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MODULE 5

MODULE 5. Learning Experiences using Inquiry Learning. 3rd. 2nd. 1st. Learning Objectives. What is the purpose of using Inquiry Learning ? How to use Inquiry Learning in a course? How to create and use in the classroom : Problem and Project-Based learning experiences

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MODULE 5

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  1. MODULE 5 Learning Experiences using Inquiry Learning 3rd 2nd 1st

  2. Learning Objectives • What is the purpose of using Inquiry Learning? • How to use Inquiry Learning in a course? • How to create and use in the classroom: • Problem and Project-Based learning experiences • Case Study • Simulation

  3. LCT Approaches LCT strategies were grouped into three approaches:

  4. Inquiry Learning Understanding by questioning! Inquiry Learning strategies helps professors to: Teach students to seek for appropriate solutions by developing their: Information-processing skills Problem-solving skills Questioning and reflecting habit Analytical skills Critical Thinking “How we come to know” vs. “What we know” http://thirteen.org/edonline/concept2class/inquiry/index.html

  5. The outcomes: Students will… Become curious Try / test ideas Collect data Interrelate / connect concepts Become observers Analyze, evaluate and synthesize ideas Learn how to learn by themselves!

  6. Why Inquiry Learning? Memorizing information is NOT the most important skill nowadays! Students need to learn how to make a good use of information to solve problems Inquiry learning prepares students to face real-world situations! http://thirteen.org/edonline/concept2class/inquiry/index.html

  7. The art of questioning Which kind of questions should professors ask? Inference Questions Interpretation Questions • Go beyond available information • Fill in missing information • Make sense of something • understand the consequences of information or ideas Transfer Questions Questions about hypotheses • Take knowledge to new situations • What can be predicted? • Based on what? Ask the right questions ! Dennie Palmer Wolf, 1987 http://thirteen.org/edonline/concept2class/inquiry/index.html

  8. Inquiry Learning Process DEDUCTIVE or INDUCTIVE ? ? ? ? ? process ? ? ? ? Pieces of information or theory Build understanding

  9. Inductive vs. Deductive Inductive Deductive Theory Pieces of information ? Test cause and consequences See a pattern or logic behind them Theory Confirm theory (use examples, reproduce effect) Professor could use both inquiring processes on class activities!

  10. How to use Inquiry Learning? Providing contextualized problems related to real-life situations! Case Study Problem-Based Learning Inquiry learning Project-Based Learning Simulations

  11. How to use Inquiry Learning? Different Strategies, but with some common characteristics! Students receive more guidelines and prior information Students receive few guidelines and prior information Analysis of a “problem” Case Study Problem-Based Learning Performing an authentic task Project-Based Learning Simulation Parameters are more static -> students feel in control Parameters change over time ->Students feel less control

  12. How to use Inquiry Learning? Case Study Problem-Based Learning Purpose Solve a problem or recommend a course or action Specific to a real place or situation (hypothetical or historical) Grand Challenge: complex problematic situation (present or future) Context Students will analyze or evaluate a situation and propose solutions Students will research and analyze the data, create and evaluate alternatives to solve the problem. Learning Method • Information needed is provided in the case • Professor may or not provide guiding questions • Problem is provided on stages • Information needed is not provided • Professor may or not provide guidelines to develop solution Format

  13. How to use Inquiry Learning? Project-Based Learning Simulation Purpose Solve a problem or get further knowledge or understanding about a subject Develop optimal solutions to a problem Context Current happenings: social, economical, environmental, technological etc. Simple reproduction of real process or situation Learning Method Students will perform something real and create a deliverable (report, presentation, model etc). Students will perform a task that represents a real-world experience Format • One-time performance (time is linear) • Professors will guide students in conducting the project • Dynamic and repetitive: provide opportunity to analyze results and try different approaches • Students are only told the rules. Process to develop solutions and methods used are up to the students

  14. CASE STUDY

  15. Case Study: What is it? Students will be provided with a detailed description of a problematic situation and will discuss and propose solutions!

