1. Guidelines for Designing Inquiry-Based Learning Environments on the Web: Professional Development of Educators Byung-Ro Lim IST, Indiana Univ. July 20, 2001

2. 2 What’s going on in the classroom? Current practices Teacher-centered Dissemination of knowledge Dominant textbook-based view What is missing? Higher-order thinking skills, self-directed learning, & multiple perspectives

3. 3 Why? Many factors influence this: Test-driven curricula Practical difficulties Social, cultural factors Teachers lack training My focus is on developing teacher competence.

4. 4 How? Innovative professional development Overcoming traditional approaches: training, dissemination, & “fire-fighting” approach Social constructivist perspective Using inquiry-based learning to learn inquiry Using online technology

5. 5 What is this study all about? Online inquiry- based learning for educators

6. 6 Research Questions What are guidelines for designing inquiry-based learning environments (OILEs) on the web for teacher professional development? What are the critical characteristics of OILEs? What structure and scaffolding are necessary? What design elements would be effective?

7. 7 Methods Multiple case studies Interpretative case studies (Merriam, 1988) Naturalistic formative research (post-facto) (Reigeluth & Frick, 1999) Select cases Collect & analyze data Fully develop tentative theory (Cont’d)

8. 8 Methods Case selection WebQuest Inquiry Page Learning to Teach with Technology Studio (LTTS) Research agenda: Data collection & analysis Tentative guidelines Expert review (Cont’d)

9. 9 Methods Analytical framework Purposes & concerns Relevance of the case to TPD Structure for inquiry process Features of inquiry process, visual representation, amount of freedom/structuredness, etc. Scaffolding System for problem articulation, providing background knowledge, tools, & resources (Cont’d)

10. 10 Methods Documents analyses Web pages, forum data, journals, proposals, chatting scripts, etc. Semi-structured interviews Designers, developers, & teachers for each case Focus group interview Inquiry Page developers (Cont’d)

11. 11 Methods Data analysis process Organizing data into existing categories Generating & testing emergent categories Identifying design elements in each category for OILEs Identifying implications for OILEs

12. 12 Results General principles for building OILEs Use various ways of doing inquiry Develop interactive working space Center around an inquiry module and lead learners to a community of inquiry Provide a structure for inquiry Develop a nurturing environment (Cont’d)

13. 13 Model for designing OILEs (Cont’d)

14. 14 Structure for Inquiry Ask: An overarching question/problem or case scenario is provided as a springboard. The springboard should be connected to the learners’ lives and stimulate their curiosity. Design (Plan): Learners design their own learning plans and problem solving strategies within a certain time frame. Explore: Exploring is a systematic way of carrying out an investigation. Construct: Learners make meaning out of the data, synthesize what they found, and construct new knowledge. Reflect: Learners reflect on their conclusion and on their own inquiry process.

15. 15 DESIGN GUIDELINES Checking preconditions Mission statement of the institution Sufficient infrastructure and funding The method of assessment Designer/facilitator competence The nature of content Resource availability Learner motivation and preparation (Cont’d)

16. 16 DESIGN GUIDELINES Inquiry Module Design: ASK Prepare a springboard to start inquiry Use overarching, meaningful problem/case/scenario with multiple representations Allow learners to generate their own problem(s) Encourage learners to design an inquiry module (Cont’d)

17. 17 DESIGN GUIDELINES Inquiry Module Design: DESIGN Provide tentative inquiry agenda & methods Allow learners to develop their own plan Allow learners to revise their plan during the inquiry process Encourage learners to review others’ agenda & methods (Cont’d)

18. 18 DESIGN GUIDELINES Inquiry Module Design: EXPLORE Provide meaningful tasks/processes Encourage multiple perspectives/solutions Organize/sequence activities in a meaningful way: e.g., a spiral process Avoid too many, complex tasks/processes Provide necessary scaffolding (Cont’d)

19. 19 DESIGN GUIDELINES Inquiry Module Design: CONSTRUCT Provide brief, possible solution(s) to overarching problems Provide a space for learners to develop their own conclusion(s) Allow learners to revisit their own problems and to submit the solutions Encourage learners to review others’ solution(s) (Cont’d)

20. 20 DESIGN GUIDELINES Inquiry Module Design: REFLECT Prepare three types of assessment: self- evaluation, peer-evaluation, & facilitator- evaluation Provide template & rubrics Ask for a new idea or problem to start a new cycle of inquiry Ask learners to reflect on the module and inquiry process (Cont’d)

21. 21 DESIGN GUIDELINES Nurturing Environment Design My Work Space: Learner profile, learning progress, problems & solutions by the learner, feedback from others Resources: Provide general & specific resources Allow learners to add/review resources Tools: template, rubrics, visualization tools, EPSSs, etc. Facilitator About inquiry, Inquiry modules, Inquiry in action (Cont’d)

22. 22 DESIGN GUIDELINES Design of a Community of Inquiry Gallery Place learners’ final product Encourage learners to review others’ product Encourage learners to contact former learners Discussion forum Organize structured discussion Use various social techniques to foster discussion Communities

23. 23 Discussion Issues Regarding Design Guidelines Asking a right question Promoting ownership of the problem Multiple representations of the problem Using national standards Using a design mode Planning & carrying out inquiry Using inquiry performance Ensuring effective reflection Providing scaffolding Building a community of inquiry (Cont’d)

24. 24 Discussion Other Issues Visual representation of inquiry process Circular, recursive, & evolving Teacher-as-designer approach Strengths & weaknesses Sequence of three learning modes User mode Critical reading mode Design mode (Cont’d)

25. 25 Limitations & Future Research Limited number of cases Tentative guidelines – not empirically tested Two cases not fully developed Limited expert review Remaining questions – motivation, tools, interface design, CoP, etc. Additional formative research needed

26. 26 Questions?