Designing for Inquiry-based Blended Learning (DIBL) Workbook ?· Inquiry-based Blended Learning (DIBL)…

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<ul><li><p> Designing for Inquiry-based Blended Learning (DIBL) Workbook DIBL is a joint Centre of Excellence in Interdisciplinary Mental Health (CEIMH), Learning Development (LD) and Academic Practice and Or-ganisational Development (APOD) Event at The University of Birming-ham. Those involved in the development of this event: Tarsem Singh Cooner CEIMH Peter Rainger LD Danielle Hinton Education Trevor Batchelor LD Elizabeth Cleaver APOD Bill Miller LD Natalie Rowley Chemistry Matt Bridge Education John Couperthwaite Medicine and Dentistry Debbie Carter LD Dee Partridge CEIMH Pam Newby CEIMH University of Birmingham 2009 T.S.Cooner, P. Rainger &amp; D. Hinton (2009) University of Birmingham. This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License. To view a copy of this license, visit </p></li><li><p>Introduction This workbook aims to introduce and help you design a short in-quiry-based blended learning design. The workbook also contains guidance that will help you prepare for the Showcase and Review session at the end of Day 2. </p><p>Contents Your Task and Presentation Assessment Rubric Appendix A Comic Life Case Study Appendix B Blended Learning Design Planner V1.0 Appendix C The DIBL Effective Practice Planner Appendix D The DIBL Framework and Design </p><p>Method Through a problem-based case study approach and with the help of coaches, the aim is to help you identify and then re-design a short piece of teaching that you or your colleagues currently (or in the fu-ture) hope to deliver. The two days will allow you to experience de-veloping an inquiry-based blended learning design based on the DIBL framework. You will be given opportunities to explore free and cheap multimedia software to design and create Triggering Events that encourage inquiry, debate, discussion and learner inde-pendence. Please note: the DIBL approach is not ideally suited for situations in which delivery of content or covering large amounts of the cur-riculum are of primary importance. D</p><p>esi</p><p>gn</p><p>ing</p><p> fo</p><p>r In</p><p>qu</p><p>iry-</p><p>bas</p><p>ed</p><p> Ble</p><p>nd</p><p>ed</p><p> Le</p><p>arn</p><p>ing</p></li><li><p>Your Task and Presentation Assessment Rubric Designing for Blended Learning (DIBL) </p></li><li><p>Designing for Inquiry-based Blended Learning </p><p>Your task A colleague (see Appendix A) has made you aware that adopting the DIBL framework has led to greater student learner satisfaction and deeper learning outcomes. You decide to approach some colleagues to examine the possibility of applying for fund-ing to re-design your teaching. A major government institution has decided to fund such re-design projects as long as they are based on a DIBL framework. As a team you decide to apply for significant funding to research the impact a DIBL framework can have on student learning. As part of this process you have managed to get into the final stage of the application process along with 5 other teams. </p><p>Showcase and Review Session To successfully gain the research funding, as a group you will be expected to take part in a 20 minute presentation where you: </p><p>1. Demonstrate the Triggering Event (should be no longer than 5 minutes in length) youve created using the software made available. </p><p>2. Demonstrate how your blended learning design will facilitate and manage dis-cussion and debate. </p><p>3. State briefly, as a group, what you will take from this two-day event and what elements you may apply in your practice. </p><p>4. Address