1. Cranfield UniversityPGCLTAHE Enquiry-based, experiential, situated learning October 2010 George Roberts Oxford Brookes University

2. Aims, purpose of the day To provide Rich content and support to Module 2 of the curriculum, particularly focusing on situated teaching practices and skills; this session complements other practice-based workshops on Course, Module and Session Design, Assessment, Open and Distance Learning, eLearning, and also supports ILOs 2, 3, 4 & 5. Brief information about enquiry-based, experiential, situated learning and teaching practices and a guide to subsequent pursuit of subjects of interest, with a preliminary reading list An opportunity to practice, hands-on with enquiry-based techniques for professional/academic/scholarly/others communities of practice/inquiry/assessment Consideration of the similarities and differences in scholarship between research (scholarship of discovery) and enquiry based learning

4. enquiry-based, experiential, situated learning

5. Relate that range of practices to underlying social, institutional, pedagogical, technical, political, philosophical, historical events and notions

6. Identify criteria by which practices might be valued for the purpose of academic award, validation, QA, certification, licence to practise, professional incorporation

7. express value judgements

8. Identify techniques associated with valued practices, and using knowledge of techniques and your current discipline/training programme show how you might incorporate enquiry-based, experiential learning into your practice, or show that it is already there.

9. Conversely, you might argue against the implicit proposition that offered techniques meet the value criteria, in general, in which case expect to offer other approaches that might meet similar or restated value criteria

10. Explain, wider risks and benefits as might apply to enquiry-based, experiential educational developments

12. Wider aims: good practice encourage student-tutor contact encourage student-student co-operation encourage active learning give prompt feedback emphasise time on task have and communicate high expectations respect diverse talents and ways of learning (Chickering & Ehrman, 1987) independent of the mode of engagement

13. Constructive alignment Description Curriculum Objectives Activities Assessment Criteria What are “desired” objectives? What teaching methods require students to behave in ways that are likely to achieve those objectives? What assessment tasks will tell us if the actual results match those that are intended or desired? This is the essence of ‘constructive alignment’ (Biggs, 1999)

14. Reflective Learning three key themes underlying and unifying this workshop: Enquiry-based learning (Berthiaume 2009, p.268) Experiential learning (Fry et al. 2009, pp.15, 450) Situated learning (Lave & Wenger 1990)

15. Reflective practice qualitative, practitioner-centred, evaluative and self-evaluative perspective of educational pragmatism, founded in an idealist, enlightenment, social utilitarianism approaches are predominantly social: taking place in groups. practices reflect a broad series of qualitative turns in the social sciences

16. Range of practices Range of practices Action learning Action research Project-based learning Problem-based learning Developmental work research (DWR) Peer and self-organised learning Community learning, learning organisations, communities of practice Personal and community development learning (PCDL)

17. Value criteria Professional values Boyer’s four scholarships HEA professional standards, value statements Instrumental, other-directed values QAA Level descriptors

18. Scholarship of teaching Boyer’s model of 4 scholarships (Nibertn.d.; Boyer 1997) Discovery Teaching Integration Application

19. HEA Values Respect for individual learners Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice Commitment to development of learning communities Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity Commitment to continuing professional development and evaluation of practice

20. Instrumental, other-directed Compassion Determination Professionalism Resourcefulness Respect Solidarity

21. QCF Level descriptors Level 7 (paraphrase) Ability to reformulate and use relevant methodologies and approaches to address problematic situations that involve many interacting factors Taking responsibility for planning and developing courses of action underpinning substantial change Critically analyse, interpret and evaluate complex information, concepts and theories as they apply to current developments that affect the areas of work or study.

22. Practice enquiry-based techniques for professional/academic/scholarly communities of practice/inquiry/assessment

23. Techniques World café: “the World Café is an innovative yet simple methodology for hosting conversations about questions that matter.” (TWC n.d.; Vogt et al. 2003). World Café is an emergent practice which shares underlying principles with Open Space Technology: “a way to lead any kind of organization, in everyday practice and ongoing change” (Herman 1998), the Bar Camp movement: “an ad-hoc unconference born from the desire for people to share and learn in an open environment“ (Many 2010), and unconferencing (http://en.wikipedia.org/wiki/Unconference)

24. Open Space Affective recall Interview in pairs: Recall a time/place/context in your life when things were going well for you Describe to your partner how that felt to you Identifying the questions and contexts that matter: “Brain storm”, group clustering Questions for EBL approach to learning 3 plus/minus 1 Contexts for EBL approach to learning 3 plus/minus 1 Evaluation criteria Professional values

25. World Cafe Taking 3 Questions and 3 Contexts Identify 3 Table Hosts One host for each Question Form 3 Context (topic) groups Each topic group visits each question for 15 minutes Hosts report back Derive professional values, assessment criteria

26. Design exercise Curricular case studies Each context group must develop a case study (real or hypothetical) of a curriculum that uses EBL techniques Broad curricular aims Programme ILOs Rationale for EBL EBL technique(s) used Rough weight of EBL over the course

28. Formative

29. Summative

30. Valid

31. Reliable

34. Large group

35. Seminar

36. Small group

37. Experiential

38. AL, PBL, WBL

39. Open, distance

40. Peer & group

41. Teaching teamScale (but see new QCF) Course (c. 600 hrs +) Module (c. 50-200 hrs) Session (c. 1- 5 hrs) Audience Recipient Referee Deductive/inductive Content/communication

42. Policy The big picture Changing? Globalisation Liberalisation Participation Innovation Three levels of analysis, e.g. Institutional National Global Covert curriculum

43. Questions

44. Wrap-up Questions? Academics anonymous

45. Thank you George Roberts Senior Lecturer, Educational Development OCSLD Wheatley Campus Oxford Brookes University Oxford, OX33 1HX groberts@brookes.ac.uk http://www.google.com/profiles/georgebroberts

46. Learning theory Cycles Kolb Laurillard Hierarchies Bloom’s Taxonomy Salmon’s ladder Maxims of stance QAA level descriptors Reflection … in action … on action

48. Conversational model Borrowed from http://www.elicit.scotcit.ac.uk/modules/intro/unit3.htm

49. Levels of learning: Bloom evaluation synthesis analysis application comprehension knowledge ATHERTON J S (2005) Learning and Teaching: Bloom's taxonomy [On-line] UK: Available: http://www.learningandteaching.info/learning/bloomtax.htm

50. Sequence & Stance Sequence Where are you in the course? Is it the first week or the 8th week? Have groups been used in other settings? Do people know one another yet? What is the interactional function of groupwork (as opposed to the instrumental or regulatory orheuristicfunctions?) Maxims of stance (Scollon 1998) Channel Relationship Topic e-Tivity Sequence (Salmon)