MODULE 5
Learning Experiences using Inquiry Learning
1st
2nd
3rd
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
LCT Approaches
LCT strategies were grouped into three approaches:
Inquiry Learning
Understanding by questioning!
http://thirteen.org/edonline/concept2class/inquiry/index.html
“How we come to know” vs. “What we know”
Teach students to seek for appropriate solutions by developing their:
Inquiry Learning strategies helps professors to:
Information-processing skills Problem-solving skills
Analytical skillsQuestioning and reflecting habit
Critical Thinking
The outcomes: Students will…
Become curious Try / test ideasCollect data
Analyze, evaluate and synthesize
ideas
Become observers
Learn how to learn by themselves!
Interrelate / connect concepts
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
The art of questioning
- Go beyond available information - Fill in missing information
Dennie Palmer Wolf, 1987
Which kind of questions should professors ask?
http://thirteen.org/edonline/concept2class/inquiry/index.html
Inference Questions Interpretation Questions
Transfer Questions Questions about hypotheses
- Make sense of something - understand the consequences of
information or ideas
- Take knowledge to new situations
- What can be predicted?- Based on what?
Ask the right questions !
Inquiry Learning Process
process
Pieces of information or theory Build understanding
DEDUCTIVE or INDUCTIVE
Inductive vs. Deductive
Inductive Deductive
Theory
Pieces of information
See a pattern or logic behind them
Theory
Test cause and consequences
Confirm theory(use examples, reproduce
effect)
Professor could use both inquiring processes on class activities!
How to use Inquiry Learning?
Providing contextualized problems related to real-life situations!
Problem-Based Learning
Case Study
Project-Based Learning Simulations
Inquiry learning
How to use Inquiry Learning?
Students receive more guidelines and
prior information
Analysis of a “problem”
Performing an authentic task
Case Study Problem-Based Learning
Project-Based Learning Simulation
Different Strategies, but with some common characteristics!
Parameters are more static -> students feel in
control
Parameters change over time ->Students feel less
control
Students receive few guidelines and prior
information
How to use Inquiry Learning?
Purpose
Problem-Based Learning
Solve a problem or recommend a course or action
Specific to a real place or situation (hypothetical or historical)
Case Study
Learning Method
Context
Format
Grand Challenge: complex problematic situation
(present or future)
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.
• 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
How to use Inquiry Learning?
Purpose
Simulation
Solve a problem or get further knowledge or understanding about
a subject
Current happenings: social, economical, environmental,
technological etc.
Project-Based Learning
Learning Method
Context
Format
Simple reproduction of real process or situation
Students will perform something real and create a deliverable
(report, presentation, model etc).
Students will perform a task that represents a real-world experience
• 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
Develop optimal solutions to a problem
CASE STUDY
Case Study: What is it?
Students will be provided
with a detailed description of
a problematic situation and
will discuss and propose
solutions!
Case Study: How it works?
www.gttp.org/docs/HowToWriteAGoodCase.pdf
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 frame potential solutions,
analyze cost/benefits and formulate a proposal
Students have to find out which analysis methods
will provide better information for decision making
Case Study: How to use it in class?
Pre-class individualanalysis
Class Discussion
Discuss / present solutions
Pre-class team Analysis
and solutions
Team presentationand Q&A
Summarizesolutions or
present real solution
1
2
Professor will ask students some questions, which will guide them in analyzing and solving the problem!
Professor acts as a discussion mediator and facilitates synthesis!
3 Combination of 1 and 2
Case Study: How to create one?
1. Frame the problem you want students to solve
2. Break it in parts and define the issues that are involved (pieces of the puzzle)
3. 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)
Research
http://www.essayforum.com/10_366_0.html
It is like writing a detective story!
http://www.gttp.org/docs/HowToWriteAGoodCase.pdf
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.
Research
http://www.essayforum.com/10_366_0.htmlhttp://www.gttp.org/docs/HowToWriteAGoodCase.pdf
Look into it in details!
Case Study: How to create one?
Analysis
Get all the information and prioritize the ones that better fits your problem
http://www.essayforum.com/10_366_0.htmlhttp://www.gttp.org/docs/HowToWriteAGoodCase.pdf
It is like “filtering” the information!