any questions from the audience. </p><p>A vote by your peers (based on the assessment rubric) will be taken to grant fund-ing . </p><p>What you need to do </p><p>You have access to the facilities and the coaches at the Centre to create your trigger-ing event and learning design. By 1.00pm tomorrow afternoon you must present your blended learning design and triggering event at the Showcase and Review session. The criteria upon which the votes will be cast are included in an assessment rubric op-posite. Make sure you use this to inform the development of your work and presenta-tion. Some project planning tips are also offered. </p></li><li><p>Designing for Inquiry-based Blended Learning </p><p>The Vote The showcase and review session will provide an opportunity for you to demonstrate your triggering event and blended learning design. The audience of your peers will then use the following assessment rubric to assign your presentation a mark using the Turning Point voting system. The group with the highest marks will be awarded the fictional funding. Pay careful attention to the assessment criteria in the design and development of your work and planning of your presentation. </p><p>Presentation Assessment Rubric C</p><p>rite</p><p>ria</p><p> Le</p><p>vel o</p><p>f P</p><p>erf</p><p>orm</p><p>ance</p><p>0 </p><p>1 2 </p><p>3 4</p><p>Trig</p><p>ge</p><p>rin</p><p>g </p><p>Eve</p><p>nt </p><p>Did</p><p> no</p><p>t </p><p>cre</p><p>ate</p><p> on</p><p>e </p><p>Did</p><p> no</p><p>t cr</p><p>eate</p><p> a </p><p>trig</p><p>ge</p><p>rin</p><p>g e</p><p>ven</p><p>t b</p><p>ut </p><p>pro</p><p>du</p><p>ced</p><p> an</p><p> o</p><p>utl</p><p>ine</p><p> pla</p><p>n </p><p>Trig</p><p>ge</p><p>rin</p><p>g e</p><p>ven</p><p>t cr</p><p>eat</p><p>ed</p><p> bu</p><p>t u</p><p>nlik</p><p>ely </p><p>to a</p><p>ct a</p><p>s a </p><p>stim</p><p>ulu</p><p>s fo</p><p>r in</p><p>qu</p><p>iry </p><p>Trig</p><p>ge</p><p>rin</p><p>g e</p><p>ven</p><p>t cr</p><p>eat</p><p>ed</p><p> an</p><p>d li</p><p>kely</p><p> to</p><p> act</p><p> as </p><p>stim</p><p>ulu</p><p>s fo</p><p>r in</p><p>qu</p><p>iry </p><p>We</p><p>ll d</p><p>eve</p><p>lop</p><p>ed</p><p> tr</p><p>igg</p><p>eri</p><p>ng</p><p> eve</p><p>nt </p><p>like</p><p>ly t</p><p>o a</p><p>ct a</p><p>s st</p><p>imu</p><p>lus </p><p>for </p><p>in-</p><p>qu</p><p>iry </p><p>and</p><p> intr</p><p>o-</p><p>du</p><p>ced</p><p> ne</p><p>w id</p><p>eas</p><p>. </p><p>Ble</p><p>nd</p><p>ed</p><p> Le</p><p>arn</p><p>ing</p><p> D</p><p>esi</p><p>gn</p><p>Faci</p><p>litat</p><p>ion</p><p> an</p><p>d M</p><p>an-</p><p>agem</p><p>en</p><p>t o</p><p>f d</p><p>iscu</p><p>ssio</p><p>n </p><p>Did</p><p> no</p><p>t </p><p>cre</p><p>ate</p><p> on</p><p>e </p><p>Cre</p><p>ate</p><p>d a</p><p> de</p><p>sig</p><p>n </p><p>bu</p><p>t d</p><p>id n</p><p>ot </p><p>ou</p><p>t-lin</p><p>e h</p><p>ow</p><p> dis</p><p>cus-</p><p>sio</p><p>n w</p><p>as g</p><p>oin</p><p>g t</p><p>o </p><p>be</p><p> fac</p><p>ilita</p><p>ted</p><p> an</p><p>d </p><p>man</p><p>age</p><p>d </p><p>Cre</p><p>ate</p><p>d a</p><p> de</p><p>sig</p><p>n </p><p>bu</p><p>t u</p><p>ncl</p><p>ear</p><p> ab</p><p>ou</p><p>t h</p><p>ow</p><p> dis</p><p>cuss</p><p>ion</p><p> w</p><p>as g</p><p>oin</p><p>g t</p><p>o b</p><p>e </p><p>faci</p><p>litat</p><p>ed</p><p> an</p><p>d </p><p>man</p><p>age</p><p>d </p><p>Cle</p><p>ar d</p><p>esi</p><p>gn</p><p> ou</p><p>t-lin</p><p>ing</p><p> ho</p><p>w d</p><p>iscu</p><p>s-si</p><p>on</p><p> bas</p><p>ed</p><p> on</p><p> th</p><p>e </p><p>trig</p><p>ge</p><p>rin</p><p>g e</p><p>ven</p><p>t w</p><p>ill b</p><p>e f</p><p>acili</p><p>tate</p><p>d </p><p>and</p><p> man</p><p>age</p><p>d </p><p>Cle</p><p>ar