Learning for a Complex World: Facilitating Enquiry

Monday June 25th – Wednesday June 27th 2007 at the University of Surrey, Guildford

Conference Programme

Learning through Enquiry CETL Alliance Annual Conference 2007 University of Gloucestershire, University of Manchester, University of Reading,

University of Sheffield, University of Surrey and the University of Warwick

Six Centres for Excellence in Teaching and Learning form the Learning through Enquiry Alliance:

• University of Gloucestershire – Centre for Active Learning • University of Manchester – Centre for Enquiry Based Learning • University of Reading – Centre for Applied Undergraduate Research Skills • University of Sheffield – Centre for Inquiry-based Learning in the Arts and Social Sciences • University of Surrey – Centre for Professional Training and Education with enquiry as the unifying

pedagogy connecting the workplace with academic learning • University of Warwick – Reinvention Centre for Undergraduate Research

All are committed to working together to advance knowledge and understanding of the field of enquiry learning with the collective aim of influencing higher education teachers in the UK and beyond and supporting the continuing development of practice. Our annual conference is one of the ways in which we are using our resources to facilitate networking and the exchange of knowledge, expertise and innovative practices. University of Surrey Conference Organising Committee Dr Andrew Comrie, Centre for Learning Development Dr Viaos Lappas, Surrey Space Centre Natacha Thomas, Year 2 Law student Jane Savidge, Director Library Juliet McDonnell, Learning to Learn project Vicki Simpson, Head of E-Learning Professor Norman Jackson Director SCEPTrE Dr Jo Tait, Assistant Director SCEPTrE Clare Dowding, Centre Manager SCEPTrE Di Whitelock, SCEPTrE George Prassinos, SCEPTrE Conference Chair Professor Norman Jackson Strand Chairs Disciplinary enquiry / pedagogy : Dr Andrew Comrie, Dr Viaos Lappas, Dr John Creighton Work as enquiry : Dr Jo Tait , Dr Sybil Coldham, Juliet McDonnell, Student Voice: Natacha Thomas, Karen O’Rourke Use of Technology: Vicki Simpson, Sally Anderson, Sabine Little Learning to Learn Symposium Dr William Hutchings

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Learning through enquiry in academic study and disciplinary research

LEARNING THROUGH ENQUIRY ALLIANCE (LTEA)putting enquiry at the heart of learning for a complex world

Learning through enquiry in work and other social contexts to solve real world problems or exploit new opportunities and challenges as they emerge

Enquiry to create a new sense of order from a disordered world

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Contents page Learning through Enquiry Alliance Conference organising committee Contents 1 Foreword 4 Preparing students for a lifetime of living, working 5 and learning in an increasingly complex world Learning through Enquiry Centres of Excellence 7 for Teaching and Learning Award 2007 Programme overview 8 Keynote speakers 10 Artists in residence 11 Workshops and scholarly papers 14 Learning to Learn through Supported Enquiry Symposium 18 Facilitating collaborative enquiry master classes 19 Guildford adventure 20 Session descriptions 21

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Foreword

Acknowledging complexity and creative problem solving seem perfect companions in this series of papers and workshops. To work with students through enquiry based pedagogy one cannot simply add on to existing course designs, the move required is more fundamental. Learning through enquiry is essentially an exploration. Learners take different routes using available resources and opportunities managed through a balance of support and challenge by their teachers. Making such a change to a programme of study takes courage and conviction and there are increasing numbers of cases where this is working and which can provide good quality research and evaluation. In England we are fortunate in having Centres for Excellence in Teaching and Learning that are building on excellent practice in this field. Investment of over £315 milliion over a five year period will encourage further exploration and development of the methods of teaching. It will also help to disseminate and embed new approaches to teaching across the institutions to which these CETLs belong, allowing more students to experience learning through enquiry and building a convincing evidence base from practice. I am thrilled that we are building up communities of practice across the CETL network. Through their own agency and with support from the Higher Education Academy a number of groups of CETL with “things in common” whether subject area, region or, as in this case, pedagogy have been meeting and forming partnerships. The Learning through Enquiry CETL alliance is a successful example of such partnership working. Through sharing practice the alliance will benefit from stimulated interest, an acceleration of learning and a spur to dissemination. This multiplier effect to the CETL investment will add a further advantage to the host institutions and to higher education generally. The themes of your conference are timely. Sir Sandy Leitch has just published his report into the skill needs of the country and identified a massive job for higher education in working with employers to develop the skills base needed for a competitive modern economy. Learning through work will require appropriate pedagogy and enquiry based learning has a great deal to offer. We understand too little about how to support effective experiential learning at higher levels and so your CETLs will be influential in forming policy as well as practice. Higher education has always encouraged independent learning. Developing learning approaches which encourage student-led activity and promote reflection on practice will promote transferable skills so necessary for students’ future lives. We live in a more technology enhanced world. Learning to use technology appropriately, in ways that are life enhancing and supportive of diversity and inclusiveness, is crucially important to the future of higher education. I am sure that the combined experience from these Centres of excellence will foster discussion and sharing of innovative ideas and practice. I commend your aspirations and look forward to learning from your shared enterprise. June 2007

Dr Liz Beaty, Director Learning and Teaching HEFCE

Dr Liz Beaty has responsibility for policy on learning and teaching including quality enhancement, the development of the quality assurance system, and review of the teaching funding method. Before joining HEFCE IN 2002, Liz was Director of the Centre for Higher Education Development at Coventry University. She has a PhD from Surrey University and conducted research into student learning at the Open University. She worked in educational and management development at Newcastle Polytechnic, and the University of Brighton and Staff and Educational Development Association (SEDA), and was co-chair from 1996 to 2000. Her publications span students' experiences of higher education, experiential and action learning, and strategies for educational change.