  16. Case Study: How it works? Students will solve a puzzle! Students have to figure out what is going on / what the problem is Students have to find out what information is relevant to the problem Students have to find out which analysis methods will provide better information for decision making Students have to frame potential solutions, analyze cost/benefits and formulate a proposal www.gttp.org/docs/HowToWriteAGoodCase.pdf

  17. Case Study: How to use it in class? Professor will ask students some questions, which will guide them in analyzing and solving the problem! 1 Pre-class individual analysis Class Discussion Discuss / present solutions 2 Professor acts as a discussion mediator and facilitates synthesis! Pre-class team Analysis and solutions Team presentation and Q&A Summarize solutions or present real solution 3 Combination of 1 and 2

  18. Case Study: How to create one? It is like writing a detective story! Research Frame the problem you want students to solve Break it in parts and define the issues that are involved (pieces of the puzzle) Research about those issues and other related concepts that may be necessary to provide students with a better understanding about the situation (history, definition, processes involved etc) http://www.gttp.org/docs/HowToWriteAGoodCase.pdf http://www.essayforum.com/10_366_0.html

  19. Case Study: How to create one? Research 4. Choose a site or organization that is facing or faced the same or similar issues 5. Interview individuals at that site who knows the place or situation. Ask how the situation developed, what they have tried to do, what happened, how they felt, etc. Look into it in details! http://www.gttp.org/docs/HowToWriteAGoodCase.pdf http://www.essayforum.com/10_366_0.html

  20. Case Study: How to create one? Analysis Get all the information and prioritize the ones that better fits your problem It is like “filtering” the information! http://www.gttp.org/docs/HowToWriteAGoodCase.pdf http://www.essayforum.com/10_366_0.html

  21. Case Study: How to create one? Write Introduction: Give students some clues about the problem, or what they should be thinking of while they read the case Background description: Provide all the information students will need to come up with their conclusions 3. Wrap up: At the end, provide additional questions that will help students in their analysis or even possible solutions to be considered in the analysis http://www.gttp.org/docs/HowToWriteAGoodCase.pdf http://www.essayforum.com/10_366_0.html

  22. Case Study: How to create one? Some writing tips: Get students engaged in the case by: • Describing the problem or situation in the same way the case writer faced it at the very first time • Not providing the problem description in a straightforward manner • It will force students to learn to identify the problem Making sure case description contains all the information needed to frame the solution But not organized in a sequential way www.gttp.org/docs/HowToWriteAGoodCase.pdf

  23. PROBLEM-BASED LEARNING

  24. Problem-Based Learning: What is it? Problem-based learning is “an instructional (and curricular) learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem”(Savery, 2006, p. 12). Students learn through inquiry (Dewey, 1938) driven by solving complex, ill-structured, and open-ended problems (Hmelo-Silver, 2004) that are realistic and relevant to students’ interests and experiences (Oliver-Hoyo & Allen, 2005; Walczyk & Ramsey, 2003).

  25. Problem-Based Learning: How it works? Teach content by challenging students to solve a problem! Stage 1: Broad Situation -> Il-structured, open-ended question Stage 2 Stage 3: Specific Situation / Question Students are self-directed and assume greater responsibility for their learning. http://www.samford.edu/pubs/pbl/pblins1.pdf

  26. Problem-Based Learning: How to use it in class? Professor will guide students in the process and provide resources PART 1 PART 2 Problematic Situation ANALYSIS AND IDEAS FOR SOLUTION! What are the issues? Problems? Steps to follow? Alternatives & Proposed ideas for solution ANALYSIS AND IDEAS FOR SOLUTION! What do we know? PART …. Get, analyze, synthesize data What do we need to know? (research, assumption?) ANALYSIS Proposed Solution Professor is a facilitator, not a source of solutions! http://pbln.imsa.edu/model/template/index.html

  27. Problem-Based Learning: How to create it? What are the concepts and skills you want to teach? What are the outcomes of using those concepts? Example: Project Management tells you which activities and resources are critical to complete the project on time, when project will be completed … In which situations those concepts would be useful? or Which problems they are usually used as a tool to solve? Project Management tools should be used to manage projects that involves many activities and resources, complex scheduling … like building construction, product development… Create a problematic situation • Write it in a broad way (do not provide too much details and explanations) • Do not specify the problem, let students figure it out from the context • Use open-ended questions

