Enquiry-Based Learning:

Sharing Experiences, Preparing Students and

Assessing Groups.

Dr Geraldine O’Neill
and Professor Bairbre Redmond
University College Dublin, Ireland

With some help from:

University College Dublin Staff &
University of Glasgow Students.

U21 Conference, University of Glasgow, 2008.

Structure

„ Sharing Experiences/Understandings of
Enquiry-Based Learning

„ Preparing Students for Group Work

„ Assessing Groups.

U21 Conference, University of Glasgow, 2008.

 The Sequence in Enquiry-Based Learning
Enquiry
(presented to Group)

Self-directed learning:
Scheduled Fieldwork Group/individual
lectures

Resource sessions:
Mini-lectures Labs/
based on students practicals
needs

U21 Conference, University of Glasgow, 2008.

 ‘Sharing Experiences and understanding of
Enquiry-Based Learning’

The
Enquiry/Problem :
‘A Mixed Salad of Views’

U21 Conference, University of Glasgow, 2008.

The Roles
„ In groups (6-7 people)

„ Select Chair:
‰ Reads out loud the Problem
‰ Follow process guide
‰ Makes sure all get a chance to talk
‰ Encourage participation and disencourage any one person dominating the discussion

„ Select Scribe:
‰ Write down everything (don’t query)
‰ Summarise 3-5 key points negotiated with group,
‰ Note 1 or 2 gaps in knowledge

„ Select a Timekeeper:
‰ (30 minutes max, including the task of summarising 3-5 key points and 1 or 2 gaps in
knowledge)
‰ Give warnings of time left

U21 Conference, University of Glasgow, 2008.

Principles of Enquiry-Based Learning
(EBL) (Kahn & O’Rourke, 2005)
„ Engagement with a complex problem or scenario, that is
sufficiently open-ended to allow a variety of responses or solutions

„ Students direct the lines of enquiry and the methods employed

„ The enquiry requires students to draw on existing knowledge and

identify their required learning needs

„ Tasks stimulate curiosity in the students, encouraging them to

actively explore and seek out new evidence

„ Responsibility falls to the student for analysing and presenting

that evidence in appropriate ways and in support of their own
response to the problem

See also http://www.mcmaster.ca/cll/inquiry/whats.unique.about.inquiry.htm#2 (link from

U21 Conference, University of Glasgow, 2008. University of Glasgow site)
Enquiry-Based Learning : An
Umbrella Term (HEA Academy, 2006).

Problem-Based Learning (PBL)

Small-scale investigations

Field-work
‘Pure’ PBL
Case studies
‘Hybrid’ PBL
Workshops

Individual and
group projects
Project work
Research
activity

U21 Conference, University of Glasgow, 2008.

Advantages of EBL
The literature demonstrates, that in addition to specialist knowledge students
develop skills in:

„ Critical and creative thinking,

„ Communication,
„ Self-directed learning,
„ Information literacy++,
„ Team-work
„ Project management,
„ Problem-solving and,

„ Students get to know one another better and make friends

„ in general, students enjoy the process.

(Albanese & Mitchell, 1993; Cowan, 1998;

Norman & Schmidt 1993; Barrett, Mac Labhrainn, & Fallon, 2005).

U21 Conference, University of Glasgow, 2008.

 Enquiry-Based Learning

Lectures
Laboratories

The Enquiry/Problem/Trigger Seminar/workshop)

is presented to the group
at the start of the learning
process and drives the whole
process
Practical Task

Clinical Work
Individual Study

U21 Conference, University of Glasgow, 2008.

 The Enquiry (Problem) should be:
‘Complex, based in real-life, ill-structured’
‘The Letter’

‘Can you do anything

about the
smell in Ringsend,
its awful…!!!’

Ms. Audrey Boudren, a resident from Ringsend, Dublin, wrote a letter to

the co-ordinator (Tom Curran) of the UCD Biosystems Engineering
Design Challenge, suggesting that the next competition should
address the well-publicised odour nuisance caused by Dublin city's
sewage treatment plant at Ringsend.

U21 Conference, University of Glasgow, 2008.

 The Enquiry/Problem should :
‘Use different media’

UCD Radiography:
UCD Education Theories Module:
‘The Brain’ ‘A flashing trainer’

U21 Conference, University of Glasgow, 2008.