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In the run up to the conference Joe Trimmer, one of our keynote speakers, kindly sent me a link to a film clip called ‘Shift happens’? http://www.glumbert.com/media/shift. The film portrays in a deliberately provocative way the sort of globally connected, fast changing and uncertain world in which our students’ futures lie. While we might question some of the statistics in the film the central message is clear. We live in a world where change is exponential and we are currently helping to prepare students: • for jobs that don’t yet exist • using technologies that have not yet been invented • in order to solve problems that we don’t know are problems yet. In short, we have a responsibility to prepare our students for a lifetime of uncertainty, change, challenge and emergent or self-created opportunity. It may sound dramatic but the reality is that the majority of our students will have not one but several careers, they will have to change organizations, roles and identities many times and be part of new organisations that they help create or existing organisations that they help to transform. Many will have to invent their own businesses in order to earn an income and or create and juggle a portfolio of jobs requiring them to maintain several identities simultaneously. Gone are the days where professionals enter a profession that hardly changes during their career.. just look at medicine if you want to see professions in a state of radical transformation. Preparing our students for a lifetime of working, learning and living in uncertain and unpredictable worlds that have yet to be revealed is perhaps one of the greatest responsibilities and challenges confronting universities all over the world. Thinking about such things raises different questions to the ones we normally consider when we talk about employability which tend to focus on what we know and understand now, rather than the sorts of capability, attitude, thinking and creativity that will enable our students to prosper in an indeterminate and unknowable future. You might argue that this is an impossible and futile task but simply grappling with such imponderables can be a useful exercise as through it we might come to see what we are doing now in a new light. Preparing students for an increasingly complex world is a ‘wicked problem’ by that I mean that what emerges from all this technical, informational, social, political and cultural complexity are problems which cannot be solved through rational, linear problem working processes because the problem definition and our understanding of it evolve as new possible solutions are invented and implemented. Wicked problems always occur in a social context. The wickedness of the problem reflects the diversity among the stakeholders in the problem. Most projects in organizations – and virtually all technology-related projects these days – are about wicked problems. Features of problem wickedness include1:

• You don't understand the problem until you have developed a solution. Indeed, there is no definitive statement of "The Problem." The problem is ill-structured, an evolving set of interlocking issues and constraints.

• Wicked problems have no stopping rule. Since there is no definitive "The Problem", there is also no definitive "The Solution." The problem solving process ends when you run out of resources.

• Solutions to wicked problems are not right or wrong, simply "better," "worse," "good enough," or "not good enough."

• Every wicked problem is essentially unique and novel. There are so many factors and conditions, all embedded in a dynamic social context, that no two wicked problems are alike, and the solutions to them will always be custom designed and fitted.

• Every solution to a wicked problem is a "one-shot operation," every attempt has consequences. You cannot build a motorway to see how it works. This is the "Catch 22" about wicked problems: you can't

1 Rittel, Horst and Melvin Webber (1973) "Dilemmas in a General Theory of Planning," Policy Sciences 4, Elsevier Scientific Publishing, Amsterdam, pp. 155-159.

Preparing students for a lifetime of living, working and learning in an increasingly complex world Professor Norman Jackson, Director Surrey Centre for Excellence in Professional Training and Education

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learn about the problem without trying solutions, but every solution you try is expensive and has lasting unintended consequences which are likely to spawn new wicked problems.

• Wicked problems have no given alternative solutions. There may be no solutions, or there may be a host of potential solutions that are devised, and another host that are never even thought of.

Wicked problems emerging from socially complex situations require social learning process for their resolution. Such problems can only be engaged with through groups of people who care about the problem enough to work together to solve it. Some of the most complex problems (like global warming) require sustained social, political and technical effort on a global scale, radical changes in the way people think and behave across different cultures, and huge investment in new technologies or the adaptation of existing products and technologies. Problem wickedness demands tools and methods which create shared understanding and shared commitment. Above all wicked problems require people who are skilled at building shared understanding, commitment, ideas and possible solutions through collaborative work/learning processes, and the confidence and capability to turn their ideas into actions and products. If we are to develop people who can engage with the problems and opportunities of this uncertain and rapidly changing world throughout their lives, we need to equip them with the knowledge and understanding of what already exists, the imagination to see what might exist, the capability to find out what they need to know in order to turn imaginative ideas into reality and the confidence and capability to turn their ideas into purposeful and productive action. The importance of enquiry, particularly collaborative forms of enquiry, as a means of working with complex problems underlies the work of the six CETLs that form the Learning through Enquiry alliance. We believe that to equip students for an ever changing, infinitely complex and uncertain world we need to pay particular attention to the skills of enquiry – the package of critical and creative thinking skills and behaviours that enable us to find, explore and resolve both academic and real world problems. Enquiry is the basis for all research and scholarship in the disciplines but it is also the key learning process in knowledge–rich, inventive and adaptive work environments. Enquiry connects the academic and professional or vocational worlds of learning. By studying how people learn through processes of enquiry, and how higher education teachers support and encourage enquiry-rich learning, we believe that we can help students develop in ways that will enable them to be even more successful in their future careers. This holistic view of enquiry as a way of learning to work with the unknown inspires our vision for the conference. Our four themes of : discipline enquiry and pedagogy, work as enquiry, student voice and use of technology to facilitate enquiry provide us with rich and diverse perspectives on the way teachers, students and practitioners in different professional contexts engage with and experience In designing our conference we wanted to create opportunities for rich experiences. Our Facilitating Collaborative Enquiry Master classes are designed to enable participants to observe, experience and experiment with a range of novel techniques and encouragement to adapt them to their work contexts. Our specially commissioned ‘Guildford Adventure’ is intended to give people a real experience of exploring the unknown in self-organised teams and our artists in residence will enhance our perceptions of learning and enrich our experience through music and visual art. Our hope is that through the conference, you will be a critical and creative enquirer forming, asking and pursuing your own questions, searching for answers and new meanings and expanding your understandings and professional practice through this process. Finally, CETLs have been established as a policy for recognising and rewarding excellence in educational practice. In keeping with this ideal the LtEA would like to honour the outstanding contributions to enquiry learning made by Professor Lewis Elton, who we believe embodies the educational values, principles, practices and spirit of learning through enquiry.

