Transcript Your Presentation Title Goes Here

What is Enquiry Based Learning?
Ivan Moore
Director
CPLA
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
Active, student-centred, authentic, supported
• Learning driven by a process of enquiry or
investigation
• Involves complex, intriguing ‘real-life’ stimuli
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– Intentional
– unintentional
Student-centred
Requires action
Connects theory and practice
Supported process
Develops skills
Social
Enjoyable
First group task
• Background: A team of academic staff have
decided to introduce EBL to next year’s first year
intake. They have asked you to design a poster
that will explain what EBL is to the students. The
poster will be displayed in the Atrium for the first 3
weeks of term
• The task: Design an outline poster (draft)
• Present your ideas to a panel of students
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
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build on what they already know
identify what information they need
find, evaluate and use the information
may communicate their learning to others
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
Personal skills
• Taking and accepting responsibility
– Ethics and moral sense
• Planning
• Balancing creativity with resilience
Motivation
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Authentic
Realistic challenge
Locus of control
Feedback and support
Shared learning
– success
• Socialises the learning
Some ‘drivers’….
• Supports transition into and through Higher
Education
• Integration – knowledge, cultural, social
• Lifelong learning – information explosion
• Inter-professional and interdisciplinary learning
• Promotes the links between teaching, learning and
research
• Autonomy, employability, and professional body
requirements
EBL to Promote Learning
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Practice in a ‘safe’ environment
Research skills
Accommodates different learning styles
Information retrieval
Analysis and synthesis
Reflection and review
EBL - Skills for Work and Life
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Encourages exploration, curiosity
Creative problem-solving
Responsibility
Time-management and organisation
Communication and negotiation
Leadership and team-work
Empathy and understanding
Practical application of theory
Making the case (part 1)
• Background: the University’s Development Committee has
invited academic staff to bid for funding to introduce EBL into
first year programmes. Your subject team wishes to bid for
this fund. You are required to make a presentation to
Development Committee.
• You have been asked to scope the presentation: what it
needs to include, what evidence or information you need to
present, and a two-week project plan for preparing for a
rehearsal with your learning and teaching committee
• Task: Identify the key arguments and rationales for
implementing EBL to first years. Prepare a 3 minute (max)
presentation to LTC, giving a framework for your final
presentation to DC.
– Identify your arguments, what you know about each, what you
still need to find out, and how you will get this information and
prepare the presentation in the given timescales.
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
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
• 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
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
• Determine timescale for investigation
– Allow for induction, presentation and assessment
– Pilot over 3 or 4 weeks in a module
– Evaluate it
The first year experience
• Transition with Immersion
– Consolidate what they know and begin to build knowledge
base
• Develop skills
– Learning, intellectual, professional
– Critical awareness
• Sense of self and others
– Take responsibility for their own learning
– Confidence, motivation, fun
– Socialise their learning
Recognisable forms of EBL
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Design
Problem Based Learning
Case Based Learning
Field Trips
Dissertations, projects
Research
Making the case (part 2)
• Background: the University’s Development Committee has
invited academic staff to bid for funding to introduce EBL into
first year programmes. Your subject team wishes to bid for
this fund. You are required to make a presentation to
Development Committee.
• You have been asked to scope the presentation: what it
needs to include, what evidence or information you need to
present, and a two-week project plan for preparing for a
rehearsal with your learning and teaching committee
• Task: prepare your presentation (max 3 mins) to LTC.
Identify any missing information and how you will find it.
Some examples
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CS
Dentistry
Elec engg
The business
OT
EBL in the First year: Computer Science
• Incorporation of EBL into first-year curriculum to
give the degree something distinctive and
attractive
• Need to motivate and enthuse the students right
from the start
• Need to introduce students at this early stage to
independent learning skills
• Pilot activities and trials carried out with secondyear students – evolution rather than revolution
Computer Science
• Knowledge and skills developed in first-year should
equip the students more adequately for
subsequent years
• EBL tasks require first-year students to synthesise
learning derived from several course units
• Allows second and third year courses to be more
ambitious with regard to active learning
approaches and more technically demanding
projects
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
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
Assessment
Group demo,
presentation and
poster
Group report
Individual reflection
Phase 4: 11 weeks
Group presentation
Group poster
Phase 3: 6 weeks
Phase 2: 3 weeks
Ethical framework
Phase 1: 2 weeks
Debate
Phase 0:
2 hours
Ground rules
Dentistry
• Five year programme
• Based on 5 years experience of PBL through a
common curriculum with Medicine
• 120 students
• Year themes and academic themes
• PBL exercises in two forms:
– In-class workshops – 3 hours
– 2-weekly problems
EBL in the First Year - Pharmacy
• We are Pharmacists – why do we need all this ‘dull’
Chemistry?
