E-Learning module (PgCHEP)

Carol Higgison

C.Higgison@bradford.ac.uk, ext 3291

Will Stewart

W.Stewart@bradford.ac.uk, ext 1734

TQEG, Room 1.63 JB Priestly Building,

Module Learning Outcomes and Approach

Module Aims

To introduce you to: knowledge of local, regional and national

policies, drivers and initiatives in e-learning the relevance and application of e-learning to

your subject discipline and educational context,

an enhanced capability in the use of e-learning to support your students’ learning.

Module Learning Outcomes (2)

1) Analyse the influence of significant trends and policy developments

2) Analyse disciplinary and professional influences

3) Critically analyse theories, models and approaches

4) Evaluate the relevance and application in your own discipline

Module Learning Outcomes (3)

5) Select and apply appropriate concepts and techniques and apply these to your own professional practice

6) Reflect and evaluate a range of methods

7) Demonstrate and enhanced capacity in the use of e-learning in your own practice.

Approach in the e-Learning module

Group work/ collaborative

• IBL – inquiry based learning

• Scenarios• In groups• Self and peer assessed

• LOs 1 to 6

Individual

• Personal development plan• Ipsative assessment• Self-assessed• Technical skills• Discipline related issues• Reflection

• LO 5 to 7

An Introduction to the IBL process

Widely Applied 3: Communities of Practice (situated learning) CHEP 3

(Lave & Wenger, 1992; Wenger, 1998)– derived from apprenticeship model

– as individuals we are in a number of CoP simultaneously

– we may be ‘core’, ‘active’ or ‘peripheral’ in a CoP

– defined by: joint enterprise, mutual engagement (social engagement), a shared repertoire of communal resources

– learning through ‘legitimate peripheral participation’

• CHEP 3

Widely Applied 4: Problem-Based Learning (PBL)

• basically a collaborative, constructivist approach• students work in small groups tackling unfamiliar real

problems• prior knowledge is shared, gaps in understanding are

identified and then addressed• teacher is facilitative• particularly associated with medicine, health engineering,

but now applied in many subjects• See also : inquiry/enquiry-based learning

CHEP 3

Origins of IBL?

Inquiry Based Learning• Alternative education approach/strategy• Developed at McMaster University Medical

School in 1969 (as PBL)• Increasingly popular in a range of

disciplines– Medical and health education, geography,

engineering

What is IBL (1)?

Learners “working in small teams examine a problem situation and, through this exploration, are expected to locate the gaps in their own knowledge and skills in order to decide what information they need to acquire in order to resolve or manage the situation.” (Savin-Baden, 2006)

Benefits of IBL

• Integrating Theory and Practice• Inquiry solving skills• Critical thinking• Student centred• Real-life inquiries• Learner involvement in inquiry development

and resolution

What is IBL (2)?

• An educational strategy based on adult learning theory

• Key concepts derived from principles of educational psychology and philosophy

• Places learning within an authentic context• Places students at centre of learning• Develops inquiries identification and inquiry

solving skills• Depends on effective group dynamics

What is IBL (3)?

• Focus on team oriented knowledge building discourse

• Independent learning

• Student enquiry

• Develop skills– Critical evaluation, writing, finding and

accessing resources, note taking, summarising, problem solving, prioritising.

The IBL Process

The Bradford IBL process

1. Presentation of inquiry and clarification of terms

2. Identifying issues to be addressed

3. Brainstorming

4. Summarising explanations and suppositions

5. Developing learning goals

6. Information seeking

7. Application of knowledge (feedback)

Inquiries

• Can be anything

• Acts as a trigger to explore and develop knowledge

• Everything within the inquiry has meaning

• May be supported by directed study and fixed resource sessions

Group work

• Focus of IBL method• Comes before provision of resources and

support• Groups agree ground rules to encourage

mutual respect and ensure confidentiality• Participants learn to value their own

knowledge and the knowledge of others in the group.

Roles (learners)Chair person or discussion leader:

• Co-ordinate the group’s and discussion• Ensure that all members are involved and can

contribute at appropriate levels• Summarise group activity and ideas at appropriate

points

Scribe or recorder:• Record the ideas produced by the group • Liaise with the discussion leader• Seek clarification from the group

Roles

Contributors (other group members): ·  Actively participate in the IBL group process Tutor (lecturer): ·  Facilitate the group’s use of the IBL process· May provide (indirect) guidance re identification of appropriate issues and learning goals

 

Facilitators

• Carol Higgison (Group A)

• Neil Currant (Group B)

• Mark Dawson (Group C)

• Will Stewart (Group D)

• Ruth Whitfield (Group E)

• Jak Radice (Group F)

Facilitator Role (tutor)

Facilitator

Probing

Challenging

Summarising

Congratulating and encouraging

Suggesting resources

Reflecting

Price, B (2003), Fig 2.3, p35, and Fig 3.1, p49

Facilitating groups rules and etiquette

Helping group see learning opportunities

Getting to know each other (10 mins)

Hopes• Each group member

state one or two hopes – Related to project– Related to learning

Fears and concerns• Each group member

state one or two fears or concerns– Related to project– Related to this way of

learning

Chair summarises and scribe records

Appoint a chair and scribe (this session)

Group – preparatory activity (20 mins)

• Appoint a chair and scribe• Agree a set of ground rules for the group

covering– the etiquette of group meetings and collaboration/team

work– The principles of group communication

• Scribe completes ground rules pro-forma• All sign – scan and upload to group area in NING

Possible Group Ground rules1. Equal contributions2. Try to keep to deadlines3. Prior notice of late contributions4. Respect each other5. Listen to everyone6. Include and encourage all members of the group7. Understand that everyone has different ICT skills

and knowledge8. Share inquiries with the group

Adapted from SoHS IPE module, rules for online discussion.

Stages of the inquiry-based learning (IBL) process1 Clarification of terms

2 Definition (identification) of inquiry(s)

3 Analysis of inquiries/brainstorming explanations

4 Summarising ideas/hypotheses and development of brainstormed ideas

5 Formulation of learning goals

6 Self-directed (individual) study (based on learning goals)

7 Reporting back to group

 This process may occasionally require (a) further cycle(s)

Inquiry 1 – 1 hour

• Read inquiry 1• identify the issues suggested by the ‘inquiry’;• discuss these issues in your group• identifying learning goals that will help you to

further develop your knowledge and understanding in relation to the issues identified earlier in the IBL process

IBL Scenario 1 – (60 minutes)• Chair (facilitator)• Summarise discussions

and key points• Ensure that all members

are involved and agree with the group findings.

• Agree list of inquiries to be researched

• Each group member must research ALL questions

• Scribe• Record these under

suggested headings– Facts– Working solutions– Learning issues– New inquiries

• Post these to the group site

IBL Scenario 1 - Step 6 and 723 Oct to 5 Nov

• Record the results of individual researches in NING group area.

• Collate and agree your group report and present as a concept map– Scribe to co-ordinate

• Web based concept mapping service MINDOMO• http://www.mindomo.com/index.htm• Present results on 5 November

Inquiry scenario 1 “Higher education in this century has to be irrevocably tied to the technology”Brenda Gourley, Vice-Chancellor of the Open University

• Academics told they must embrace online future Times Higher Education, 25 September 2008, p11

• http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=403662