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Learning through Enquiry Centres of Excellence for Teaching and Learning Award 2007 in recognition of outstanding contributions to the educational values, principles, practices and spirit of learning through enquiry will be made to Professor Lewis Elton Visiting Professor of Higher Education, University of Manchester Honorary Institutional Professor of Higher Education, University College London Emeritus University Chair of Higher Education, University of Surrey Distinguished Visiting Scholar, Surrey Centre for Excellence in Professional Training and Education

One of the things that CETLs have been set up to do is to celebrate and give public recognition to people who make excellent contributions to the practice of higher education teaching and learning. There is an embodied form of excellence which only a few people attain through a lifetime of work, scholarship and learning. It is this form of embodied excellence that we want to recognize in the life of Lewis Elton. The award will be made at the conference dinner.

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Programme overview Monday June 25th AC Building 10.00-10.50 Parallel workshops 11.00-1150 Parallel workshops 11.30-13.30 Registration: SCEPTrE Reception 01/AC01 12.00 Finger buffet lunch Wates House 12.45-13.50 Keynote Address AC Lecture Theatre

Learning the Complexity of Professional Practice Professor Michael Eraut, University of Sussex

14.00-14.50 Parallel workshops 15.00– 15.50 Parallel workshops 16.00 Coffee break: 01AC01 & corridor AC03, AC courtyard if dry 16.30-17.45 Keynote Address AC Lecture Theatre

Facilitating Interdisciplinary Inquiry: an immersive approach developed by the Virginia Ball Centre for Creative Inquiry Professor Joe Trimmer, Ball State University, Indiana, USA

WATES HOUSE 18.45 Learning through Enquiry Alliance reception 19.30 Conference dinner After dinner entertainment:

Kai Janson, SCEPTrE Musician in Residence Tuesday June 26th AC Building 07.00 Breakfast 09.00 – 09.55 Parallel workshops

Learning to Learn through Supported Enquiry Symposium

Music as a s t imulus for enqui ry: a concert pianist's perspective Emilie Crapoulet, Studio 1 PATS Building

10.00 – 10.55 Parallel workshops & Learning to Learn Symposium 10.55 – 11.15 coffee break 01/AC02, ‘AC courtyard if dry’ 11.15 – 12.10 Parallel workshops & Learning to Learn Symposium 12.15 – 12.50 Final plenary session AC Lecture Theatre 13.00 Lunch at Wates House

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Tuesday June 26th AC Building 14.00 – 17.00 PARALLEL MASTER CLASSES (details in separate programme)

The aim of these sessions is to introduce participants to a range of techniques and contexts for facilitation that they may not have encountered before. Participants will be able to observe expert facilitators, experience some techniques and try the techniques out for themselves. All the sessions will be supported by a written Guide to Facilitation and parts of the sessions will be filmed with the intention of creating a wiki to host short film clips of facilitators in action.

Collaborative, inquisitive and appreciative inquiry Richard Seel Creative thinking and problem working Fred Buining

Exploring with wiki Maja Jankowska & Mark Gamble

Stand-Up Comedy and the Seminar:

Teaching - An Improviser’s Kevin McCarron Making meaning: the art and science of concept mapping David Hay Facilitating in the midst of cultural diversity: How does culture effect how we learn and facilitate learning? Catharine Slade-Brooking

WATES HOUSE 18.00 Dinner (self-service hot buffet) and introduction to the Guildford

Adventure 19.00 – 22.00 ‘Guildford Adventure’ : team-based experiential enquiry

Devised by Russ Law (SCEPTrE Associate) Wednesday June 27th AC Building

09.00 – 12.00 PARALLEL MASTER CLASSES as on June 26th 12.10 – 12.45 Concluding plenary AC Lecture Theatre What have we learnt? 13.00 Lunch Wates House

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Keynote speakers

Learning the Complexity of Professional Practice June 25th 13.00 – 13.50 MICHAEL ERAUT is Professor of Education at the Sussex Institute of the University of Sussex. Michael is the UK’s leading researcher in the field of professional learning and how professionals learn in work place settings. His pioneering research has found that most learning occurs informally during normal working processes and that there is considerable scope for recognising and enhancing such learning. Professor Eraut’s books include the highly acclaimed Developing Professional Knowledge and Competence. Michael’s keynote will focus on the ways in which people learn to become a professional in their chosen field drawing particularly on the research he has undertaken in the fields of nursing, accountancy and engineering. He will pay particular attention to the role of enquiry and the ways in which learning is facilitated in the process of professional formation. He will also consider how enquiry features in tackling professional problems with a view to promoting discussion on higher education’s role in developing the capabilities and attitudes necessary to master the complexities of professional practice.

Facilitating Interdisciplinary Inquiry: an immersive approach developed by the Virginia Ball Centre for Creative Inquiry June 25th 16.30 – 17.45 JOSEPH TRIMMER is Professor of English and Director of The Virginia B. Ball Centre for Creative Inquiry at Ball State University in Muncie, Indiana. The author of numerous articles on literature, culture and literacy, Professor Trimmer’s books include The National Book Award for Fiction: The First Twenty-five Years [1978]; Understanding Others: Cultural and Cross-Cultural Studies and the Teaching of Literature [1992]; and Narration As Knowledge: Tales of the Teaching Life [1997]. His textbooks include Writing With a Purpose, 14th edition [2004]; The Riverside Reader 9th edition [2007]; eFICTIONS [2002]; and Sundance Introduction to Literature[2007]. Professor Trimmer has also worked on twenty documentary films for PBS—including the six-part series, Middletown [1982], which was nominated for ten Emmys and won first prize at the Sundance Film Festival.

