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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
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The cure for boredom is curiosity. There is no cure for
curiosity....
Dorothy Parker
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Where are we from?
We are from here
. Sheffield
WE are not from here!
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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
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Centres for Excellence in
Teaching and Learning
Sheffield Hallam University
Centre for Excellence in
Teaching and Learning
Promoting Learner Autonomy
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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
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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
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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
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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
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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
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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
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Motivation
•
•
•
•
•
•
interest in the subject/task
clear goals, tasks and standards
support
feedback
sense of belonging and sharing
success - improvement
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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
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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.
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The learning journey
Independence or
autonomy
Inter-dependence
Relative
dependence
Enquiry Based Learning
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Intellectual capacity
Learning
as growth
Level three
Independence
Level two
Level one
Knowledge
(breadth and
complexity)
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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
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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
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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
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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
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Recognisable forms of EBL
•
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•
•
•
•
Design
Problem Based Learning
Case Based Learning
Field Study
Dissertations, projects
Research
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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
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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
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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
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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
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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
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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
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Motivation
•
•
•
•
•
Authentic
Realistic challenge
Locus of control
Feedback and support
Shared learning
– success
• Socialises the learning
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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
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Preparing the students for EBL….
• Clarify expectations –theirs and yours
• Be aware of the ‘peaks and troughs’ in the
calendar
• Provide practice sessions
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–
–
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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
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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)
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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
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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
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Possible routes to generating an enquiry….
•
Design exercises
•
Critical incidents
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Real case-histories or patient care-plans
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Present and past controversies
•
Application of important concepts to everyday situations or
personal situations
•
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
•
Work with colleagues to decide the approach
•
Test the problems on students
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Role of the students
•
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•
•
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•
•
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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
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Share tasks
Undertake the investigations
Develop a plan
Information gap
Share the learning
Discuss and consolidate
What do we know?
Refine the problem
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Share tasks
Undertake the investigations
Develop a plan
Information gap
Share the learning
Discuss and consolidate
What do we know?
Refine the problem
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Enquiry Based Learning as a continuous
cyclical process
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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
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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
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Characteristics of an effective facilitator….
•
•
•
•
•
•
•
•
•
•
•
•
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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
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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
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• 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!
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Preparing students for EBL
• Forming the student teams
– Belbin
– Myers-Briggs
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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
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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
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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
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