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  • Designing for Inquiry-based Blended Learning (DIBL) Workbook DIBL is a joint Centre of Excellence in Interdisciplinary Mental Health (CEIMH), Learning Development (LD) and Academic Practice and Or-ganisational Development (APOD) Event at The University of Birming-ham. Those involved in the development of this event: Tarsem Singh Cooner CEIMH Peter Rainger LD Danielle Hinton Education Trevor Batchelor LD Elizabeth Cleaver APOD Bill Miller LD Natalie Rowley Chemistry Matt Bridge Education John Couperthwaite Medicine and Dentistry Debbie Carter LD Dee Partridge CEIMH Pam Newby CEIMH University of Birmingham 2009 www.ceimh.bham.ac.uk www.ldu.bham.ac.uk www.apod.bham.ac.uk T.S.Cooner, P. Rainger & D. Hinton (2009) University of Birmingham. This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/2.5

  • Introduction This workbook aims to introduce and help you design a short in-quiry-based blended learning design. The workbook also contains guidance that will help you prepare for the Showcase and Review session at the end of Day 2.

    Contents Your Task and Presentation Assessment Rubric Appendix A Comic Life Case Study Appendix B Blended Learning Design Planner V1.0 Appendix C The DIBL Effective Practice Planner Appendix D The DIBL Framework and Design

    Method Through a problem-based case study approach and with the help of coaches, the aim is to help you identify and then re-design a short piece of teaching that you or your colleagues currently (or in the fu-ture) hope to deliver. The two days will allow you to experience de-veloping an inquiry-based blended learning design based on the DIBL framework. You will be given opportunities to explore free and cheap multimedia software to design and create Triggering Events that encourage inquiry, debate, discussion and learner inde-pendence. Please note: the DIBL approach is not ideally suited for situations in which delivery of content or covering large amounts of the cur-riculum are of primary importance. D

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  • Your Task and Presentation Assessment Rubric Designing for Blended Learning (DIBL)

  • Designing for Inquiry-based Blended Learning

    Your task A colleague (see Appendix A) has made you aware that adopting the DIBL framework has led to greater student learner satisfaction and deeper learning outcomes. You decide to approach some colleagues to examine the possibility of applying for fund-ing to re-design your teaching. A major government institution has decided to fund such re-design projects as long as they are based on a DIBL framework. As a team you decide to apply for significant funding to research the impact a DIBL framework can have on student learning. As part of this process you have managed to get into the final stage of the application process along with 5 other teams.

    Showcase and Review Session To successfully gain the research funding, as a group you will be expected to take part in a 20 minute presentation where you:

    1. Demonstrate the Triggering Event (should be no longer than 5 minutes in length) youve created using the software made available.

    2. Demonstrate how your blended learning design will facilitate and manage dis-cussion and debate.

    3. State briefly, as a group, what you will take from this two-day event and what elements you may apply in your practice.

    4. Address any questions from the audience.

    A vote by your peers (based on the assessment rubric) will be taken to grant fund-ing .

    What you need to do

    You have access to the facilities and the coaches at the Centre to create your trigger-ing event and learning design. By 1.00pm tomorrow afternoon you must present your blended learning design and triggering event at the Showcase and Review session. The criteria upon which the votes will be cast are included in an assessment rubric op-posite. Make sure you use this to inform the development of your work and presenta-tion. Some project planning tips are also offered.

  • Designing for Inquiry-based Blended Learning

    The Vote The showcase and review session will provide an opportunity for you to demonstrate your triggering event and blended learning design. The audience of your peers will then use the following assessment rubric to assign your presentation a mark using the Turning Point voting system. The group with the highest marks will be awarded the fictional funding. Pay careful attention to the assessment criteria in the design and development of your work and planning of your presentation.

    Presentation Assessment Rubric C

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  • Designing for Inquiry-based Blended Learning

    Project Planning Tips Follow the guidance within the workbook and make sure you become familiar with the supporting materials. You may initially want to allocate different tasks to members within the group such as identifying topic areas for development, reading the workbook guidance, exploring the different digital tools available etc. Af-ter a short period of research come back together to discuss, agree and develop your blended learning design and triggering event.

    Examine the presentation assessment rubric. Be clear about the presentation assessment criteria. Dont take too long in identifying possible learning objectives.

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