Joe’s interactive keynote will describe and draw lessons from the approach that has been developed and pioneered at the Virginia Ball Centre for Creative Inquiry. The Centre sponsors four interdisciplinary, collaborative, community based seminars each year that enable faculty and students to work collaboratively to: • explore the connections among the arts, humanities, science and technology, • create a product to illustrate their collaborative research and interdisciplinary study • present their product to the community in a public forum Four faculty members are chosen – two in the autumn and two in the spring – to facilitate the seminars and fifteen students are selected by application or audition to participate in each seminar. Working with a community sponsor, each group creates a product [e.g. an exhibit, performance or publication] to engage the community in public dialogue. Each group is supported with a budget of $15,000. The Centre provides a summer stipend to enable faculty to prepare for their seminar and covers the cost of a semester's ‘leave’ for the four fellows to facilitate their seminars.

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Artists in residence SCEPTrE’s artists in residence add creative and artistic vitality to our work and play. They help us engage colleagues in new and exciting ways and help us communicate our work more imaginatively and creatively. They are helping us connect the worlds of art and science, of emotion and reasoning and helping us explore how creativity and criticality co-exist in any enquiring process.

Kai Jansen http://www.kaijansen.co.uk/

Kai is a talented musician, singer/song writer/poet. You can hear some of his music on his web site. He will be providing a musical contribution to our conference reception and dinner and who knows what might happen beyond this? Aser

Closer than a Tear

A birthday is a strange affair, which some will love or fear, The hopes and dreams come round again and some may stop off here,

And when all celebrations cease, the wine and every beer, Will leave a stale reminder of the old and passed on year,

And if these have not fulfilled your time, the question poses near, Just why we humans count the time at all seems strangely queer,

For in this moment now, behold the thing that you hold dear, As all that we can ever have is closer than a tear…

K Jansen 2002

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Music as a stimulus for enquiry: a concert pianist's perspective Emilie Crapoulet, Department of Music, University of Surrey Assisted by Dr David Hay, Kings College, London University Tuesday, June 26th 9.30-11.00, Performing Arts Building Studio 1. A musical experience combining recital with enquiry-rich conversation and concept mapping in order to visualise the collective consciousness Artistic performance provides a particularly rich experiential context for enquiry that taps the emotional (affective) as well as the analytical cognitive domain. Above all it stimulates our imaginations which traverse, connect and play with all of our mental responses and capabilities.

This musical recital will be suffused with engaging and interactive conversation. It will not only bring music into experiential play but also painting and literature. The facilitation methods I use guide the audience who are active participants, through the interpretative process, by enhancing awareness of the broad artistic and aesthetic context of the works performed and showing how heightened awareness affects the whole musical experience, from both the performer’s and listener’s perspectives. By reflecting on the many philosophical debates surrounding musical meaning and expression, the process engages the audience in the conversation and enables each participant to be part of the process of co-creating new meanings. Music can indeed be understood to define and facilitate enquiry by bringing into play core phenomenological principles, thus giving us a key to a musical understanding of our consciousness of the surrounding world and environment, enabling the perpetual discovery of those ever-shifting patterns of life which music so perfectly encapsulates. During the concert participants will be invited to record their thoughts and feelings as they emerge in response to the music. Concept mapping, introduced by Dr David Hay, will be used to reveal the fantastic landscape of collective consciousness resulting from the thoughts and feelings stimulated by the music and visual imagery. We think that this is the first time that this type of experiential enquiry has been undertaken in order to understand the nature of enquiry when it is stimulated by musical performance. The recital will include works by Debussy and Ravel. It will be performed in Studio 1 in the Performing Arts building and will last approximately 1hr 30mins. The experience will involve active listening and meaning making during a recital interspersed with enquiry-rich conversation.

Emilie was born in Aix-en-Provence and has dual nationality French/British. Her interests in music and literature have led her to investigate the nature of artistic communication and meaning. She studied the piano in France and was awarded several prizes before going to the Conservatorium of music in Sydney, Australia and the Guildhall School of Music and Drama, London, where she was awarded a Master of Music degree in 2001 and a Postgraduate Diploma in Music Performance in 2002. She also has an M.A. in English Language and Literature on Shakespeare from the Université de Provence (France) where she is now writing, in collaboration with the University of Surrey, her PhD on music in the works of Virginia Woolf. She has given many piano recitals in Europe, Australia and the United States, both as a soloist and a member of chamber or orchestral ensembles. She has also brought the arts together in lecture- recitals on music and literature and collaborative cross-art creations.

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Shakeeb Abu Hamdan Shakeeb is a talented artist and graphic facilitator: he is able to turn words and ideas into pictures to facilitate the process of visualising conversation. Shakeeb is our artist in residence during the conference.

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Workshops and scholarly papers page

