Guidelines for Designing Inquiry-Based Learning Environments on the Web: Professional Development of Educators

Byung-Ro LimIST, Indiana Univ.

July 20, 2001

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What’s going on in the classroom?

Current practicesTeacher-centeredDissemination of knowledgeDominant textbook-based view

What is missing? Higher-order thinking skills, self-directed learning, & multiple perspectives

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Why?

Many factors influence this:Test-driven curriculaPractical difficultiesSocial, cultural factorsTeachers lack training

My focus is on developing teacher competence.

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How?

Innovative professional development

Overcoming traditional approaches: training, dissemination, & “fire-fighting” approachSocial constructivist perspectiveUsing inquiry-based learning to learn inquiryUsing online technology

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What is this study all about?

Online inquiry-based learning for

educators

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Research Questions

What are guidelines for designing inquiry-based learning environments (OILEs) on the web for teacher professional development?

What are the critical characteristics of OILEs?What structure and scaffolding are necessary?What design elements would be effective?

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Methods

Multiple case studiesInterpretative case studies (Merriam, 1988)Naturalistic formative research (post-facto) (Reigeluth & Frick, 1999)Select cases

Collect & analyze data

Fully develop tentative theory

(Cont’d)

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Methods

Case selectionWebQuestInquiry PageLearning to Teach with Technology Studio (LTTS)

Research agenda: Data collection & analysisTentative guidelinesExpert review

(Cont’d)

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Methods

Analytical frameworkPurposes & concernsRelevance of the case to TPDStructure for inquiry process

Features of inquiry process, visual representation, amount of freedom/structuredness, etc.

ScaffoldingSystem for problem articulation, providing background knowledge, tools, & resources

(Cont’d)

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Methods

Documents analysesWeb pages, forum data, journals, proposals, chatting scripts, etc.

Semi-structured interviewsDesigners, developers, & teachers for each case

Focus group interviewInquiry Page developers

(Cont’d)

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Methods

Data analysis processOrganizing data into existing categoriesGenerating & testing emergent categoriesIdentifying design elements in each category for OILEs Identifying implications for OILEs

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Results

General principles for building OILEs

Use various ways of doing inquiryDevelop interactive working spaceCenter around an inquiry module and lead learners to a community of inquiryProvide a structure for inquiryDevelop a nurturing environment (Cont’d)

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Model for designing OILEs

(Cont’d)

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Structure for Inquiry

Ask: An overarching question/problem or case scenario is provided as a springboard. The springboard should be connected to the learners’ lives and stimulate their curiosity. Design (Plan): Learners design their own learning plans and problem solving strategies within a certain time frame. Explore: Exploring is a systematic way of carrying out an investigation. Construct: Learners make meaning out of the data, synthesize what they found, and construct new knowledge. Reflect: Learners reflect on their conclusion and on their own inquiry process.

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DESIGN GUIDELINES

Checking preconditionsMission statement of the institutionSufficient infrastructure and fundingThe method of assessmentDesigner/facilitator competenceThe nature of contentResource availabilityLearner motivation and preparation

(Cont’d)

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DESIGN GUIDELINES

Inquiry Module Design: ASKPrepare a springboard to start inquiry

Use overarching, meaningful problem/case/scenario with multiple representations

Allow learners to generate their own problem(s)Encourage learners to design an inquiry module

(Cont’d)

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DESIGN GUIDELINES

Inquiry Module Design: DESIGNProvide tentative inquiry agenda & methodsAllow learners to develop their own planAllow learners to revise their plan during the inquiry processEncourage learners to review others’ agenda & methods

(Cont’d)

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DESIGN GUIDELINES

Inquiry Module Design: EXPLOREProvide meaningful tasks/processesEncourage multiple perspectives/solutionsOrganize/sequence activities in a meaningful way: e.g., a spiral processAvoid too many, complex tasks/processesProvide necessary scaffolding (Cont’d)

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DESIGN GUIDELINES

Inquiry Module Design: CONSTRUCTProvide brief, possible solution(s) to overarching problemsProvide a space for learners to develop their own conclusion(s)Allow learners to revisit their own problems and to submit the solutionsEncourage learners to review others’ solution(s)

(Cont’d)

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DESIGN GUIDELINES

Inquiry Module Design: REFLECTPrepare three types of assessment: self-evaluation, peer-evaluation, & facilitator-evaluationProvide template & rubricsAsk for a new idea or problem to start a new cycle of inquiryAsk learners to reflect on the module and inquiry process

(Cont’d)

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DESIGN GUIDELINES

Nurturing Environment DesignMy Work Space:

Learner profile, learning progress, problems & solutions by the learner, feedback from others

Resources: Provide general & specific resourcesAllow learners to add/review resources

Tools: template, rubrics, visualization tools, EPSSs, etc.FacilitatorAbout inquiry, Inquiry modules, Inquiry in action (Cont’d)

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DESIGN GUIDELINES

Design of a Community of InquiryGallery

Place learners’ final productEncourage learners to review others’ productEncourage learners to contact former learners

Discussion forumOrganize structured discussionUse various social techniques to foster discussion

Communities

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Discussion

Issues Regarding Design GuidelinesAsking a right questionPromoting ownership of the problemMultiple representations of the problemUsing national standardsUsing a design modePlanning & carrying out inquiryUsing inquiry performanceEnsuring effective reflectionProviding scaffoldingBuilding a community of inquiry (Cont’d)

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Discussion

Other IssuesVisual representation of inquiry process

Circular, recursive, & evolving

Teacher-as-designer approachStrengths & weaknesses

Sequence of three learning modesUser modeCritical reading modeDesign mode

(Cont’d)

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Limitations & Future Research

Limited number of casesTentative guidelines – not empirically testedTwo cases not fully developedLimited expert reviewRemaining questions – motivation, tools, interface design, CoP, etc.Additional formative research needed

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Questions?