Inquiry

1
Inquiry Blended Learning

• At the University of Calgary

2
Institutional Learning Plan

• That inquiry-based learning approaches be at the
  centre of the undergraduate learning experience.
• All students must have the opportunity to
  participate in communities of inquiry
• Learning technologies (i.e., eLearning) offer
  opportunities to enhance the campus experience
  and extend learning through the innovative use of
  on-line resources, asynchronous collaborative
  learning opportunities, and electronic
  communication.

3
Learning Technology

• The University community must consider how to
  redesign courses whereby the integration of
  communication technologies supports inquiry and
  enriches the teaching and learning enterprise.

4
Inquiry

• Is problem or question driven
• Typically has a small-group feature
• Includes critical discourse
• Is frequently multi-disciplinary
• Incorporates research methods such as information
  gathering and synthesis of ideas

5
IBL - Humanities

• Involves shared exploration and encourages group
  discussion
• Application or project focused
• Focus on questions, issues
• Learn how to ask good questions and challenge
  assumptions (discussion groups)
• Give up anxiety about covering material
• Inductive? Constructing schema? (RG)
• Anne McWhir, English

6
IBL Sciences (Problem Based Learning)

• Problem-based learning is intended to acquire
  specific knowledge and skills through the
  solution of genuine problems
• Requires students to be self-directed, critical
  thinkers, and work collaboratively
• Particularly applicable to professional practice
  contexts (e.g., project, case study).
• Deductive? Applying principles?

7
Blended Learning

• Thoughtful integration of face-to-face and online
  learning.
• An opportunity to enhance the classroom
  experience and extend learning through the
  innovative use of Internet information and
  communications technology.
• Not an add-on redesign approaches (e.g., reduce
  lectures, add online activities)

8
Query

• How many are comfortable reducing lecture time?
• Is there a place for the lecture in blended
  learning?

9
Why Blended Learning?

• New approaches to teaching (change culture)
• Enhance student learning
• Maximize institutional resources
• Access convenience

10
Strategic Challenges

• Awareness and understanding of inquiry and
  blended learning
• Student orientation (resistance)
• Commitment to fundamental redesign
• Strategic plan covering all four undergraduate
  years
• Teaching-research imbalance

11
Innovation Redesign

• Preference will be for applications that
  demonstrate true innovation in teaching and
  learning through inquiry and blended learning
  approaches
• Enhance the quality of teaching and learning
  (e.g., increased discourse collaboration)

12
BL Instructor Survey

• What do you like most about BL?
• Increased access and flexibility
• Variety of approaches
• Increased communication
• Assessment feedback efficiencies
• Increased opportunity for student reflection
• Richer classroom interactions
• Development of a learning community

13
BL Instructor survey

• What do you like least?
• Increased instructor workload
• Nothing
• Students challenged to contribute online (i.e.,
  take responsibility for their learning)
• Technology challenges

14
CONCLUSION

• Questions