  28. Problem-Based Learning: How to create it? Tips to write a good problem: Provide information, but: - Do not provide all information needed to solve the problem - Not all information provided should be relevant Make it interesting by using a story-telling style Make sure the problem question will avoid the “split work” approach: • Do not ask series of questions • Use open-ended questions at the first stages • Think of questions that will bring up different perspectives Remember: • There are many possible solutions • Solution will depend on student assumptions Problem Writing Guide at PBL Clearinghouse

  29. PROJECT-BASED LEARNING

  30. Project-Based Learning: What is it? Students will deeply investigate a subject or perform a real task that will result on a real deliverable.

  31. Project-Based Learning: How it works? Students investigate real-world issues and share findings Real-world topic or driving question (desired outcome) In-depth investigation Learn to collect and analyze information Learn to make judgments and synthesize Learning and sharing Presentation, discussion and reflection http://www.edutopia.org/teaching-module-pbl-what

  32. Project-Based Learning: How to use it in class? Question Chose a real-world topic that is relevant to students Keep in mind the course objectives Present the topic to the class Discuss the importance of it Plan Plan for activities and resources Allow teams to plan the sequence of activities they will perform (project map) For each task / activity, ask teams to define the resources they will need http://www.edutopia.org/teachingmodules/PBL/PBL_PowerPoint/ppframe.htm

  33. Project-Based Learning: How to use it in class? Schedule Define a timeline Ask teams to define duration for each activity For each task / activity, ask teams to define who is going to work on it Monitor Facilitate the process Guide teams by asking questions that will help them to organize themselves Make sure scope is feasible Provide Resources needed to execute tasks http://www.edutopia.org/teachingmodules/PBL/PBL_PowerPoint/ppframe.htm

  34. Project-Based Learning: How to use it in class? Assess students Use rubrics Provide teams with rubrics in advance Ask teams to present their findings Evaluate students’ work based on the rubric Evaluate Project Share feelings and experiences. What worked well? What need to change? Ask teams to list what they have learned during the project (about the subject and how to perform a project) Ask teams to list what they liked and disliked about the experience of performing a project http://www.edutopia.org/teachingmodules/PBL/PBL_PowerPoint/ppframe.htm

  35. Project-Based Learning: How to create it? Start with the end! Course Objectives Project Idea Connect to common work-life practice Connect to community needs Search projects on the Web Connect to current happenings: social, economical, environmental, technological… Use articles from newspaper, magazines, conferences etc. Define Scope Consider resources and time availability

  36. SIMULATION

  37. Simulation: What is it? Students will be involved in a simplified real-life situation where they will be able to: • Experience real-life challenges • Apply different concepts and experience the outcome • Try different solutions, adjust methods and seek for optimization Simulation puts learning objectives in a context!

  38. Simulation: What is it? Kinesthetic games Electronic / computer games or software http://www.globaleducation.edna.edu.au/globaled/go/pid/1315

  39. Simulation: What is it? Board games Role-play games Negotiation, bargaining…. http://www.globaleducation.edna.edu.au/globaled/go/pid/1315

  40. Simulation: How it works? Learning through experiencing! • Students are placed in a “world” created by the professor • This world is a replication of the reality -> students feel it is real • Professor controls the parameters (rules and roles)of this world in order to lead students to achieve instructional objectives • Students will experience this safe reality as many times as they need to learn • Students will build their learning through their own observations It helps students to understand nuances of a concept! http://olc.spsd.sk.ca/DE/PD/instr/strats/simul/index.html

  41. Simulation: How to use it in class? Students make the decisions and experience the result of them! Present objectives, rules and context Do sample practice • Students decide how they will manage and conduct the situation • Final simulation run: • Validate results • Lessons learned • Students run the simulation several times to identify opportunities to improve process and decision making

