint enterprise with the teacher of
constructing new meanings.
Forms of constructivism
• cognitive constructivism is about how the
individual learner understands things, in terms of
developmental stages and learning styles, and
• social constructivism emphasises how meanings
and understandings grow out of social encounters.
Vygotski
• Observed that when children were tested on tasks on their
own, they rarely did as well as when they were working in
collaboration with an adult.
• It was by no means always the case that the adult was
teaching them how to perform the task, but that the process
of engagement with the adult enabled them to refine their
thinking or their performance to make it more effective.
• Hence, for him, the development of language and articulation
of ideas was central to learning and development.
Zone of Maximal Development (ZMD)
Beyond
reach at
present
Current
state
ZMD
Zone of Maximal Development (ZMD)
Beyond
reach at
present
Current
state
ZMD
Cannot do
yet
Can do
with help
Can do
Zone of Maximal Development (ZMD)
The ZPD is about "can do with
help", not as a permanentBeyond
state
but as a stage towards being
able
reach
at
to do something on your own.
The
present
key to "stretching" the learner is
ZMDperson's
to knowCurrent
what is in that
ZPD—what
state comes next, for them
Cannot do
yet
Can do
with help
Can do
Role of the students
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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
Share tasks
Undertake the investigations
Develop a plan
Information gap
Share the learning
Discuss and consolidate
What do we know?
Refine the problem
Share tasks
Undertake the investigations
Develop a plan
Information gap
Share the learning
Discuss and consolidate
What do we know?
Refine the problem
Enquiry Based Learning as a continuous
cyclical process
Role of the tutor/facilitator
• Prepare the students – benefits and
expectations, change of role, working
in groups
• Devise the stimulus
– Carefully crafted scenarios, triggers,
problems
• Prepare the resources, determine the
assessment method(s) and any
deadlines
Role of the tutor/facilitator
• Facilitate the group processes and the learning
– Guide lines of enquiry – ask open-ended questions
– Support for any difficulties with groups or individuals
• Explain clearly the assessment process and criteria
• Share the experience
• Give and receive feedback
Benefits to tutor
• Can inform your own research
• Livens up tutorials
• Encourages participation
• Widens teaching experience
• Enjoyment!
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)
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
EBL scenarios….
• 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
• Compatibility with learning objectives of the course
Possible routes to creating a ‘problem’….
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Design exercises
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Critical incidents
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Real case-histories or patient care-plans
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Present and past controversies
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Application of important concepts to everyday situations or
personal situations
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Video-clips, novels, newspaper articles, research papers, cartoons
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Re-write a typical exam question as an open-ended, ‘real-world’
problems
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Work with colleagues to decide the approach
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Test the problems on students
Some examples
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Computer Science
Electrical engineering
Materials engineering
Aeronautical engineering
Chemical Engineering
Inter-disciplinary engineering (eco house)
http://www.engcetl.ac.uk/events/ivanmoore_jan08/
Computer Science – Support for first-year
Enquiry-Based Learning
• Introduction to EBL and skills for effective groupwork
• Intensive staff consultation and development
sessions
• Small group sizes (6-8 students)
• EBL facilitator is also personal tutor to group
members
• Students eased into EBL experience gradually
through a series of increasingly challenging
activities
• Regular feedback
• Key lectures to inform and inspire
First Year Computer Science
A whole-year, ‘phased’
approach
Phase 4: 11 weeks
Phase 3: 6 weeks
Phase 2: 3 weeks
Phase 1: 2 weeks
Phase 0:
2 hours
Build application
Demos and poster
Group report
Individual reflection
World-wide what?
Group application
Presentations and poster
Ethics: killer robot
Group presentation
Select framework
Software patents
2 teams in debate
Expectations,
skills and group ground
rules
Materials Engineering
• First year class of 50
– groups of 3
• Selected one topic in a 12-week module
– 3 weeks
• Rationale
– autonomy, teamwork, creative problem solving,
communication
• Disaster management
– produce a multi media presentation to explain the disaster
• from a materials perspective
• One-day student conference
Electrical Engineering
• The STAMP Olympiad
• Second year students (80) in groups of 20
• Four 'Olympic events'
– sprint, high jump, javelin, basketball
• Each team to build a robot to compete in each
event
– sub-divided team into 4 sub-teams
• weekly team meeting with tutors as consultants
– minutes, shared learning, plans, feedback
Student poster
• Background: a group of academic staff have
decided to introduce EBL to next year’s first-year
intake (freshmen). They have asked you to design
a poster that explains to students what EBL is
about. The poster will be displayed in the student
facility during the first three weeks of term.
• Task: design an outline poster (draft)
– Present your ideas to a panel of students (3 minutes max)
Developing intellectual skills – Bloom again
Evaluation
Synthesis
Analysis
Application
Manipulation
Knowledge
Developing intellectual skills – Bloom again
Hypothesis
Creativity
Instinct
Intuition
Evaluation
The playground
Synthesis
Challenging
Analysis
Application
Manipulation
Knowledge
Boring
Preparing students for the first year:
Computer Science
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Getting to know the team
The course and expectations
How and why?
Communication, teamwork and skills
Meetings, and how to make them work
Setting ground rules
‘I have no special talents. I am only passionately curious’
(Albert Einstein)
The cure for boredom is curiosity. There is no cure for
curiosity....
Dorothy Parker
Enquiry Based Learning
Ivan Moore
Director, CPLA Sheffield Hallam University