L2L

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www.som.surrey.ac.uk/learningtolearn
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What is EBL?

• EBL describes an environment in which learning is
  driven by a process of enquiry owned by the
  student.
• The tutor establishes the task and facilitates
  the process, but the students pursue their own
  lines of enquiry, draw on their existing
  knowledge and identify the consequent learning
  needs.
• They seek out relevant evidence and take
  responsibility for analysing and presenting this
  appropriately, either as part of a group or as an
  individual supported by others.
• They are thus engaged as partners in learning.
• University of Manchester CETL

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Examples of related learning approaches that
place enquiry at the centre
Problem Based Learning
Action Learning
Research Based Learning
Reflective Learning
Experiential Learning
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Why EBL?

• To develop transferable skills for the 21st
  century
• Working with transdisciplinary, situated,
  constructed knowledge in a complex world
• To address the theory-practice gap
• For multi-disciplinary working in the ethical
  dimension of any issue at the interface of the
  human and the technical/abstract
• To enhance engagement (vs alienation) for
  students and staff to promote deeper learning
• To be at the leading edge of teaching learning
  practice to engage learners in research activity.

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EBL challenges

• EBL is not a panacea
• Radical challenge to transmission-based,
  teacher-centred learning, need for staff
  development
• Likely to involve change of culture/unlearning
  for students
• May conflict with institutional orthodoxy
• Effort involved in integrating into curriculum
  design, resolving practical and resource
• Need for objective evidence

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Key features of EBL

• Student-centred learners define
  questions/goals, within programme framework
• Enquiring embedded in learning outcomes (e.g. may
  focus on transferable skills)
• Includes explicit teaching/development of enquiry
  skills
• Rewarded through assessment (constructive
  alignment - Biggs)
• Likely to involve collaborative (peer) learning
• Creative and holistic e.g. may emphasise
  emotional intelligence
• Supported/facilitated

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Examples of EBL

• UniS Case Study 1 (Dietetics) - see article on
  the ESCalate website www.escalate.ac.uk/1707
• Other UniS case studies will appear on the L2L
  website
• See brief examples in the report of our Enquiry
  Based Learning Event - 24th June 2005 (on L2L
  website)
• See other links on the L2L website

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Staff and Student Experiences of EBL from UniS
Case Study 1 (Dietetics)

• Increased enjoyment in teaching and learning
• Increased engagement, peer learning
• Increased transferable skills development
• Increased awareness of learning processes
• Risk of groupwork overkill
• Need for closure
• Enhanced disciplinary knowledge
• See article on the ESCalate website
  www.escalate.ac.uk/1707