1. Using inquiry-based learning in capstone units
Angela Brew
&
Margot McNeill
Learning and Teaching Centre
Thursday 17th November 2011 1

2. Session outline Program outcomes and positioning your unit
Capstone unit characteristics
Research-based learning decision making wheel.
Planning your unit
Angela gives example.
Aces 801 as example of guiding through structure without constraining students. Weekly or fortnightly activities, although student decides topic and output. John shepherd. Slides by me.

3. MQ drivers
Graduate capabilities - Problem solving, creativity, communication, professional judgment, critical thinking, research capability, discipline knowledge
Work-integrated learning - …many descriptions of university courses show an increased emphasis on work related or work integrated learning and practice (AQF, 2009, p. 14)
Sustainability – units to support students in integrating knowledge and skills.

4. Stephenson and Yorke (1998) suggest that capable graduates:
“…not only know about their specialisms; they also have the confidence to apply their knowledge and skills within varied and changing situations and to continue to develop their specialist knowledge and skills long after they have left formal education…Taking effective and appropriate action within unfamiliar and changing circumstances involves ethics, judgments, the self-confidence to take risks and a commitment to learn from the experience.” ( p.3)

5. Characteristics of capstone units
reviewing the scaffolding of the degree, including integrating major course material
reflecting on the development of the graduate capabilities and how these have been achieved within the degree
preparing a portfolio or diploma supplement; in professional degrees undertaking a professional preparation program
Applying theory to practice

6. Activity
In pairs you are asked to devise an inquiry/research-based learning capstone unit of study for a given group of students

7. knowledge unknown
and negotiable
student decides question
Knowledge new to
discipline, society
knowledge fixed,
determined
and
absolute
teacher or
researcher
chooses
question
question negotiated
Knowledge is
new to the
student
what skills?
assessment
controlled
by teacher
or researcher
what attributes?
students
topic chosen
by teacher
or researcher
student chooses topic
Student controls assessment
topic negotiated
negotiated assessment
context
what content?
task
structured
by teacher
or researcher
audience
and output
fixed
Angela explains the decision-making wheel and then gives an example
audience & output
negotiated
inquiry is
closed-ended,
well-defined
negotiated structure
student decides audience
and output
task unstructured –
student decides
inquiry is open-ended

8. Inquiry-based learning
Assessment
&
Research-enhanced learning task
Constitute a group
Define a question for a scholarly inquiry
Search the literature
Design a study
Present it at a session for feedback
Write it up
Peer review another group’s work
Critical Friend discussions
Friday sessions
Learning journal
Literature review
Verbal presentation
Proposal write up
This is the example of the unit of study
Peer review of write up
Self Assessment Schedule
Critical Friend Report

9. Task [At each stage record your decisions on flipchart paper]
Start by discussing what you want these students to know and to do at the end of the semester and the attributes you wish them to develop. Focus on their research skills and their subject knowledge and attitudes. [Resources are provided to help]

10. MQ Graduate capabilities

11. Typical focus of learning outcomes
appreciation of complex, competing issues in graduate jobs
extension of analytical and strategic thinking
application of theory into practice
development of career networking capabilities
consolidation of higher-level applied communication skills (written, oral, interpersonal, professional presentations)
application of employment-related teamwork
demonstration of early professional dispositions and ethical stance

12. Task [At each stage record your decisions on flipchart paper]
Start by discussing what you want these students to know and to do at the end of the semester and the attributes you wish them to develop. Focus on their research skills and their subject knowledge and attitudes. [Resources are provided to help]
Then in the light of what you want students to achieve, decide on the appropriate amount and kind of direction, structure, nature of inquiry, kind of knowledge and products. [use the decision-making wheel with the numbers and arrows and make decisions indicated by the numbers]
Then decide how the students are going to be assessed.

13. 8
knowledge unknown
and negotiable 1 7
student decides question
Knowledge new to
discipline, society
knowledge fixed,
determined
and
absolute
teacher or
researcher
chooses
question
question negotiated
Knowledge is
new to the
student
what skills?
assessment
controlled
by teacher
or researcher
what attributes?
students
topic chosen
by teacher
or researcher
student chooses topic 2
Student controls assessment
topic negotiated
negotiated assessment 6
context
what content?
task
structured
by teacher
or researcher
audience
and output
fixed
Angela explains the decision-making wheel and then gives an example
audience & output
negotiated
inquiry is
closed-ended,
well-defined
negotiated structure
student decides audience
and output
task unstructured –
student decides 3 5
inquiry is open-ended 4

14. Design considerations
1. Knowledge, skills and capabilities – try to avoid introducing new content
2. Professional or industry links – networks, WIL or design guidance
3. Scaffolding during the unit – dispersed access
4. Assessment – holistic and authentic
A program-wide approach will be easier to deliver and may help tick a few boxes at once!

15. Biggs, (2003) The Presage, Process, Product (3P) Model
The space bordered by this line represents
the ‘external’ factors impacting on learning and teaching
Learner Characteristics
Motivation.
Orientation to learning.
Conceptions of learning.
Prior knowledge.
Learning style etc.
Feedback:
Beliefs about attributes for success and failure
Learning & Teaching Actions
Approaches to study.
Learning events.
Assessment.
Outcomes
Quantitative.
Qualitative.
Affective.
Perceptions & Expectations
Influences on Teaching
Teacher conceptions of learning and teaching.
Aims and objectives.
Climate.
Philosophy.
Feedback:
Efficacy beliefs about teaching & learning
Biggs, (2003) The Presage, Process, Product (3P) Model

16. Capstone opportunities
Use a program –wide approach to integrate the requirements for:
Supporting graduate capabilities such as teamwork and communication
Including varied assessment strategies such as report writing or design outputs
Requiring authentic tasks such as using industry contacts

17. Task [At each stage record your decisions on flipchart paper]
Start by discussing what you want these students to know and to do at the end of the semester and the attributes you wish them to develop. Focus on their research skills and their subject knowledge and attitudes. [Resources are provided to help]
Then in the light of what you want students to achieve, decide on the appropriate amount and kind of direction, structure, nature of inquiry, kind of knowledge and products. [use the decision-making wheel with the numbers and arrows and make decisions indicated by the numbers]
Then decide how the students are going to be assessed.

18. Assessment of process and product
a case study based on a ‘real-world’ situation (the ‘living case method’)
a research grant proposal or plan based on an authentic professional or industry need
a feasibility study report on a proposed initiative addressing issues of relevance to a particular professional or industry need
a research report on the group project
a plan for a program of activities for an authentic task
a series of communiques and presentations addressed to those working in the authentic professional or industry setting
an integrated portfolio of the student’s key learning outcomes

19. Learning and Teaching Centre Resources
Visit Macquarie University’s Learning and Teaching Centre website for other resources on developing and assessing capstones, including MQ examples

20. Tips
Be specific about outcomes and assessment and provide or negotiate grading criteria for students early in the unit
Provide structure for less motivated and goal-oriented students – scaffolding towards independent and self-directed
Establish regular monitoring, even if it is not for grades
Be pragmatic and realistic about expectations
Target a range of assessment types, for example presentations and reports
Agree procedures for mediating problems and failures
Plan for requirements such as ethics clearance, OH&S or IP