Case Study: How to create one?
Write
1. Introduction: Give students some clues about the problem, or what they should be thinking of while they read the case
2. Background description: Provide all the information students will need to come up with their conclusions
http://www.essayforum.com/10_366_0.htmlhttp://www.gttp.org/docs/HowToWriteAGoodCase.pdf
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
Case Study: How to create one?
Case Study: How to create one?
Making sure case
description contains
all the information
needed to frame the
solution
But not organized in a
sequential way
Get students engaged in the case by:
www.gttp.org/docs/HowToWriteAGoodCase.pdf
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
Some writing tips:
PROBLEM-BASED LEARNING
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).
Teach content by challenging students to solve a problem!
http://www.samford.edu/pubs/pbl/pblins1.pdf
Problem-Based Learning: How it works?
Students are self-directed and assume greater responsibility for their learning.
Stage 1: Broad Situation -> Il-structured, open-ended question
Stage 3: Specific Situation / Question
Stage 2
Alternatives
&
Proposed ideas for solution
Problematic Situation
http://pbln.imsa.edu/model/template/index.html
What are the issues? Problems?
What do we know?
What do we need to know? (research,
assumption?)
Get, analyze, synthesize
data
Professor will guide students in the process and provide resources
Problem-Based Learning: How to use it in class?
Steps to follow?
Professor is a facilitator, not a source of solutions!
PART 1
ANALYSIS AND IDEAS FOR SOLUTION!PART 2
PART ….
ANALYSIS AND IDEAS FOR SOLUTION!
ANALYSIS
Proposed Solution
Create a problematic situation
Example: Project Management tells you which activities and resources are critical to complete the project on time,
when project will be completed …
What are the outcomes of using those concepts?
What are the concepts and skills you want to teach?
Problem-Based Learning: How to create it?
In which situations those concepts would be useful?
orWhich 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…
-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
Problem-Based Learning: How to create it?
Problem Writing Guide at PBL Clearinghouse
Tips to write a good problem:
- Do not provide all information needed to solve the problem- Not all information provided should be relevant
- Do not ask series of questions- Use open-ended questions at the first stages
- Think of questions that will bring up different perspectives
- There are many possible solutions- Solution will depend on student assumptions
Provide information, but:
Make it interesting by using a story-telling style
Make sure the problem question will avoid the “split work” approach:
Remember:
PROJECT-BASED LEARNING
Project-Based Learning: What is it?
Students will deeply
investigate a subject or
perform a real task that will
result on a real deliverable.
Real-world topic or driving question (desired outcome)
http://www.edutopia.org/teaching-module-pbl-what
Students investigate real-world issues and share findings
In-depth investigation
Learning and sharing
Project-Based Learning: How it works?
Learn to make judgments and synthesize
Presentation, discussion and reflection
Learn to collect and analyze information
Project-Based Learning: How to use it in class?
Present the topic to the class
Discuss the importance of it
QuestionChose a real-world topic that is relevant to students
Keep in mind the course objectives
Plan
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
Plan for activities and resources
http://www.edutopia.org/teachingmodules/PBL/PBL_PowerPoint/ppframe.htm
Schedule
Monitor
Define a timeline
Facilitate the process
Project-Based Learning: How to use it in class?
Ask teams to define duration for each activity
For each task / activity, ask teams to define who
is going to work on it
Guide teams by asking questions that will help them to
organize themselves
ProvideResources
needed to execute
tasks
Make sure scope is feasible
http://www.edutopia.org/teachingmodules/PBL/PBL_PowerPoint/ppframe.htm
Assess students
Evaluate Project
Use rubrics
Share feelings and experiences. What worked well? What need to change?
Project-Based Learning: How to use it in class?
Provide teams with rubrics in advance
Evaluate students’ work based on the
rubric
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
Ask teams to present their
findings
Project-Based Learning: How to create it?
Course Objectives
Start with the end!
Project Idea
Search projects on the WebConnect to community needsConnect to common work-life
practice
Connect to current happenings: social, economical, environmental, technological… Use articles from newspaper, magazines, conferences etc.
