Discussion Area for INLT Post-IGC Workshop paper on Inquiry-based learning
read paper - Developing Effective Inquiry-based Learning in Geography
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Comments / Threads So Far
- Focus of Paper (from Rachel Spronken-Smith)
- Comment on Inquiry-based learning paper (from Karl Donert)
- Comment on Inquiry-based learning paper (from John Bradbeer)
- Response to Karl and John: IBL or EBL? (from Rachel Spronken-Smith)
- Comment on Inquiry-based learning paper (from Kate Sherren)
- Comment on Inquiry-based learning paper (from Karl Donert)
- Comment on Inquiry-based learning paper (from Mick Healey)
- Comment on Inquiry-based learning paper (from Sue Vajoczki)
- Comment on Inquiry-based learning paper (from Michael Bradford)
Subject: Comment on Inquiry-based learning paper
From: Rachel Spronken-Smith - University of Otago, New Zealand
Date: 23 May 2006
Posting:
Two issues that are raised at the outset are:
- The range of examples - how many and to what level of detail?
- Main points we want to get across
Here is my two cents worth:
1. Examples - I am keen for a range of these and wish to include at least one for each of the categories (case studies, project work and PBL). At the moment we have two suggested but this may make the paper a bit large...thoughts? Also how much detail to include. Certainly there needs to be enough information to get the gist of the approach (aims, delivery, assessment etc) and ideally I think we should have some evaluative data from staff and students... thoughts?
2. For me, the main points I think are:
- to describe this term IBL - what is it, pros and cons etc
- that IBL can embrace a range of cases from in-class activities to whole courses that take an IBL approach
- that perhaps we should encourage a progression from lower levels of IBL (such as in-class activities) to higher levels (PBL type courses). Thus IBL should be integrated throughout the curriculum at increasing levels of complexity, in order to progressively develop research skills
- to outline the levels of support required for IBL initiatives
Subject: Comment on Inquiry-based learning paper
From: Karl Donert -
Liverpool Hope University, UK
Date: 6 June 2006
Posting:
The authors need to be very clear about the terminology and definitions. In Europe we call it Enquiry rather than Inquiry. Is there a difference or distinction between?
However to solve this, it is the process that matters and the learning approach and outcomes - so a clear section describing this would be very useful for an internaitonal audience.
Subject: Comment on Inquiry-based learning paper
From: John Bradbeer - University of Portsmouth, UK
Date: 8th June 2006
Posting:
The paper should provide a good forum for the discussion of ideas on the topic in geographical education. I guess that in the UK, at least, enquiry is used in preference to inquiry and so the abbreviation EBL is common. I juts note in passing an interesting project on EBL based at the University of Surrey...read more (28kb rtf opens in Word).
Subject: Response to Karl and John: IBL or EBL?
From: Rachel Spronken-Smith - University of Otago, New Zealand
Date: 9 June 2006
Posting:
Thanks for your comments. Okay I am happy to be won over by the stronger European contingent in our group and have it enquiry or EBL rather than IBL (I suspect the group will vote in this in Brisbane). As Karl says, though it is important that we tease out what this approach means. Thanks John for those very detailed comments and many useful suggestions - they will really help us in preparation of the paper!
Subject: Comment on Inquiry-based learning paper
From: Kate Sherren - Australian National University
Date: 9 June 2006
Posting:
I had some difficulty understanding all the elements of inquiry-based learning, and how they fit in the same group. In 2.2.1 the acronym DL is used; what is this?
I would say that authenticity is the key to inspiring deep learning in students. Assignments otherwise take on the flavour of wasted effort, or something the lecturer wants them to do, rather than something they're inspired to explore. I agree that it is challenging in the short budgets and short time perspective of the modern university to do this well. It inevitably takes more time, and you are less able to recycle materials and assessed tasks. With 'real' problems and stakeholders, this is even more of an issue.
Geography is a good field for such approaches as there are not the accreditation bodies limiting the 'content' students must cover. This adds flexibility. All the same, in recent interviews I did in Canada to support my thesis I found more happening outside Geography. Perhaps Geography curricula are already full with covering the breadth of the field. I agree also that IBL is more valuable in upper years, when students can bring their core knowledge and tools to the teams. I would like to hear more, however, about avoiding the equity debates in such teaching. What about mature students, distance education, dysfunctional teams, etc.