d</p><p>esi</p><p>gn</p><p> ou</p><p>t-lin</p><p>ing</p><p> ho</p><p>w d</p><p>iscu</p><p>s-si</p><p>on</p><p> bas</p><p>ed</p><p> on</p><p> th</p><p>e </p><p>trig</p><p>ge</p><p>rin</p><p>g e</p><p>ven</p><p>t w</p><p>ill b</p><p>e f</p><p>acili</p><p>tate</p><p>d </p><p>and</p><p> man</p><p>age</p><p>d </p><p>and</p><p> intr</p><p>od</p><p>uce</p><p>d </p><p>ne</p><p>w id</p><p>eas</p><p>. </p><p>Re</p><p>fle</p><p>ctio</p><p>n </p><p>abo</p><p>ut </p><p>the</p><p> tw</p><p>o-d</p><p>ays </p><p>No</p><p> re</p><p>fle</p><p>ctio</p><p>n </p><p>So</p><p>me</p><p> ref</p><p>lect</p><p>ion</p><p> ab</p><p>ou</p><p>t h</p><p>ow</p><p> th</p><p>e </p><p>gro</p><p>up</p><p> will</p><p> ap</p><p>ply</p><p> th</p><p>e le</p><p>arn</p><p>ing</p><p> fro</p><p>m </p><p>the</p><p> eve</p><p>nt </p><p>So</p><p>me</p><p> ref</p><p>lect</p><p>ion</p><p> an</p><p>d a</p><p>nal</p><p>ysis</p><p> ab</p><p>ou</p><p>t h</p><p>ow</p><p> th</p><p>e </p><p>gro</p><p>up</p><p> will</p><p> ap</p><p>ply</p><p> th</p><p>e le</p><p>arn</p><p>ing</p><p> fro</p><p>m </p><p>the</p><p> eve</p><p>nt </p><p>Cle</p><p>ar r</p><p>efle</p><p>ctio</p><p>n, </p><p>anal</p><p>ysis</p><p> an</p><p>d r</p><p>ea-</p><p>son</p><p>s ab</p><p>ou</p><p>t h</p><p>ow</p><p> th</p><p>e g</p><p>rou</p><p>p w</p><p>ill/</p><p>will</p><p> no</p><p>t ap</p><p>ply</p><p> ele</p><p>-m</p><p>en</p><p>ts f</p><p>rom</p><p> th</p><p>e </p><p>fro</p><p>m t</p><p>he</p><p> eve</p><p>nt </p><p>Cle</p><p>ar r</p><p>efle</p><p>ctio</p><p>n </p><p>and</p><p> an</p><p>alys</p><p>is, b</p><p>e-</p><p>yon</p><p>d t</p><p>he</p><p> ob</p><p>vi-</p><p>ou</p><p>s, a</p><p>bo</p><p>ut </p><p>ho</p><p>w </p><p>the</p><p> gro</p><p>up</p><p> will</p><p>/w</p><p>ill n</p><p>ot </p><p>app</p><p>ly e</p><p>le-</p><p>me</p><p>nts</p><p> fro</p><p>m t</p><p>he</p><p> fr</p><p>om</p><p> th</p><p>e e</p><p>ven</p><p>t </p></li><li><p>Designing for Inquiry-based Blended Learning </p><p>Project Planning Tips Follow the guidance within the workbook and make sure you become familiar with the supporting materials. You may initially want to allocate different tasks to members within the group such as identifying topic areas for development, reading the workbook guidance, exploring the different digital tools available etc. Af-ter a short period of research come back together to discuss, agree and develop your blended learning design and triggering event. </p><p>Examine the presentation assessment rubric. Be clear about the presentation assessment criteria. Dont take too long in identifying possible learning objectives. </p><p> Select 2 or 3 clear learning objectives for the blended learning de-sign. Remember the triggering event should not be more than 5 minutes long. </p><p> Plan a development timetable and try to stick to it. </p><p> Use the Blended Learning Design Planner as a guide, and to record the development of your design. Use the Storyboard to sequence your Learning Design and Trigger-ing Event. </p><p> Make sure the production of the Triggering Event is "doable" within the event timeframe. </p><p> Reuse any existing resources you may have already created or have access to. </p><p>Make use of the coaches. </p><p>Remember to have some fun! </p><p>Tips </p></li><li><p>AppendixAComicLifeCaseStudyDesigningforBlendedLearning(DIBL)</p></li><li><p>AppendixBBlendedLearningDesignPlannerV1.0DesigningforBlendedLearning(DIBL)</p></li><li><p>Blended Learning Design Planner V1.0</p><p>Date dd/mm/yyyy Topic Duration</p><p>Title</p><p>Author(s)</p><p>Learning Objective(s)</p><p>Focus Keywords</p><p>Abstract</p><p>Can be unit, module, subject etc based. What is the duration of the Blended Learning Design? (Minutes, hours, days, weeks?)