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

2. 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

3. 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
Centre for Excellence in Enquiry-Based Learning

4. 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

5. 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
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

6. 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

7. Centre for Excellence in Enquiry-Based Learning

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

9. 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