  42. Simulation: How to create one? The key element is the context! What are the concepts and skills you want to teach? Create the context In which situations those concepts are most utilized in real-life? How could you simplify that situation to limit the resources needed in order to be performed in a classroom? Include unexpected events with rewards and losses, risk and uncertainty Create roles to teams or players, and give different resources to each one (assets, access to information, etc) Define how interaction will take place: how to present sequence of events, how to communicate decisions and results (board, cards, graphics, computer, verbal, etc) Adapted from: Review of educational use of games and simulations (HennyLeemkuil Ton de Jong, and Susanne Ootes, 2000)

  43. Simulation: How to create one? Define the Goal What will be the goal of the simulation? To reach the best level of proficiency or efficiency? Set targets to be met! To solve a particular problem or series of problem? Set the questions to be answered or decision to be made! To be the best among the competitors? Give an incentive to generate competition How to measure the Goal? It is always easier to compare results by using numbers! Create a scoring system! Adapted from: Review of educational use of games and simulations (HennyLeemkuil Ton de Jong, and Susanne Ootes, 2000)

  44. Simulation: How to create one? Define the Constraints, Rules, Conditions and / or Incentives What limitation, rules and incentives could you impose in order to force students to use the concepts you want them to learn? Constraints and Ruleswill define the actions that are allowed and prohibited. It will limit students’ actions and guide them to face issues that will result on learning • Examples: • Limited resources • Limited information • Limited time • Assign costs to actions • etc. Conditionsare IF..THEN actions, which means that students can only certain actions if certain conditions were fulfilled • Examples: • Define sequence of events students must respect Incentives or tradeoffsare extra resource, information or points that student can gain or lose through specific actions made or results achieved. Adapted from: Review of educational use of games and simulations (HennyLeemkuil Ton de Jong, and Susanne Ootes, 2000)

  45. Simulation: How to create one? Encourage Competition Divide the game is periods: at the end of each period results are compared. It gives feedback to students and allows them to put more effort on the next period in order to win the game or simulation Reward students on accomplishments: provide some kind of recognition for the achievements. It can be something of intrinsic value or symbolic. Interconnect teams results:Define a system in which the result of each teams changes the overall environment or situation, making some teams better-off or worse-off. Create roles:Roles create interdependence among team members and assign responsibilities, motivating students to perform well Adapted from: Review of educational use of games and simulations (HennyLeemkuil Ton de Jong, and Susanne Ootes, 2000)

  46. Simulations: Find existing ones! Search in Google using, for example: “simulation game” + key words or concepts you are teaching EXAMPLES John Deere: American Farmer http://www.download-free-games.com/simulation/john_deere.htm John Deere: Drive Green http://www.download-free-games.com/pc/john_deere_drive_green.htm Ikengeza and Monsoon SimGame http://www.tear.org.au/resources/simulation-games/ SimAgri http://usa1.simagri.com/index.php?lang=1 Show me the Moolah http://actimaxlearning.com/

  47. How to get started? A Medical Example Objectives & Learning Goals Nature of the Content Learning experiences LESSON PLAN Diagnose diseases Diagnose is an inductive and deductive process based on facts • Get information • Problem-Based Learning • Analyze data or • Case Study • Formulate and judge theories

  48. How to get started? A Business Example Objectives & Learning Goals Nature of the Content Learning experiences LESSON PLAN Decide on Outsourcing a process Any Business decision should be taken regarding long-term benefits Outsourcing is not only about costs. It reduces control and is more sensitive to conflict of interests • Get information • Case Study • Analyze data or • Formulate and judge alternatives • Simulation • Negotiate and formulate contracts

  49. How to get started? Some tips! Topic should be substantial enough to use Inquiry Learning because this approach will explore higher levels of thinking and will take longer than Active Learning approaches Start with Case Studies. They are simpler to use and easier to find existing ones When planning the activity, give special attention to the time required to complete it inside and outside of the classroom

  50. Summary Inquiry Learning Activities: Develop higher level of thinking Are embedded in a relevant and realistic context Engage students on constructing their own understanding Develop student self-confidence

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