• Using EBL to support students in taking an
integrated approach to their learning and to
recognise the pivotal role played by Chemistry in
the use of medicines
• Professional body (RPSGB) requires graduates to
develop independent learning skills, selfmanagement, peer evaluation skills, as well as
team-working
Pharmacy
• ‘Pharmaceutical Chemistry’ second semester core
module for 190 first-year students
• Diverse cohort of students
• All students have completed module ‘Basic Organic
Chemistry’ in semester 1
Pharmacy – Support for Enquiry-Based Learning
• Introduction to EBL at start of Semester 2
• Subject-specialist ‘drop-in’ sessions at key stages
of the investigation
• Guidance on poster production and presentation
• Peer mentoring programme
Format
• Students worked in teams of 6-8
• Negotiated a therapeutic area on which to focus
their enquiry
• Chose three drugs from British National Formulary
to apply to chosen condition
• Therapeutic areas allocated on ‘first come, first
served’ basis (maximum two groups for each
condition)
• Students decided on team structure, roles,
responsibilities
• Devised formal action plan
Assessment
• Six components consisting of:
• E-mail communication with facilitator with details
of chosen therapeutic area, drugs and outline of
the team structure (5%)
• Initial report on the therapeutic area (15%)
• List of generic chemical information under
research (10%)
• Poster presentation (20%)
• Final full report (40%)
• Peer evaluation of team process/contribution made
(10%)
First year Occupational Therapy
• First year, 10-credit module, first semester
– 3 weeks full time, exclusive
• Students come with little confidence in Blackboard
– See it mostly as a repository for information
• Opportunity to involve third year students
– Recap on first-year work
– Provide support for first year students
General outline of organisation
• 6 groups of students, 8-10 per group
• 3 weeks (short and fat)
• 7 hours formal contact per week
– 1 lecture (1 hour), 2 EBL sessions (2 hours), 1 workshop (2 hours)
• Students are presented with a client referral
– One of 3
– E.g. dementia of alzheimer’s type 2 years ago
• Fire in flat, unkempt and malnourished
• ?progression of dementia?
• assess function and future care needs
• Provide programme of structured activity to increase socialisation
• Year three volunteer students role play (carer, warden, client)
• Academic staff role play Multi-Disciplinary Team (MDT)
The scheme
Week 1
Week 2
Week 3
EBL
session 1
Students receive
and analyse
referral.
Develop questions.
Interview MDT
‘Consultant’ calls
emergency
meeting.
Assessment
findings
presented
EBL
session 2
Discuss with 3rd
years (in role)
Identify gaps in
understanding
(OT language
and principles)
Consolidate what
Students present
known and what to a treatment plan
investigate*
to consultant
(goldfish bowl)*
Consolidation
Goldfish bowl
• Discussion board on
blackboard
• 3 strands
• 2 reps per group
• Consultant in centre
• Rest of group act as
supporters/provide
information during ‘time
outs’ as requested
– MDT
– Patient
– Group decision-making
Making the case (part 3)
• Background: the University’s Development Committee has
invited academic staff to bid for funding to introduce EBL into
first year programmes. Your team wishes to bid for this fund.
You are required to make a presentation to Development
Committee.
• You have learned that DC wants to know the implications for
staff development and skills and would appreciate some
examples of what EBL ‘looks like’.
• Task: Refine your arguments and ideas on the basis of the
feedback and any further information you now have.
– Prepare a formal 5 minute group presentation to DC
• The committee will make their final decision on the basis of
these presentations.
Preparing First Year Students for EBL
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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
• What was the most useful or meaningful thing you learned
during this session?
• What question(s) remain uppermost in your mind as we end
this session?
• What was the ‘muddiest’ point in this session?
• As a result of this session:
– What will you stop doing?
– What will you start doing?
– What will you continue doing?
• What further activities, support or events do you think this
group would benefit from?