EBL

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• EBL Why do it?

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Some types of EBL
Projects and Research, often bibliographic
Small-scale empirical investigations
Problem-based Learning (PBL) messy problem
Task-based Learning (TBL) crisp problem
Research-based approach to projects
Discovering answer to a scenario chosen to
cover specific content/skills
Fieldwork or case study
Devising solutions to a scenario chosen to
cover specific content/skills
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How well do your examples or others you know of
fit these categories?
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Some Humanities examples of EBL
Projects and Research, often bibliographic
Small-scale empirical investigations
Problem-based Learning (PBL) messy problem
Task-based Learning (TBL) crisp problem
Client-based projects 3st yr Planners and other
disciplines work with Manchester City Councils
Green City Team on sustainable development
projects. Compare approaches of different
disciplines.
Examples from your own disciplines?
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Why EBL is useful

• Students are more engaged with their own
  learning taps into natural curiosity, improves
  motivation to learn
• Encourages deeper learning
• Greater flexibility, more responsibility

• Learn essential research skills in a safe
  environment. Research-like learning.
• Develops skills vital for employability, e.g.
  problem-solving, leadership, group work,
  communication, creativity, reflection.

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Most people learn.

• 10 of what they read
• 20 of what they hear
• 30 of what they see
• 50 of what they see and hear
• 70 of what they talk over with others
• 80 of what they do in real life
• 95 of what they teach somebody else

Biggs 1999, p78 , UCLan http//www.uclan.ac.uk/l
du/resources/toolkit/lrg_groups/index.htm
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Why EBL is useful some theory

• Blooms taxonomy of cognitive educational
  objectives

Bloom, B.S. (ed.) (1956) Taxonomy of Educational
Objectives The classification of Educational
Goals Handbook I, Cognitive Domain. New York
Toronto Longmans.
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Experiential learning model (Kolb 1981, 1984)
associated learning styles (Healey et al., 2005)
Good at generating ideas. Able to see situations
from many angles. Recognises problems.
Investigates. Senses opportunities. Prefers to
watch before acting. Uses imagination to solve
problems.
Can carry out plans. Interested in action
results. Adapts. Trial error. Likes practical
experimental approach
Good at practical applications. Makes decisions.
Focuses effort. Evaluates plans. Selects from
alternatives. Solves problems. Prefers technical
tasks.
Able to theorise. Compares alternatives. Defines
problems. Establishes criteria. Formulates
hypotheses. Takes a concise logical approach.
Prefers a good explanation to hands-on experience.
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What students say about EBL
Helps to stimulate learning Encourages more
discussion of learning with other students If
other students have covered stuff in more detail
then you know you have some extra work to do!
You are actively involved in your own learning
and control most aspects of it, the content which
you learn is better retained, rather than the
knowledge you acquire from lectures
It pushed me to research grammar in my own time -
I can still remember the work I did rather than
forgetting what teachers tell you
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Discussion

• How will you be able to use Enquiry-Based
  Learning in your own discipline?

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Points to Consider

• Does EBL dilute the discipline?
• Quality over quantity of content? External
  accreditation, Transferable skills over subject
  knowledge?
• Implications for assessment
• Process as well as product, Team or individual
  mark
• Managing academic staff expectations
• Teaching styles differ, Learning to let go
  facilitation training
• Managing student expectations
• We had to learn it ourselves, Learning styles
  differ, cultural expectations, student interns,
  Good teamwork is not a given
• Resources
• Learning spaces, Materials, Staffing