THEME 1 Disciplinary Enquiry / Pedagogy 3 Enquiry-based learning: generic methodologies for learning via the world of work 20 Dr Olwyn Westwood & Professor Frank Hay EIHMS, University of Surrey Workshop: discipline enquiry / pedagogy / work as enquiry 7 Practical implementation of enquiry based methods for teaching in electrical engineering 19 Vaios Lappas, University of Surrey, Surrey Space Centre Scholarly paper: discipline enquiry / pedagogy 17 Dynamics of a process model - enabling integrated learner development for a complex world 27 Arti Kumar CETL Associate Director and National Teaching Fellow University of Bedfordshire Workshop: discipline enquiry and pedagogy 22 Let’s start at the very beginning: how can an Inquiry-based learning approach facilitate induction? 30 Margaret Freeman, University of Sheffield Scholarly paper : discipline enquiry / pedagogy 24 Four case studies of adapting enquiry-based learning to a single school 31 Norman Powell, Centre for Enquiry Based Learning and Peter J Hicks, William S Truscott, Peter R Green, Anthony Peaker, Alasdair Renfrew, School of Electrical and Electronic Engineering, The University of Manchester, Scholarly Paper: discipline enquiry 26 Examining the Underlying Principles of Enquiry-Based Learning: Two Instances of 31 Where Learning Sessions Start and End George Allan, School of Computing, University of Portsmouth and Norman Powell, Centre for Excellence in Enquiry-Based Learning, The University of Manchester, Scholarly Paper: discipline enquiry and pedagogy 27 Enquiry based learning and stand-up comedy: university teaching as the improviser’s art 32 Kevin McCarron, School of Arts, Digby Stuart College, Roehampton University Something different: stand-up comedy pedagogy 29 Creativity, accident or design? Can the enquiry techniques used in graphic 33 design be applied to problem solving in other disciplines? Catharine Slade-Brooking, University College for the Creative Arts, Farnham Workshop: discipline enquiry / pedagogy 32 Developing problem-based interdisciplinary education for sustainable development 34 Charles Engel, Royal Academy of Engineering Visiting Professor Rosemary Tomkinson, Head of Teaching Support and Development, EPS Faculty Helen Dobson, Teaching Support and Development, EPS Faculty Adele Aubrey, Teaching Support and Development, EPS Faculty Bland Tomkinson, University Adviser on Pedagogic Development, University of Manchester, Manchester, UK Scholarly Paper: discipline enquiry / pedagogy 33 Humboldt’s relevance to British Universities to-day 35 Lewis Elton, University of Manchester and University of Surrey Scholarly paper: scholarly enquiry / pedagogy 34 Take me to your leader 35 David Jaques, Independent Consultant Workshop: discipline enquiry / pedagogy 35 Interactive conversations: playing with curiosity and shifting perspectives 36 Penelope A Best, Roehampton University / Creative Partnerships/ Private Consultancy Experiential Workshop: discipline enquiry / pedagogy 38 Using enquiry to identify needs and means of support for enquiring university teachers. 37 Ranald Macdonald, Learning and Teaching Institute, Sheffield Hallam University and Alison Holmes University Centre for Teaching and Learning, University of Canterbury, New Zealand Workshop: professional enquiry / pedagogy 39 From Coke Bottles to Mole Traps: Collections based learning and independent enquiry at the 38 Museum of English Rural Life, University of Reading. Rhianedd Smith, Museum of English Rural Life, University of Reading and CETL-AURS Workshop / discussion demonstrations of object analysis techniques discipline enquiry / pedagogy

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40 Bite-sized EBL: incorporating EBL in your teaching 38 Susan Jamieson, University of Glasgow Workshop: discipline enquiry / pedagogy 42 Enquiring Minds: learners' cultures in the classroom 39 John Morgan and Ben Williamson, Futurelab Scholarly paper : discipline enquiry / pedagogy 44 History as Inquiry: in search of the history of the English language 39 Susan Fitzmaurice and Philip Shaw, University of Sheffield Scholarly paper: discipline enquiry / pedagogy 45 Learning to learn through supported enquiry: literature review 40 Maggi Savin-Baden, Coventry University, Rhona Sharpe, Oxford Brookes University Scholarly Paper: pedagogy 48 Examining the underlying principles of enquiry-based learning: 42 two instances of where learning sessions start and end George Allan University of Portsmouth Norman Powell, Centre for Excellence in Enquiry-Based Learning, The University of Manchester, Scholarly Paper: discipline enquiry / pedagogy THEME 2 Work as Enquiry 1 ‘Supervising’ - the ultimate in facilitating enquiry? 19 Dr Anne Lee, Centre for Learning Development Scholarly paper: work as enquiry 2 The local practice learning scene – investigating enquiry in the workplace 20 Dr Margaret Volante Centre for Research in Nursing and Midwifery Education, University of Surrey Scholarly paper: work as enquiry 4 How nursing professionals learn 21 Pam Smith and Helen Allan, EIHMS University of Surrey Workshop: work as enquiry 6 Phenomenological inquiry into professional practice and learning 22 Josie Gregory Senior Lecturer in Management Learning, School of Management, University of Surrey Workshop: work as enquiry 8 Reflecting in a complex world: developing a repertoire of models to work with the 23 complexity encountered in the professional world Julie-Ann MacLaren European Institute of Health and Medical Sciences, and SCEPTrE Fellow, University of Surrey Workshop/professional enquiry /work as enquiry 16 Preparing to work in the creative industries: individual genius or teamwork? 26 Anne Wealleans, Faculty of Art, Design and Architecture, Kingston University Workshop: work as enquiry 25 Enquiry learning for academics and academic workplace development 31 Sibyl Coldham and University of Westminster Complementary Therapies Scheme of courses Interactive enquiry workshop: work as enquiry 31 Re-imagining a performance of theory and learning 34 Caroline Ramsey, Practice Based Professional Learning CETL and Centre for HR and Change Management, Open University Interactive Workshop: work as enquiry 37 Collaborative inquiry as social construction 37 Peter Critten, Middlesex University Business School Scholarly paper: Work as enquiry