It may also be interesting to touch on the extra-curricular activities such as learning communities, which attempt this kind of engagement.
See you in Brisbane
Subject: Comment on Inquiry-based learning paper
From: Karl Donert -
Liverpool Hope University, UK
Date: 11 June 2006
Posting:
Linking the paper to what the professional Geographer is and does might make a really interesting discussion. It might be interesting to consider in Brisbane what is speciufic about Geography and geographers? Is it the explorers and discoverers in our ancestry? Could our history as a discipline give us some clues?
What skills and competences does enquiry bring that other things do not. In many other disciplines there has been a Problem-based revolution in learning and teaching ... we've been doing as a normal part of our work for a ling time ..... what makes such enquiry special? Have we moved away from it? Are we overloaded in subject matter to cover so that the time for enquiry and PBL is limited?
Subject: Comment on Inquiry-based learning paper
From: Mick Healey - University of Gloucestershire, UK
Date: 11 June 2006
Posting:
I enjoyed reading this paper. The specific examples of the application of inquiry-based learning (IBL) are particularly useful. A major issue with any teaching method is how effective is it at producing learning though the answer to this is likely to be dependent on a whole host of variables in addition to the method itself, such as the design and application of the exercise and its success in motivating the students with a variety of learning styles...read more (15kb rtf opens in Word).
Subject: Comment on Inquiry-based learning paper
From: Sue Vajoczki
-
McMaster University, Canada
Date: 19 June 2006
Posting:
I enjoyed reading the inquiry paper and the comments. Prior to commenting I think I should provide a context for my comments. I am from McMaster University and currently teach a first year social science inquiry course (see Mick’s comments for some of outcomes of this course). I am also currently engaged in a project that is attempting to measure changes in instructor behaviour following their exposure to teaching in a first year inquiry course.
I think there could be further clarification of the definition of inquiry and separation of that definition from PBL. I understand inquiry to have greater student centredness than PBL because in inquiry students have control on what they will learn; whereas, in PBL a problem is set by the instructor. Inquiry provides greater student control of the learning process. Another observation that tends to distinguish PBL from inquiry is the greater use of groups in PBL; whereas, inquiry is often done without groups. I am not sure if this is just a local distinction of these terms (i.e. McMaster) or is more global in nature.
I liked the large number of examples; but, thought it would be helpful to distinguish between whole courses that are taught using inquiry as the dominant learning approach as opposed to courses where one or two assignments are from an inquiry approach. At McMaster we have whole inquiry courses taught to small classes (<25) and then we have inquiry assignments that can be taught in courses with several hundred students. I have had personal experience doing both types of Inquiry at the first year level and I think there are benefits to each; but, they are quite distinct, thus, the division of examples would be helpful.
I wonder if there are any questions about inquiry learning that could be asked to address when inquiry learning can be most effectively incorporated into a program. Should it occur right from first year? Should inquiry only be encountered in third or fourth year courses? Should it occur in distinct courses or should it be integrated across a program. Are specific courses/subject matter more conducive to inquiry learning or can an inquiry approach be implemented in any discipline?
I think the portion of the paper that addressed the differences in physical vs human geography and the inquiry experience was insightful. I think that in many Canadian geography depts. students in physical geography programs have many more opportunities for inquiry learning opportunities than human geography students.
Enjoy Brisbane!
Sue Vajoczki
Subject: Comment on Inquiry-based learning paper
From: Michael Bradford, University of Manchester , UK
Date: 24th June 2006
Posting:
Interesting draft paper - I am aware that it is too long for JGHE
I think you have to be more selective on the egs and develop more from them as you suggest
I wonder if we can say something about integrating IBL into a degree programme (ie it is part of it, not the whole)
I think students respond better if they are start a form of learning as soon as they get to university
- it is seen as part of university education. If they start IBL later then it is a disturbance to what they have got used to. Since it is often a move from passive to active learning some do not make it easily. You quote my colleagues Peter Kahn and Karen O'Rouke extensively - I wonder if there is anything we could add to what they say rather than just repeating it.
Many thanks
Michael Bradford