Guidelines for Designing Inquiry-Based Learning Environments on the Web: Professional Development of Educators Byung-Ro Lim IST, Indiana Univ. July 20, 2001
Guidelines for Designing Inquiry-Based Learning Environments on the Web: Professional Development of Educators
Byung-Ro LimIST, Indiana Univ.
July 20, 2001
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What’s going on in the classroom?
Current practicesTeacher-centeredDissemination of knowledgeDominant textbook-based view
What is missing? Higher-order thinking skills, self-directed learning, & multiple perspectives
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Why?
Many factors influence this:Test-driven curriculaPractical difficultiesSocial, cultural factorsTeachers lack training
My focus is on developing teacher competence.
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How?
Innovative professional development
Overcoming traditional approaches: training, dissemination, & “fire-fighting” approachSocial constructivist perspectiveUsing inquiry-based learning to learn inquiryUsing online technology
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What is this study all about?
Online inquiry-based learning for
educators
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Research Questions
What are guidelines for designing inquiry-based learning environments (OILEs) on the web for teacher professional development?
What are the critical characteristics of OILEs?What structure and scaffolding are necessary?What design elements would be effective?
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Methods
Multiple case studiesInterpretative case studies (Merriam, 1988)Naturalistic formative research (post-facto) (Reigeluth & Frick, 1999)Select cases
Collect & analyze data
Fully develop tentative theory
(Cont’d)
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Methods
Case selectionWebQuestInquiry PageLearning to Teach with Technology Studio (LTTS)
Research agenda: Data collection & analysisTentative guidelinesExpert review
(Cont’d)
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Methods
Analytical frameworkPurposes & concernsRelevance of the case to TPDStructure for inquiry process
Features of inquiry process, visual representation, amount of freedom/structuredness, etc.
ScaffoldingSystem for problem articulation, providing background knowledge, tools, & resources
(Cont’d)
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Methods
Documents analysesWeb pages, forum data, journals, proposals, chatting scripts, etc.
Semi-structured interviewsDesigners, developers, & teachers for each case
Focus group interviewInquiry Page developers
(Cont’d)
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Methods
Data analysis processOrganizing data into existing categoriesGenerating & testing emergent categoriesIdentifying design elements in each category for OILEs Identifying implications for OILEs
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Results
General principles for building OILEs
Use various ways of doing inquiryDevelop interactive working spaceCenter around an inquiry module and lead learners to a community of inquiryProvide a structure for inquiryDevelop a nurturing environment (Cont’d)
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Model for designing OILEs
(Cont’d)
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Structure for Inquiry
Ask: An overarching question/problem or case scenario is provided as a springboard. The springboard should be connected to the learners’ lives and stimulate their curiosity. Design (Plan): Learners design their own learning plans and problem solving strategies within a certain time frame. Explore: Exploring is a systematic way of carrying out an investigation. Construct: Learners make meaning out of the data, synthesize what they found, and construct new knowledge. Reflect: Learners reflect on their conclusion and on their own inquiry process.
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DESIGN GUIDELINES
Checking preconditionsMission statement of the institutionSufficient infrastructure and fundingThe method of assessmentDesigner/facilitator competenceThe nature of contentResource availabilityLearner motivation and preparation
(Cont’d)
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DESIGN GUIDELINES
Inquiry Module Design: ASKPrepare a springboard to start inquiry
Use overarching, meaningful problem/case/scenario with multiple representations
Allow learners to generate their own problem(s)Encourage learners to design an inquiry module
(Cont’d)
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DESIGN GUIDELINES
Inquiry Module Design: DESIGNProvide tentative inquiry agenda & methodsAllow learners to develop their own planAllow learners to revise their plan during the inquiry processEncourage learners to review others’ agenda & methods
(Cont’d)
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DESIGN GUIDELINES
Inquiry Module Design: EXPLOREProvide meaningful tasks/processesEncourage multiple perspectives/solutionsOrganize/sequence activities in a meaningful way: e.g., a spiral processAvoid too many, complex tasks/processesProvide necessary scaffolding (Cont’d)
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DESIGN GUIDELINES
Inquiry Module Design: CONSTRUCTProvide brief, possible solution(s) to overarching problemsProvide a space for learners to develop their own conclusion(s)Allow learners to revisit their own problems and to submit the solutionsEncourage learners to review others’ solution(s)
(Cont’d)
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DESIGN GUIDELINES
Inquiry Module Design: REFLECTPrepare three types of assessment: self-evaluation, peer-evaluation, & facilitator-evaluationProvide template & rubricsAsk for a new idea or problem to start a new cycle of inquiryAsk learners to reflect on the module and inquiry process
(Cont’d)
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DESIGN GUIDELINES
Nurturing Environment DesignMy Work Space:
Learner profile, learning progress, problems & solutions by the learner, feedback from others
Resources: Provide general & specific resourcesAllow learners to add/review resources
Tools: template, rubrics, visualization tools, EPSSs, etc.FacilitatorAbout inquiry, Inquiry modules, Inquiry in action (Cont’d)
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DESIGN GUIDELINES
Design of a Community of InquiryGallery
Place learners’ final productEncourage learners to review others’ productEncourage learners to contact former learners
Discussion forumOrganize structured discussionUse various social techniques to foster discussion
Communities
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Discussion
Issues Regarding Design GuidelinesAsking a right questionPromoting ownership of the problemMultiple representations of the problemUsing national standardsUsing a design modePlanning & carrying out inquiryUsing inquiry performanceEnsuring effective reflectionProviding scaffoldingBuilding a community of inquiry (Cont’d)
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Discussion
Other IssuesVisual representation of inquiry process
Circular, recursive, & evolving
Teacher-as-designer approachStrengths & weaknesses
Sequence of three learning modesUser modeCritical reading modeDesign mode
(Cont’d)
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Limitations & Future Research
Limited number of casesTentative guidelines – not empirically testedTwo cases not fully developedLimited expert reviewRemaining questions – motivation, tools, interface design, CoP, etc.Additional formative research needed
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Questions?