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Talking About Teaching
Enquiry Based Learning
Ivan Moore
Director, CPLA Sheffield Hallam University
Karen O’Rourke
Academic Developer, Institute for Enterprise
Leeds Metropolitan 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
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 across the University for
the first 3 weeks of term
• The task: Design an outline poster (draft)
• Present your ideas to a panel of students
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
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
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 your 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
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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Occupational Therapy
Electrical Engineering
Computer Science
Dentistry
Venture Matrix
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
Eighteenth-Century Poetry
Final year of undergraduate study
• One 12-week module, second semester
• One year development stage, two years implementation and
evaluation
• 15-20 students
• Self-selecting groups of 3-4
• Opportunities to change group with each new problem
• Weekly 2-hour facilitated EBL session, weekly tutor-led
session in tutor’s office
Eighteenth-Century Poetry
Week 12
Exam Consultation
Weeks 8-11
Resource session
EBL session
Third problem (choose from range)
Weeks 4-7
Resource session
EBL session
Second problem
(choose from range)
Weeks 1-3
Tutor-led session
EBL session
First problem
Facilitator available
for consultation
Written outcome
Assessed – 40%
Oral outcome
Assessed – 20%
Non-assessed,
oral reports
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
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
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 make a draft presentation to your
learning and teaching committee
• Task: prepare and make your presentation (max 3 mins).
Information contained in the presentation should be as
complete as possible. Identify any missing information, how
you will find it and where you will include it in your final
presentation to DC in 2 weeks time.
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.
‘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?
Talking About Teaching
Enquiry Based Learning
Ivan Moore
[email protected]
www.shu.ac.uk/cetl/cpla
Karen O’Rourke
[email protected]
www.leedsmet.ac.uk/enterprise