 The Enquiry/Problem should :
‘Use different media’

‘Art by people with

schizophrenia’

Trinity College
Dublin:
Occupational
Therapy
Course

U21 Conference, University of Glasgow, 2008.

 A Range of Models

U21 Conference, University of Glasgow, 2008.

 Enquiry-Based Learning:
Group work is at the ‘heart’ of the process, but:

-this be difficult in larger classes and

-students need to be prepared for groups.

U21 Conference, University of Glasgow, 2008.

 Preparing Students for the Group Work
(Professor Bairbre Redmond)
„ Using Bairbre Redmond as an
experienced resource in this area:

„ What would you like to know about

preparing either students or staff for the
task of group work?

U21 Conference, University of Glasgow, 2008.

 A ss e ss in g G ro u p s (O 'N e ill, 2 0 0 7 )

PRODUCT: PROCESS:
T h e o u tco m e s o f th e g ro u p w o rk W h a t w e n t o n d u rin g th e g ro u p w o rk

E x a m p le s : N o m a rk fo r
E x a m p le GROUP MARK P o ste rs
1 ONLY D e s ig n s p ro c e ss
P re se n ta tio n s
R e p o rts

+
SEPERATE
E x a m p le N o m a rk fo r
IN D IV ID U A L E x a m p le s :
2 G ro u p ch a ir, p ro c e ss
TASKS
P h o to g ra p h e r,
re s e a rch e r,
p re s e n te r

AN D/OR E x a m p le s:

P e e r A ss e ss m e n t,
IN D IV ID U A L G ro u p / In d iv id u a l V iv a ,
AND/OR L e a rn in g Jo u rn a l,
E x a m p le GROUP MARK MARK: A d d itio n a l A s se s sm e n t,
3 p lu s.. Effo rt, pa rticip a tio n , P o rtfo lio
o th er lea rn in g S e lf-A s se s sm e n t,
T u to r m a rk fo r p a rticip a tio n ,

IN D IV ID U A L
E x a m p le N o m a rk fo r MARK:
4 P ro d u ct E ffo rt, pa rticipa tio n,
o th e r lea rn in g

See also Barrett, MacLabhrainn, & Fallon (2005, Section 4)

Success Factors for Implementing PBL
(Barrett 2005a: 22)
Philosophical factors
An understanding of the philosophical principles underpinning PBL
A commitment to the philosophy of PBL (Little 1997, Margetson 1997b;
Barrett 2001)
Design factors
Comprehensive curriculum design (Conway and Little 2000)
Well designed problems (Gijselaers and Schmidt 1990;Schmidt and Moust
2000 )
Assessment compatible with PBL and the specific discipline /profession
(Savin-Baden 2004,Raine and Symons 2005)
Scheduled independent study time (Fincham and Schuler 2001)
PBL tutoring factors
Small group size (Wilkerson 1996)
A realistic acceptance of the role change (Little 1997)
Effective tutoring skills (Poikela 2005)
The ability to model process skills (Little 1977)
Frequent opportunities for students to gain feedback (Little 1997)
U21 Conference, University of Glasgow, 2008.
Success Factors for Implementing PBL
(Barrett 2005a: 22)
Staff and student induction factors
An acceptance of the importance of student induction to PBL and
that students will take time to develop PBL process skills and
may need to change their assumptions about learning (Little
1997)
Substantial appropriate staff development (Conway and Little 2000;
Murray Savin-Baden 2000; Richardson 2005)

Management factors
A pragmatic and realistic approach (Little 1997)
Institutional and management support (Little 1997)
A PBL co-ordinator and administrative support (McLoughlin 2005)

U21 Conference, University of Glasgow, 2008.

Free online resource (commons copyright)
http://www.aishe.org/readings/2005-2/
References
Albanese, M., Mitchell, S (1993). Problem based learning: A review of the literature on outcomes and
implementation issues. Academic Medicine. 68, 1, 52-81.

Armstrong, E. (1991). A hybrid model of problem-based learning. In Boud D and Feletti G (editors): The
challenge of problem-based learning, (pp137-149). London, Kogan Page.

Barrrows, H.S., Tamblyn, R. (1980). Problem-based Learning. New York: Springer.