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THEME 3 Student Voice 5 The power of audio-diaries to capture practice learning in midwifery 21 Gina Finnerty, CRNME, European Institute of Health and Medical Sciences University of Surrey Scholarly paper: student voice 9 Appreciating good teaching and learning: students' as partners in a University-wide Appreciative Inquiry 23 Kathy Jones and Gabby Scholk University of Surrey Students’ Union Storytelling: student voice 10 New partnerships in enquiry: Tales of a student networker 24 Sarah Cambell, Year 2 Psychology Student University of Surrey Storytelling: student voice 11 Rich stories of enquiry Learning: students’ views of the world of enquiry 24 Natacha Thomas (year 2 law student) and other student story tellers Norman Jackson and Jo Tait, SCEPTrE, University of Surrey Storytelling: student voice 12 The CoLab story : the role of enquiry learning in the invention of a new student-led enterprise 25 Rob Sharpe, John Kavanagh, Mingyen, Claire Webster, Tony Mackelworth (CoLab Team) University of Surrey Storytelling and interactive professional enquiry 15 How did students talk about the problem? The problem as a provoker of a liminal space. 26 Terry Barrett, Centre for Teaching and Learning, University College Dublin Scholarly paper : student voice 36 First-year students talk about learning and inquiry 36 Robert Petrulis and Philippa Levy, CILASS: The Centre for Inquiry-based Learning in the Arts and Social Sciences, University of Sheffield Workshop: student voice 41 Ambassadors for Inquiry – The CILASS Student Network one year on 39 Tim Fiennes (Student Co-ordinator, CILASS Student Ambassador Network) and Sabine Little, University of Sheffield Scholarly paper: student voice 46 Developing the developing developers: An EBL approach to educational development 40 Karen O’Rourke Centre for Excellence in Enquiry-Based Learning, The University of Manchester Greg Tinker CEEBL Student Sabbatical Officer 2006-7 Mary Sattenstall CEEBL Student Intern - Medical and Human Science Louise Goldring CEEBL Student Intern - Humanities Jamie Wood CEEBL Student Intern - Humanities Kate Maull CEEBL Student Intern - Life Sciences Presentation/workshop : student voice 47 Learning to enquire about the experiences of mental health service users: promoting 41 “Service User” involvement in enquiry based learning Clark Davison, Megan Earl-Gray, Emma Harding, Mia Harrison, Sally Morgan, Tamsyn Packman, Gillian Roose and Anna Tickle, University of Surrey Presentation interspersed with discussion : student voice, discipline enquiry and work as enquiry. THEME 4 Using Technology to Facilitate Collaborative Enquiry 13 Developing academic and transferable skills through enquiry-based online task 25 Marga Menendez-Lopez, Department of Languages and Translation Studies, University of Surrey Scholarly paper: disciplinary enquiry, pedagogy and using technology 14 Introducing voting systems to encourage more enquiring student engagement in lectures: 25 Work in progress - the unfolding story of a significant institutional change project Vicki Simpson, Paul Burt (E-Learning Unit) Peter Robinson and Osama Khan (School of Management). University of Surrey Workshop: using technology 18 Pre-Seminar and Seminar Online Writing in English Literature 28 Duco van Oostrum, School of English/CILASS Academic Fellow, University of Sheffield Workshop: discipline enquiry/using technology 19 Drop a pebble, surf the wave: embedding IBL at undergraduate foundation level zero 28 Tim Herrick and Willy Kitchen, Institute for Lifelong Learning, University of Sheffield Workshop; discipline enquiry / pedagogy / using technology

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20 I-lit and e-learning : engaging the learner at a distance using information literacy and electronic resources 29 Ruth Hunn and Malcolm Elder, Information Specialist, Science, Cranfield University (Defence College of Management and Technology) Scholarly paper: information literacy / using technology 21 Technology by design: exploring LAMS and design for inquiry-based learning 29 Philippa Levy, Sabine Little, Ola Aiyegbayo, CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) University of Sheffield Workshop: using technology 28 Enquiry through blogging. So many questions, so little time 31 Emma Purnell, University of Wolverhampton Scholarly paper: pedagogy / using technology 49 First Contact: Boldly going where others should not seek to follow 42 Pauline Brooks Liverpool John Moores University Presentation/performance: using technology

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Learning to Learn through Supported Enquiry Symposium (L2L) Tuesday June 26th 9.00-12.00 AC Lecture Theatre Chair: Dr Bill Hutchings, Director, CEEBL University of Manchester Learning to Learn through Supported Enquiry (L2L) is an FDTL5 project which started in January 05 and is due to complete in July 07. The aims of the project are – • To improve student learning by deepening the learning experience to emphasis intentional ‘learning to learn’

so enabling students to become self directed learners. • To support staff as they evolve conceptions and practice in teaching and learning that are enquiry based and

to map lines of development between current and more enquiry based practices. • To enhance knowledge of how to transfer educational developments through an evolutionary approach to

introducing enquiry processes. In this symposium we will illustrate the genesis of the project; map our conceptual understanding of EBL; share stories of enquiry based learning in three disciplinary settings; talk about our learning from the project and show how participants in the project have moved forward into new cycles of enquiry and development. 9.00 L2L overview: where did we start?

Paul Tosey, Project Director L2L 9.30 Theoretical conceptions: what do we mean by ‘learning to learn’ and

enquiry based learning? Mary Dickinson, L2L Project Manager

10.0 Invitation to dialogue with leaders of three applications of enquiry based learning at Surrey – (includes coffee at 11.00)

How can we develop dietetics tutors as facilitators to support enquiry and problem based learning? Kath Hart, School of Biomedical and Molecular Sciences & SCEPTrE Fellow How do nursing students understand enquiry based learning and is it important? Allison Wiseman & Jacqui England, European Institute of Health & Medical Sciences How can we support hospitality students to reflect on their enquiry-rich practice? Peter Alcott, School of Management & SCEPTrE Fellow

