» » Developing Inquiry for Learning: Reflecting Collaborative Ways to Learn How to Learn in Higher Education

Download Developing Inquiry for Learning: Reflecting Collaborative Ways to Learn How to Learn in Higher Education fb2

by Peter Ovens,Frances Wells,Patricia Wallis,Cyndy Hawkins

Download Developing Inquiry for Learning: Reflecting Collaborative Ways to Learn How to Learn in Higher Education fb2
Author: Peter Ovens,Frances Wells,Patricia Wallis,Cyndy Hawkins
ISBN: 0415598761
Language: English
Pages: 240 pages
Category: Schools & Teaching
Publisher: Routledge; 1 edition (July 26, 2011)
Rating: 4.7
Formats: lrf lit lrf txt
FB2 size: 1645 kb | EPUB size: 1372 kb | DJVU size: 1205 kb
Sub: Education

book is imbued with the pedagogical principles of inquiry-based learning.

generic skills and promote critical thinking. However, Ovens et al. extend this under-. standing to include a democratic and open relationship between teachers and students. book is imbued with the pedagogical principles of inquiry-based learning. of learning how to learn rather than a content-based approach are important for real-. In reflecting on possible improvements the writers could make, emerging critiques.

Developing Inquiry for Learning shows how university tutors can help students to. .

Developing Inquiry for Learning shows how university tutors can help students to improve their abilities to learn and to become professional inquirers. Do you want to read the rest of this article? Request full-text. Arguably, suitable assessment in higher education will produce the citizens that every country requires. This qualitative study explored the use of open-book examinations in one higher education institution in the Eastern Cape area, South Africa. Inter)organisational learning is seen as a way to facilitate reflective practices in social change that support emergent changes, vicarious learning, and dialogues in a participatory manner. An increasing proportion of students entering higher education seem to assume that learning is a relatively passive process. This may be the largest single limitation on their achievement. University tutors need to be able to respond creatively to students’ learning needs and difficulties. The modern teaching environment in higher education demands a sophisticated approach to teaching, learning and assessment . the curriculum: its planning,.

Developing Inquiry for Learning shows how university tutors can help students to improve their abilities to learn . 1. Introduction PART ONE The General Approach of IIL 2. Learning to Learn in Higher Education 3. The Inquiry Into Learning approach PART TWO Using the IIL Approach in an Undergraduate Programme in Childhood Studies 4. Inquiry Into Learning 1: Becoming a Reflective Learner 5. Inquiry Into Learning 2: Becoming a Professional Inquirer PART THREE A Series of Topics Arising from and Related.

Improvements are sought in how to learn, in oneself as a learner and in how to inquire .

Improvements are sought in how to learn, in oneself as a learner and in how to inquire productively into improving one’s own and each others’ learning. Incremental development over a series, normally five, learning inquiries, functions as an apprenticeship in learning (Rogoff, B. 1991). Both the processes and products of the inquiry work are the focus of regular peer feedback and formative assessment. London: Falmer Press. Elliott, J. (2006) Reflecting where the action is (World Library of Educationalists) London, Routledge.

We aim to show you accurate product information. Manufacturers, suppliers and others provide what you see here, and we have not verified it. See our disclaimer. Developing Inquiry for Learning: Reflecting Collaborative Ways to Learn How to Learn in Higher Education.

Developing Inquiry for Learning : Reflecting Collaborative Ways to Learn How to Learn in Higher Education. Developing Inquiry for Learning shows how university tutors can help students to improve their abilities to learn and to become professional inquirers. University tutors need to be able to respond creatively to students' learning needs and difficulties.

Peter Ovens,Frances Wells,Patricia Wallis,Cyndy Hawkins: Developing Inquiry for Learning: Reflecting Collaborative Ways to Learn How to Learn in Higher Education.

Peter Ovens, Frances V Wells, Patricia Dawn

Peter Ovens, Frances V Wells, Patricia Dawn. Wallis, Cyndy Hawkins. The Inquiry Into Learning approach PART TWO Using the IIL Approach in an Undergraduate Programme i. More).

Quality in Higher Education 17 (3), 265-278, 2011. Developing inquiry for learning: reflecting collaborative ways to learn how to learn in higher education, by P. Ovens with F. Wells, P. Wallis and C. Hawkins. The system can't perform the operation now.

Developing Inquiry for Learning shows how university tutors can help students to improve their abilities to learn and to become professional inquirers.

An increasing proportion of students entering higher education seem to assume that learning is a relatively passive process. This may be the largest single limitation on their achievement. University tutors need to be able to respond creatively to students’ learning needs and difficulties. The modern teaching environment in higher education demands a sophisticated approach to teaching, learning and assessment i.e. the curriculum: its planning, its development and tutors’ professional development. Tutors need fresh ideas about how to challenge students’ spoon-fed approach, to enable them to become collaborative, yet independently motivated learners.

In the innovative and practically proven approach developed by the authors of this book, students are guided to implement action research into their learning practices and reflections. Using a rolling programme of cyclical inquiries and whole group ‘conferences’ on improving learning, students write ‘patches’ on learning development which are then shared across the year group online. Each student’s cumulative set of patches, together with their regular reflective writing, provide the basis for assembling a composite final assignment, a ‘Patchwork Text’, for assessment. This style of curriculum and assessment organisation encourages regular peer feedback and formative assessment, as part of the whole module process. This is a dynamic approach which builds personal confidence within students, both as learners and as professionals.

Providing teaching materials and examples of students’ responses, including the use of blogs, wikis and discussion boards, Developing Inquiry for Learning analyses and theorises on the deeper characteristics of the difficulties being addressed. With the provision of relevant frameworks of theory and values, readers are amply equipped to adopt, adapt and experiment within their own developments of teaching and curricula. Tutors, particularly programme leaders, and those who are responsible for the quality of student learning across programmes, are challenged in various ways to re-evaluate current provision and are helped to improve it in ways which can be matched to local situations and priorities.

Peter Ovens was Principal Lecturer in Professional and Curriculum Development at Nottingham Trent University and is now a Senior Research Fellow at the University of Cumbria.

Frances Wells is a Principal Lecturer in Education at Nottingham Trent University

Pat Wallis is a Senior lecturer in Professional Studies at Nottingham Trent University.

Cyndy Hawkins is a Senior Lecturer in the School of Education at Nottingham Trent University