</p><p>Name and email address</p><p>One or two learning outcomes, perhaps derived from your curriculum or course objectives. Keep it simple, tight, focussed.</p><p>Are students expected to acquire knowledge, comprehension, develop and apply new skills, be able to synthesise and evaluate and/or perform a task etc?</p><p>Up to seven words to describe the Blended Learning Design.</p><p>In two or three sentences summarise this Blended Learning Design. This can allow colleagues to see if any elements can be reused. </p><p>Evaluation Strategy</p><p>Glossary Define all underlined terms from the Triggering Event section above.</p><p>Has the Blended Learning Design been successful? How can it be tested? (e.g. interviews, questionnaires, comparisons etc) How will you implement future design changes?</p><p>Preparing for inquiry-based blended learning Climate for learningInquiry-based learning works well where students, in small groups, actively engage in activities centred around a case study or problem-based question. This method of learning requires learner independence and involves learning through critical inquiry. Students are expected to gather information, synthesise ideas and communicate research. Using one postcard, outline how you will prepare your students for inquiry-based blended learning. Then in three sections ~ using one postcard per section outline how you will provide your students with:</p><p>1. An outline of your Blended Learning Sequence.</p><p>2. A rationale for the strategies employed.</p><p>3. Orientation to online tools and support.</p><p>Hint: You may want to conduct some of these activities in the latter stages of design.</p><p>Resources: Section A.</p><p>To promote inquiry, learners need to be able to work in groups to explore new ideas whilst feeling comfortable and confident in exchanging information. Consider what are the students prior experiences, situation and motivations for learning. Outline at least three activities that could encourage open communication and exploration between learners.</p><p>Resources: Section A.</p><p>Triggering EventWhat does the student need to learn? Written in spoken English (try saying it out loud). Plan the trigger in no more than five postcards. Provide a heading for each section. Identify how you will create a sense of puzzlement, a stimulus for inquiry. Will the trigger be based on a problem, question or case study? Underline any terms that need explanation and define them in the glossary section below. Keep it short and to the point, use informal language. Use real world examples if possible. Hint: Make sure you create something that will trigger some form of debate, be controversial if need be. </p><p>Resources: Section B.</p><p>Images, sounds etc...Describe or draw images to reinforce your message. What illustrations, photos, sounds, charts or diagrams would support it? Avoid using copyright and trademarked materials. Try to create your own.</p><p>Blended Learning Sequence Tutor facilitation/managementLinked to the Trigger and learning objective(s). What could the learner do to engage with the content in order to better understand it? Plan a time-based story board (keep it simple) and in no more than five postcards outline:</p><p>1. What the student must know before engaging with the Triggering Event, and how will they access this material? </p><p>2. How will the post Trigger Event activities encourage critical inquiry?</p><p>3. How will the critical inquiry activities be facilitated and managed?</p><p>4. What activities will prompt the learners to extend their thinking?</p><p>5. What activities will enable the learners to apply their learning?