11.30 Synthesis: what have we learned from the project and what new cycles of enquiry are emerging?

Juliet McDonnell, L2L Project Manager

12.05 Finish 12.15 Final conference plenary 1.00 Lunch

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Facilitating collaborative enquiry master classes Tuesday June 26th 14.00-17.00 & Wednesday June 27th 09.00-12.00 AC Building To facilitate is "to make easy or easier." One who facilitates is one who makes it easy for others to interact, discuss things, learn and generally do what they have to do. This applies to simple everyday situations like when someone says in a meeting ‘why don’t we do this?’ as a way of encouraging others to share their views and opinions, and in a more profound way when someone engages a team or group in a planning process which requires everyone to be engaged and involved in idea forming, evaluative discussion and decision making for action. A facilitator thinks through procedures and formats that enable a group to gather and share cumulative insights, to order them, and then to decide on a course of action that has consensus and commitment backing it. We live in a world of huge social and technical complexity and every day the level of complexity and the challenges of working with complexity increase. The organisations we work in also become more challenging as systems are designed and implemented which seem to treat the world as an ordered and predictable place when we know that this is far from reality. Everyday we are confronted by problems within our organisations that require us to work with others to create solutions, which often involve or impact on people we don’t normally work with and which require ‘buy in’ and ‘persuasion’ to implement. Learning for a world of complexity requires us to learn how to work collaboratively with others and the ability to facilitate others is an integral part of collaboration in complex and challenging problem working environments and situations. If the development of facilitation skills is important for today’s professionals it must be even more important for our students who will work and learn in a world far more complex than we can imagine. The idea of the master class sessions is to introduce participants to a range of techniques and contexts for facilitation that they may not have come across before. The three hour sessions provide sufficient time for people to both experience a technique and try it out for themselves. We have tried to bring together a diverse group of people some of whom earn a living from facilitating group processes in business and industry and others who are teachers, change agents and facilitators in their institution. There are six master classes to choose from:

Collaborative, inquisitive and appreciative inquiry: Richard Seel Creative thinking and problem working : Fred Buining Exploring with wiki: Maja Jankowska & Mark Gamble Stand-up comedy and the seminar:

Teaching - an Improviser’s art: Kevin McCarron Making meaning’: the art and science of concept mapping: David Hay Facilitating in the midst of cultural diversity: Catharine Slade-Brooking

Each session will run twice between 14.00-17.00 on June 26th and 09.00-12.00 June 27th. Participants will be able to choose two out of six workshops and groups will be no larger than 15 people. All the sessions will be supported by a written Guide to this form of Facilitation and parts of the sessions will be filmed with the intention of creating a wiki to host short film clips of facilitators in action.

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Guildford adventure – evening of June 26th 19.00 – 22.00

The Guildford adventure has been created by Russ Law, author of ‘Get a life: an introduction to explorativity’. Its purpose is to provide an enjoyable, recreational, social and mildly challenging experience through which participants can undertake some light exercise and discover things they didn’t know about Guildford in the congenial company of fellow adventurers. The ‘explorativity walk’ (jogging is permitted) operates on the principle that participants have the freedom to decide how to do it, who to do it with and what they want to gain from it. The walk proceeds on two parallel levels: questions and tasks. The first level is provided by the traditional “treasure hunt” elements of the trail, with specific answers to be found to a range of questions or clues (some of a cryptic nature), by visiting the staging points en route and then searching and cogitating, individually or in conference with the team. The other level requires participants to carry out certain activities, and engage in enquiring, co-creative processes, which are of a less predictable nature and consequence. Some of these may be challenging, in that they demand some motivation from participants to go beyond their normal levels of interest and comfort. (By definition, being “explorative” means going beyond limited or routine habits.) By the end of the walk, regardless of whether there are any material prizes, the hope is that those who did it will have been able to gather something that will be of use to them – an idea, some information, a connection, a friendship, a new way of perceiving themselves or others, or simply a feeling of having achieved something small but enjoyable through the flow of experience. “In our studies we found that every flow activity, whether it involved competition, chance or other dimensions of experience, had this in common: It provided a sense of discovery, a creative feeling of transporting the person into a new reality…. In short it transformed the self by making it more complex. In this growth of the self lies the key to flow activities.” Csikszentmihalyi, M (1990) The Psychology of Optimal Experience. NY. Harper Collins. Russ Law Get A Life – An Introduction To Explorativity www.lulu.com Explorativity blog: http://russellklaw.blogspot.com

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Session descriptions 1 Supervising the ultimate enquiry? Dr Anne Lee, Centre for Learning Development, University of Surrey Scholarly paper: work as enquiry Arguably our postgraduate research students are the sector’s most valuable assets. But is the type of supervision they are receiving appropriate for the world they are entering? Do we want our PhD students or those studying professional or practitioner doctorates to become academics, policy makers, senior industrialists, researchers or highly qualified professionals? The Roberts agenda has raised the profile of the skills agenda. Employability sits in one corner defined as ‘the utilitarian view’ opposite ‘proper’ curiosity-driven research. Barnett (2000) suggests that research skills are vital in a world of supercomplexity. The cultural backgrounds that our students are coming from are diverse and their expectations complex. They may carry out their enquiries within organisations, for employers or for governments. These all add to the pressures on the supervisor. There are co-supervisors, supervisory teams, advisors and supervisors of students taking professional doctorates will have complex relationships with employers. From a phenomenological review of the literature, this paper proposes different concepts of postgraduate research supervision and suggests that the predominant concept of research supervision will affect the type of student that emerges. This extends the work of Brew (2001) on concepts of research itself and redefines the work of Pearson and Kayrooz (2004). The paper provides a neutral framework for examining postgraduate supervision. It identifies different models of supervision which either the University or the individual may hold and questions whether that view wittingly or unwittingly creates a particular type of experience or student. The seminar will include updates of the continuing research into this subject which has been carried out from the Centre for Learning Development at the University of Surrey. The different models examined include the ubiquitous list of functions which the supervisor has to attend to (eg: Cryer 2000, Taylor 2006). This model can be extended to create a ‘PhD factory’. There is a qualities model which may be used by the untrained supervisor and subliminally be used for recruitment. The mentoring process is well explored in literature outside PhD supervision and increasingly within it. The enculturation and discourse literacy approach may appeal to those supervising international students but with what consequences? The critical thinking model can be either nurturing or confrontational. The quality, effect and expectations of the developing relationship between supervisor and student is explored and proposals made for further research. The presentation will include analysis of research carried out with PhD supervisors in both the arts and sciences and will contrast theory with practice. Do these models exist? Do they produce different types of students? Do we need to look afresh at the continuing professional development that we offer postgraduate supervisors? Activities Presentation interspersed with opportunity for discussion followed by general discussion. References Barnett, R. (2000). Realizing the University Buckingham: SHRE/OU Bills D (2004) Supervisors’ Conceptions of Research and the Implications for Supervisor Development. International Journal for Academic Development Vol 9 No 1 May 2004 pp 85-97 Routledge Brew A (2001) Conceptions of Research: a phenomenographic study. Studies in Higher Education. Taylor and Francis Cryer P (2000) The research student’s guide to success. Buckingham. Open University Press Pearson M and Kayrooz C (2004) Enabling Critical Reflection on Research Supervisory Practice. International Journal for Academic Development Vol 9 No 1 May 2000 pp 99-116 Taylor S and Beasley N (2005) A handbook for Doctoral Supervisors. Abingdon. Routledge Wisker G (2005) The Good Supervisor. Basingstoke Palgrave Study Guides. Macmillan