Define Scope
Consider resources and time availability
SIMULATION
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!
http://www.globaleducation.edna.edu.au/globaled/go/pid/1315
Kinesthetic gamesElectronic / computer games
or software
Simulation: What is it?
http://www.globaleducation.edna.edu.au/globaled/go/pid/1315
Board games Role-play games
Negotiation, bargaining….
Simulation: What is it?
Simulation: How it works?
• Professor controls the parameters (rules and roles) of this world in order to lead students to achieve instructional objectives
Learning through experiencing!
It helps students to understand nuances of a concept!
• Students are placed in a “world” created by the professor
• This world is a replication of the reality -> students feel it is real
http://olc.spsd.sk.ca/DE/PD/instr/strats/simul/index.html
• Students will experience this safe reality as many times as they need to learn
• Students will build their learning through their own observations
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
Final simulation
run:
• Validate results
• Lessons learned
• Students decide how they will manage and conduct the situation
• Students run the simulation several times to identify opportunities to improve process and decision making
Simulation: How to create one?
The key element is the context!
In which situations those concepts are most utilized in real-life?
What are the concepts and skills you want to teach?
How could you simplify that situation to limit the resources needed in order to be performed in a classroom?
Create the context
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 (Henny Leemkuil Ton de Jong, and Susanne Ootes, 2000)
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 (Henny Leemkuil Ton de Jong, and Susanne Ootes, 2000)
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 Rules will 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.
Incentives or tradeoffs are extra resource, information or points that student can gain or lose through specific actions made or results achieved.
Conditions are IF..THEN actions, which means that students can only certain actions
if certain conditions were fulfilled
Examples: • Define sequence of events students
must respect
Adapted from: Review of educational use of games and simulations (Henny Leemkuil Ton de Jong, and Susanne Ootes, 2000)
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 (Henny Leemkuil Ton de Jong, and Susanne Ootes, 2000)
Simulations: Find existing ones!
Search in Google using, for example:“simulation game” + key words or concepts you are teaching
http://www.tear.org.au/resources/simulation-games/
Show me the Moolah
http://www.download-free-games.com/simulation/john_deere.htmJohn Deere: American Farmer
http://www.download-free-games.com/pc/john_deere_drive_green.htmJohn Deere: Drive Green
Ikengeza and Monsoon SimGame
http://actimaxlearning.com/
http://usa1.simagri.com/index.php?lang=1
SimAgri
EXAMPLES
How to get started?
A Medical Example
Diagnose diseases
Nature of the
Content
Learning experiences
LESSON PLAN
Objectives & Learning
Goals
Diagnose is an inductive and deductive process based on facts
• Get information
• Analyze data
• Problem-Based Learning
• Formulate and judge theories
• Case Study
or
How to get started?
A Business Example
Decide on Outsourcing a process
Nature of the
Content
Learning experiences
LESSON PLAN
Objectives & Learning
Goals
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
• Analyze data
• Simulation
• Formulate and judge alternatives
• Case Study
or
• Negotiate and formulate contracts
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
Summary
Inquiry Learning Activities:
Are embedded in a relevant and realistic context
Develop higher level of thinking
Engage students on constructing their own understanding
Develop student self-confidence
Summary
Problem-Based Learning
Case Study
Project-Based Learning Simulations
Inquiry learning
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
References• Inquiry Learning
• http://thirteen.org/edonline/concept2class/inquiry/index.html
• Dennie Palmer Wolf, 1987
• Problem-based Learning
• http://www.pbl.uci.edu/whatispbl.html
• Case Study
• www.gttp.org/docs/HowToWriteAGoodCase.pdf
• http://www.essayforum.com/10_366_0.html
References• Project-based Learning
• http://www.edutopia.org/teaching-module-pbl-what
• http://www.edutopia.org/teachingmodules/PBL/PBL_PowerPoint/ppframe.htm
• http://www.bie.org/index.php/site/PBL/pbl_online
• Simulations
• http://olc.spsd.sk.ca/DE/PD/instr/strats/simul/index.html
• http://www.globaleducation.edna.edu.au/globaled/go/pid/1315
• REVIEW OF EDUCATIONAL USE OF GAMES AND SIMULATIONS by Henny Leemkuil, Ton de Jong and Susanne Ootes
• www.nsf.gov
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