DeSILA Designing and Sharing Inquirybased Learning Activities

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DeSILA Designing and Sharing Inquiry-based
Learning Activities

• JISC Design for Learning Programme
• Dr Philippa Levy Dr Sabine Little (CILASS)
• John Stratford, Adrian Powell, Gabi
  Diercks-OBrien, Graham McElearney (LDMU)

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Overview

• Introduction
• Educational context
• Evaluation/research questions
• Evaluation approach
• Deliverables
• Project plan
• Dissemination

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Introduction

• DeSILA implementing and evaluating LAMS for
  development and innovation in inquiry-based
  learning (IBL) in the arts and social sciences
• Does a tool such as LAMS offer added value to
  the process and impact of designing for IBL and
  to the dissemination of IBL pedagogy?
• The project is led by CILASS in close
  collaboration with LDMU, University of Sheffield

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Educational context

• CILASS - Centre for Inquiry-based Learning in the
  Arts and Social Sciences - a CETL
• IBL - student-directed inquiry/research drives
  the learning experience
• Case and problem scenarios, projects
• CILASS promotes blended and fully on-line forms
  of IBL is creating new collaboratory learning
  spaces
• Activity-centred design thinking is fundamental
  to IBL development and innovation
• CILASS has strong interest in sharing and reuse
  of IBL expertise

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Research questions

• Effectiveness and impact of LAMS assessed in
  relation to acceptability to practitioners
  learner outcomes organisational effectiveness
  and capacity-building
• Evaluation will include exploration of
• a) fit between LAMS and practitioners purposes,
  values and approaches in designing for IBL
• b) requirements for effective reuse of LAMS
  designs and facilitating/constraining factors on
  sharing/reuse
• c) issues related to LAMS/WebCT integration
  can VLE be enhanced by open source tools?

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Evaluation approach

• Based on CILASSs existing methodology
• Impact-focused, participatory, inquiry-based
• Primarily qualitative
• Theories of Change combined with EPO approach
  to performance indicators
• ToCs often implicit (pedagogical) theories
  about how and why development/innovation will be
  effected (e.g. student engagement with, and
  learning through, inquiry process)
• EPOs - Enabling, Process and Outcome
  Performance Indicators

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Evaluation approach

• Involves project-level evaluation (ToC EPOs for
  DeSILA) and application-level evaluation (ToC and
  EPOs for each developmental application of LAMS)
• Tools adapted from previous JISC learning design
  evaluations will also be used where appropriate
• Monthly formative review formative evaluation
  consultancy (Dr Martin Oliver)

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Deliverables

• Report on impact of using LAMS for designing for
  IBL
• Recommendations for academic practice,
  educational development and support, technical
  support, institutional policy and strategy,
  development of learning design systems and
  standards
• Portfolio of 25 LAMS learning designs 20
  in-depth case studies, distilled into short case
  studies where appropriate (JISC templates?)
• Conceptual framework for sharing and reuse of IBL
  designs (LAMS and other) - representations of
  practice within a specific community of practice
  framework

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Project Plan

• Early LAMS demo and stakeholder focus group
  discussion (incl. students)
• Participant recruitment in 3 waves
• Pre-use interviews and questionnaires (academic
  staff)
• LAMS training workshop and feedback (T0Cs, EPOs)
• Design-in-action logs
• Student induction
• Observation of implementations
• Follow-up questionnaires all students 1 focus
  group per wave
• Follow-up interviews with academic staff (ToCs,
  EPOs)
• Analysis of learning designs
• Re-use workshops/focus groups (internal and
  external participants)

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Dissemination

• Website, conference presentations, journal
  publications
• Closing dissemination workshop (incl. student
  involvement)
• Audiences institutional national (JISC, CETIS,
  CETLs, HEA) international (UNFOLD)
• Designs made available to other Design for
  Learning projects and JORUM

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100 Years Of Excellence.