</p><p>At what stages in the Blended Learning Sequence (opposite) will you introduce students to new ideas, concepts, build knowledge, share personal meaning, confirm understanding etc What techniques can a tutor apply to ensure they do not become overwhelmed by this process?</p><p>Hint: You do not have to do all the work!</p><p>Resources: Section C.</p><p>Assessment LinksUsing one postcard describe the assessment activity related to this Blended Learning Sequence. Outline how the learner will be able to apply their learning/new ideas and gauge that they have achieved the learning outcome(s)? How will you assess the learning undertaken and provide feedback on performance?</p><p>Resources: Section D. </p><p>List URLs, PDFs, documents and other resources that will help the learners learn more about the knowledge and skills provided by the Blended Learning Sequence. Provide a short description of each resource.</p><p>This design has been adapted from the UCEL Reusable Learning Object Specification V2.3 by T.S.Cooner and D.Hinton (2009), The University of Birmingham, UK.License: Creative Commons: Attribution-NonCommercial-ShareAlike 2.5 License. To view a copy of this license, visit</p></li><li><p>AppendixCTheDIBLEffectivePracticePlannerDesigningforBlendedLearning(DIBL)</p></li><li><p>DIBLEffectivePracticePlannerThesectionsbelowhavebeencreatedasadditionalhelptoguideyouthroughtheprocessofpreparingyourblendedlearningdesignandtriggeringevent.Section1(Helpsyoutoconsidertheissuesinvolvedincreatingandorganisingtheoverallblendedlearningdesign.)</p><p>Category Indicators(examplesonly) Issuestoconsider</p><p>Designandorganisation</p><p> Existenceofaclearsetoflearningaimsandobjectivesfortheblendedlearningdesign..</p><p> Clearlyidentifiablestepsthatstudentsengageinpriorto,duringandafterexposuretothetriggeringeventtosupporttheirlearning..</p><p> Thoughtfulredesignthatreplaces(doesnotaddto)sometraditionalclasscontacthoursandoffersflexibleandtimelyaccesstolearningopportunities.(Thesecanbespreadoveraperiodoftime,forexamplebetweenlectures.).</p><p> Assessment(s)fortheblendedlearningactivitiesappearatappropriatetimestoensureeffectivelearningoutcomes.</p><p> Whatarethestudentspriorexperiencesandmotivesforlearning?.</p><p> Arethestudentsexpectedtoacquireknowledge,comprehension,developandapplynewskills,beabletoanalyse,synthesiseandevaluateand/orperformaparticulartasketc?.</p><p> Tomeettheaimsandobjectivesofthelearningdesign,haveyouencompassedanypre,post,facetofaceoronlineactivitiesandmaterialsthatcanenhancetheTriggeringEvent?.</p><p> Doestheblendedlearningdesignutilisetheflexibilityofasynchronouscommunicationtoensurestudentshavetimetodigest,reflectandengagewiththelearning?.</p><p> Aretheassessmentprocessescompatiblewiththelearningaimsandobjectives?</p><p>Coo</p><p>ner, </p><p>T.S</p><p>. and</p><p> Rai</p><p>nger</p><p>, P. (</p><p>2009</p><p>) Des</p><p>igni</p><p>ng fo</p><p>r Inq</p><p>uiry</p><p>-bas</p><p>ed L</p><p>earn</p><p>ing:</p><p> Effe</p><p>ctiv</p><p>e P</p><p>ract</p><p>ice </p><p>Pla</p><p>nner</p><p>. Uni</p><p>vers</p><p>ity o</p><p>f Birm</p><p>ingh</p><p>am. </p><p>Category Indicators(examplesonly) Issuestoconsider</p><p>Opencommunicationandexploration</p><p> Studentshavebeenorientedtoundertakeinquirybasedlearningactivities..</p><p> Studentsworkindividuallyandingroupstoengageinthelearningactivities..</p><p> Aclimatehasbeencreatedwherestudentsfeelcomfortableandconfidentinexchanginginformationandworkingtogether..</p><p> Theprocessofonlinefacilitationanddebatehasbeendesignedtoensurethetutordoesnotbecomeoverwhelmed..</p><p> Theonlineactivitiesclearlyindicatethelevelofengag...</p></li></ul>