Barrett, T. (2005a). Understanding Problem-based Learning,. In, Barrett, MacLabhrainn, & Fallon (Eds)
Handbook of enquiry and problem-based learning: Irish case studies and international perspectives.
(pp13-26) Galway: CELT.

Barrett, T. (2005b) What is problem-based learning? O’Neill, G., Moore, S., McMullin, B. In Emerging Issues
in the Practice of University Teaching and Learning. (pp55-66). Dublin: AISHE.

Conway, J., Little, P. (2000). From practice to theory: Reconceptualising curriculum development for problem-
based Learning, In Problem-based Learning: Educational Innovations across Disciplines. Selected
papers from the Second Asia-Pacific Conference on Problem-based Learning, Singapore.pp1-11

Chen-Jung, T., Shao-Tsu, C., Yi-Pung, L. (2005). Four phases to construct problem-based learning
instruction materials. In Poikela, E & Poikela, S (Eds). PBL in context: Bridging work and education.
(pp117-133). Tampere, Finland: Tampere University Press.

U21 Conference, University of Glasgow, 2008.

 Davis, M. H. , Harden, R.M. (1999). AMEE Guide - AMEE Medical Education Guide No 15:
Problem-based learning: A practical guide - Practical hints on implementing PBL in your teaching
programme. Medical teacher 21(2), 130-140.

Dolman, D.H.J.M., Snellen-Balendong, H. (1997) Seven principles of effective case design for a
problem-based curriculum. Medical Teacher, 19, (3),185-189.

Hung W. (2006) The 3C3R Model: A conceptual framework for designing problems in PBL . The
Interdisciplinary Journal of Problem Based Learning, 1, (1), 55-77.

Kahn, P & O’Rourke, K. (2005) Understanding Enquiry Based Learning. In, Handbook of Enquiry
& Problem Based Learning. Barrett, T., Mac Labhrainn, I., Fallon, H. (Eds). Galway: CELT

Koschmann, T.D., Myers, A.C., Feltovich, P.J., Barrows, H.S. (1994). Using technology to assist in
realizing effective learning and instruction: A principled approach to the use of computers in
collaborative learning. The Journal of Learning Sciences, 3 (3), 227-264.

Margetson, D.B. (2000). Depths of understanding and excellence of practice: the question of
wholeness and problem-based learning. Journal of Evaluation in Clinical Practice, 6 (3), 293-303.

Mauffette, Y., Kandlbinder, P., Soucisse, A. (2004) The problem in problem-based learning is the
problems: But do they motivate students? In, Challenging Research in Problem-based Learning,
Ed. Savin-Baden, M., Wilkie, K. (pp11-25). Berkshire: SRHE & Open University Press.

U21 Conference, University of Glasgow, 2008.

 Norman, G. and H. Schmidt (1993). Does problem-based learning work? A meta-analysis of
evaluative research. Academic Medicine (68), 557-565.

Savin-Baden, M. (1997). Problem-Based Learning, Part 1: An innovation whose time has

come. British Journal of Occupational Therapy. 60(10), 447-450.

Stepien. W.J., Pyke, S.L. (1997). Designing Problem-Based Learning Units. Journal of the
Education of the Gifted. 20, (4), 380-400.

Stinson, J.E, Milter, R.G. (1996). Problem-based Learning in business education: Curriculum
design and implementation issues. In, Ed, Wilkeson, L., Gijselaers, W.H. Bringing Problem-
Based Learning to Higher Education: Theory and Practice. San Francisco: Jossey-Bass
Publishers.

Tosey, P. McDonnell, J (2006) Mapping Enquiry-Based Learning: Discourse, Fractals and a

Bowl of Cherries, L2L Working Paper: http://www/som.surrey.ac.uk/learningtolearn/

Weiss, R.E. (2003). Designing problems to promote higher-order thinking. In, D.S. Knowlton, &
D.C. Sharp (Eds), Problem-based learning in the information age. (pp25-31). San Francisco:
Jossey-Bass.

University of Glasgow, (2008) Enquiry based learning project

http://www.gla.ac.uk/services/learningteaching/goodpracticeresources/enquirybasedlearningeb
l/
University College Dublin (2008) Enquiry based learning project
http://www.ucd.ie/teaching/projects/EPL.html

U21 Conference, University of Glasgow, 2008.