designing_ibl

							Designing and assessing IBL
Staffordshire University Workshop 2
3rd February 2010
Philippa Levy, Academic Director, CILASS
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Overview

• A conceptual framework and design
  principles
• Design activity and discussion
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modes
of ibl
(Levy, 2009)

See also: Healey, 2005
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Inquiry for „knowledge-construction‟
  • „Engaging‟: IBL tasks are designed to encourage
    students to interact actively with a knowledge-base in response
    to questions, problems, scenarios or lines of inquiry formulated
    by staff (“what is already known on this topic?”) e.g. first-year
    Law case example



  • „Pursuing‟: IBL tasks are designed to encourage
    students to interact actively with a knowledge-base by pursuing
    questions, problems, scenarios or lines of inquiry they
    themselves have formulated (“what is already known on my
    topic?”) e.g. first-year History case example
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Inquiry for „knowledge building‟
  • „Producing‟: IBL tasks are designed to encourage
    students to tackle open questions, problems, scenarios or lines
    of inquiry, as formulated by tutors, in interaction with the relevant
    knowledge-base (“how can I answer this open question?”) e.g.
    first-year English case example



  • „Authoring‟: IBL tasks are designed to encourage
    students to develop and tackle their own open questions,
    problems, scenarios or lines of inquiry, in interaction with the
    relevant knowledge-base (“how can I answer my open
    question?”) e.g. Masters Architecture case example
modes
of ibl
(Levy, 2009)
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          Modes of IBL
How do students experience inquiry on
           your courses?
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Some principles for IBL design
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Some key design principles
• Establish desired outcomes („content‟/process)
• Make an inquiry task central
• Align assessment with goals
• Engage students‟ prior knowledge
• Build in reflection, dialogue, feedback,
  collaboration….
• Support development of inquiry and „process‟
  capabilities
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   Some key IL design principles
• Establish clear IL learning purposes (outcomes)
• Identify IL as an explicit concept
• Consider use of a model to plan IL curriculum
  (e.g. 7 Pillars)
• Embed IL development activities into authentic
  inquiries (contextualise)
• Time the IL intervention right
• Assess IL development outcomes
• Use IBL principles to design IL tasks and
  support
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design task
              UoS „solution‟ 1                       15




• Student mentors recruited from levels 2 and 3 to
  help develop induction programme, using IBL
  approach
• New students assigned to small groups on Day
  1 of Intro week, to explore a video stimulus and
  produce poster
• Student mentors support small group activities
  and act as guides to resources
• Librarians and academic staff „stand by‟ at
  consultation times
• Poster session, for academic and Library staff
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                     UoS „solution‟ 2
• Level 2 and Level 3 student mentors (15) support Level 1 students
  (100)
• Level 1 students research a specific area, reviewing previous work,
  proposing new research questions and projects
• Assessed: annotated bibliography, research proposal; short
  research paper; take-home exam
• Mentors and mentees work collaboratively on information resource
  identification, search skills, evaluation of information resources;
  development of ideas
• Focus in weeks 1-3 on information literacy development, in lectures
  and mentor-mentee work
• Further IL tasks designed to precede subsequent workshop
  activities
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                   UoS „solution‟ 3
• Students work in groups on small-scale research projects exploring
  an aspect of IM in the university context
• Research questions are developed by students
• Introductory workshops (incl. mind-mapping IM; „research cycle‟;
  guided readings) followed by workshops supporting project activity
  (incl. information searching/review, feedback on stages of projects)
• Students establish assessment criteria in negotiation with staff
• Students hear from external practitioners of IM about key IM
  challenges and value of inquiry/research skills, and get feedback
  from them on their projects
• Students produce research posters and abstracts for mini-
  conference (peer and tutor assessed) plus reflection on changed
  conceptions of IM
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www.shef.ac.uk/cilass
for IBL Design Case Studies