Unit information: Inquiry Based Learning: Developing Your Learning Journey in 2014/15

Unit name	Inquiry Based Learning: Developing Your Learning Journey
Unit code	EDUCM5920
Credit points	20
Level of study	M/7
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Professor. Trahar
Open unit status	Not open
Pre-requisites	Transformational Change: Learning power, theory and practice
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit will provide students with an understanding of the theory and practice of enquiry based learning, exploring its application to workbased learning in addition to a formal curriculum. Students will explore the relationship between the identity, self and contexts of the learner and the achievement of learning outcomes, which meet the requirements of a formally assessed curriculum. They will do this methodologically through sequential thinking and learning capabilities developed as a 'nine step process' and scaffolded through the concepts and dimensions of learning power. The idea of engagement will be central and will link with life story and narrative. The nature of knowledge in the information age will be examined and the sequencing of the learner's encounter with knowledge will be a key focus, developed through authentic enquiry. The concept of learning as a 'journey' with four 'stations' (selves, personal qualities, knowledge and competence) and systems thinking and designing will provide a framework for theoretical and practical exploration.

Aims:

• To develop understanding of the key characteristics of enquiry based learning

• To consider critically theory, research and professional knowledge about enquiry based learning and its application to students contexts

• To develop understanding of assessment for learning

• To consider the links between personal development, change and learning through students reflection on their own learning process through the unit

• To consider factors that impact on the learning at institutional, national and global levels.

• To develop a theoretical and professional understanding of sustainable learning

Intended Learning Outcomes

On completion of the unit students will be able to:

• analyse the theory and practice of enquiry based learning

• conduct an authentic enquiry into a topic of their choice

• demonstrate how to coach another person through the process of knowledge construction / systems designing or architecting

• conceptualise the experience of curriculum as narration in contrast to curriculum as prescription

• articulate how complexity thinking contributes to authentic enquiry

• reflect critically on their own professional circumstances and apply theoretical perspectives and ideas within their own professional contexts.

Teaching Information

The course will be delivered through a combination of teaching strategies, which may include whole group lectures, visiting speakers, case studies, critical analysis of key readings, group discussions and student presentations. The needs of a wide range of students, including those with disabilities, international students and those from ethnic minority backgrounds have been considered. It is not anticipated that the teaching and assessment methods used will cause disadvantage to any person taking the unit. The Graduate School of Education is happy to address individual support requests as necessary.

Assessment Information

Summative assessment for the unit will be on the basis of a 4,000 word (or equivalent portfolio of evidence) assignment which will assess students critical understanding of the literature and their ability to apply the concepts and theories explored to their own professional practice and learning. Individual, formative feedback will also be given in respect of student presentations to the class, and draft assignment outlines.

Reading and References

• Clark E. (1997) Designing and Implementing an Integrated Curriculum, Brandon VT, Holistic Education Press.

• Deakin Crick, R. (2009) Inquiry Based Learning: Reconciling the Personal and the Public in a Democratic and Archaeological Pedagogy. Curriculum Journal, 20,1 73-92

• Futurelab (2008) Enquiring Minds. Futurelab, Bristol.

• Goodson, I. F., Biesta, J.J., Tedder, M. & Adair, N. (2010) Narrative Learning, London and New York, Routledge.

• Gunnlaugson, O. (2005) Toward Integrally Informed Theories of Transformative Learning. Journal of Transformative Education, 3,4 331-353

• Moseley, D., Baumfield, V., Elliot, J., Gregson, M., Higgins, S., Miller, J. & Newton, D. (2005) Frameworks for Thinking: A Handbook for Teaching and Learning, Cambridge, Cambridge University Press.

• RSA (2008) Opening Minds. London.