EBL – Why do it? Centre for Excellence in Enquiry-Based Learning

Why EBL is useful Students are more engaged with their own learning; taps into natural curiosity, improves motivation to learn Encourages deeper learning Greater flexibility, more responsibility Learn essential research skills in a ‘safe’ environment. Research-like learning. Develops skills vital for employability, e.g. problem-solving, leadership, group work, communication, creativity, reflection. Frank – why do EBL? Centre for Excellence in Enquiry-Based Learning

50% of what they see and hear 70% of what they talk over with others Most people learn…. 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they talk over with others 80% of what they do in real life 95% of what they teach somebody else Passive learning Active learning Frank – some theory! Biggs [1999], p78 , UCLan http://www.uclan.ac.uk/ldu/resources/toolkit/lrg_groups/index.htm Centre for Excellence in Enquiry-Based Learning

Why EBL is useful – some theory Bloom’s taxonomy of cognitive educational objectives: Depth of learning Judging the outcome Evaluation Pulling together several analyses Synthesis Making sense of the results Analysis Applying concepts Application Explaining concepts Comprehension Frank (Julia’s Notes) Cognitive domain; transmit & process inmformation A second set of objectives for Affective domain relates to attitudes and behaviour: Bottom: Receiving; listens to stimulus Responding: Reacts too stimulus Valuing; Recognises personally attached worth or value. Justifies, explains, shares Organising; Recognises need for balance between competing worths. Integrates, compares. Accepts responsibility for own behaviour. Top Characterisation by value; Entire long-held belief system developed. Miller’s model: Knows  Knows how  Shows how Recalling facts Knowledge Bloom, B.S. (ed.) (1956) Taxonomy of Educational Objectives: The classification of Educational Goals: Handbook I, Cognitive Domain. New York: Toronto: Longmans. Centre for Excellence in Enquiry-Based Learning

Experiential learning model (Kolb 1981, 1984) associated learning styles (Healey et al., 2005) Good at generating ideas. Able to see situations from many angles. Recognises problems. Investigates. Senses opportunities. Prefers to watch before acting. Uses imagination to solve problems. Can carry out plans. Interested in action & results. Adapts. Trial & error. Likes practical experimental approach Abstract concept Active experiment Concrete experience Reflection & observation Diverger ‘Initiator’ Why questions’ Accommodator ‘Experimenter’ Assimilator ‘Theoriser’ ‘Relevance & how questions’ Converger, ‘Organiser’ Frank – why group work fills in the gaps in the cycle (Julia’s Notes) From Healey et al 05_Learning styles among geography undergraduates.pdf Diverger [‘Why questions’, their tag] cf Belbin ‘Plant’, ‘Resource investigator’?? Imaginative & good at generating ideas. Able to see situations from many angles. Open to experience. Recognises problems. Investigates. Senses opportunities. Prefers to watch before acting. Uses imagination to solve problems. Assimilator [‘Relevance & how questions’ their tag] Able to theorise. Compares alternatives. Defines problems. Establishes criteria. Formulates hypotheses. Takes a concise logical approach. Prefers a good explanation to hands-on experience. Converger [‘Organiser’ my tag] cf Belbin ‘Coordinator’ or ‘Implementer’? Good at practical applications. Makes decisions. Focuses effort. Evaluates plans. Selects from alternatives. Solves problems. Prefers technical tasks. Accommodator [‘Experimenter’ my tag] cf Belbin ‘Shaper’, ‘Finisher’? Can carry out plans. Interested in action & results. Adapts to immediate circumstances. Trial & error approach. Likes practical experimental approach http://www.belbin.com/content/page/1950/Belbin_Team_Role_Descriptions.pdf Good at practical applications. Makes decisions. Focuses effort. Evaluates plans. Selects from alternatives. Solves problems. Prefers technical tasks. Able to theorise. Compares alternatives. Defines problems. Establishes criteria. Formulates hypotheses. Takes a concise logical approach. Prefers a good explanation to hands-on experience. Centre for Excellence in Enquiry-Based Learning

What students say about EBL: Helps to stimulate learning; Encourages more discussion of learning with other students; If other students have covered stuff in more detail then you know you have some extra work to do! You are actively involved in your own learning and control most aspects of it, the content which you learn is better retained, rather than the knowledge you acquire from lectures It pushed me to research grammar in my own time - I can still remember the work I did rather than forgetting what teachers tell you Centre for Excellence in Enquiry-Based Learning

Centre for Excellence in Enquiry-Based Learning

Discussion How will you be able to use Enquiry-Based Learning in your own discipline? Centre for Excellence in Enquiry-Based Learning

Points to Consider Does EBL dilute the discipline? Quality over quantity of content? External accreditation, Transferable skills over subject knowledge? Implications for assessment Process as well as product, Team or individual mark Managing academic staff expectations Teaching styles differ, Learning to let go; facilitation training Managing student expectations ‘We had to learn it ourselves’, Learning styles differ, cultural expectations, student interns, Good teamwork is not a given Resources Learning spaces, Materials, Staffing Centre for Excellence in Enquiry-Based Learning