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2 The local practice learning scene – investigating enquiry in the workplace Dr Margaret Volante Centre for Research in Nursing and Midwifery Education, University of Surrey Scholarly paper: Work as Enquiry If higher education is to learn from ‘work as enquiry’ the question arises – how do teachers and learners in the work place do facilitating enquiry and what does it produce? In my doctoral programme I considered learning a process of interaction, through the actions and activities of individuals involved in workplace learning of one year community nursing specialist practice ‘top up’ degree . Ethnomethodology provided a methodological orientation to describe and understand how such interaction is organised and the structuring methods used by participants to make reality of learning in the workplace. I used an interpretive textual analysis to investigate the naturally occurring products, a professional practice profile, of the interaction for possible differing orientations of a local learning scene. How the local learning scene is understood is determinate of the work of the participants in co-producing and shaping the interaction and any incremental development of the context. Five accessible profiles constituted a written text of observable evidence: a repository of selected products which could reveal how the practice learning processes, and within it facilitative enquiry, is structured. The findings show two patterns of orientation to the local practice learning scene: A learning practice is constituted through making practice a learning process and the engagement of the learner in a scholarly practice (how it is learned) that uses experiential and external resources to develop professional knowledge. Public institutions is constituted through a process of support and self surveillance that produces the necessary evidence of practice activity (what is learned rather than how it is learned) to meet the required learning outcomes of the degree programme. The conference provides an opportunity to present these orientations and the resources produced to explore ‘work as enquiry’. Activities 20 – 25mins presentation of paper 25 – 30 mins conversation and discussion to explore following: How can higher education use such findings to support learner enquiry in the workplace? Whilst the methodological orientation offered by ethnomethodology was used as a research tool to investigate the local practice learning scene, do tools for interpretive analysis of text and talk have a place in facilitating enquiry in higher education? Could the use of these tools possibly enhance learner understanding, for example, of others and their own professional action in workplace settings? What are the implications for higher education treating ‘work as enquiry’? Eg How do we know work is enquiry? What are its design and methods, how is it resourced and supported, what are its outcomes and how can these be recognised and accredited within programmes of higher education? 3 Enquiry-based learning: generic methodologies for learning via the world of work Dr Olwyn Westwood & Professor Frank Hay, European Institute of Health and Medical Sciences, University of Surrey Workshop: disciplinary enquiry / pedagogy Within University of Surrey, many degrees programmes have a strong focus and application to industry and/or public services that prepare students for the world of work. The use of enquiry-based learning, a derivation of the problem-based learning methods used in medical education, will be explained and discussed. Students are guided by a facilitator, to identify the learning outcomes needed to solve the problem. This methodology is generic and may be used in any academic discipline where problem-solving is a required transferable skill. The session will be interactive session where delegates will be asked to work in groups to use problems in their area for learning. In addition the Pendleton rules will be introduced which are used to encourage professionalism in self- and peer feedback. Activities 15 minutes: Olwyn explaining the use of problem / enquiry-based learning & Pendleton rules 15 minutes: Group work preparing problems they might use in the learning environment 15 minutes Feedback discussion 5 minutes (overflow time)

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4 How nursing professionals learn Pam Smith and Helen Allan, European Institute of Health and Medical Sciences, University of Surrey Workshop/discussion: Work as enquiry Using data from a study exploring leadership for learning in the new NHS, we will use the case of nursing to explore how professionals learn. Four key themes have arisen from the literature and early data collection in this study: 1. Changes in clinical leadership 2. Evaluation of the move to higher education in the 1990s 3. The nature of professional learning in nursing 4. Student nurses’ learning experiences. Historically student nurses were the primary care givers as well as learners in wards. estimated 75% direct care used to be given by students in the 1970s and trained nurses taught and students learned while they worked (Fretwell 1982); at least until the curriculum reforms of the 1980s and the introduction of supernumerary practice for students with the Project 2000 curriculum, when student nurses started to work in a supernumerary capacity (Wilson-Barnett et al 1995; NMC 2004). The introduction of subsequent curricula (UKCC 1999; NMC 2004) led to debates about fitness for practice and competency among student nurses and trained staff (NMC 2005) as well as continuing differences in opinion about the place of nursing in higher education institutions (HEIs) (Altschul 1992; Draper 1996; Lahiff 1998)). However in addition to these changes in nursing curricula and the location of nurse education, the placement experiences for student nurses, especially the structures of ward management have radically altered since the NHS Plan (DH 2000). In this workshop, we will explore the three questions posed by the conference theme ‘Work as enquiry’ using pre-registration nursing education as a case;

• whether the higher education setting is congruent with and values professional learning; • how different ways of learning and forms of knowledge are valued by students, their teachers and

mentors and • how students make sense of the distance between clinical placements and higher education.

Activities Presentation to share the study data – 10 minutes Defining the questions the participants wish to address in the discussion – 10 minutes Discussion will be stimulated through reflecting on extracts from the study data – 20 minutes Participants will 1. Consider the nature of professional learning in a range of contexts. 2. Evaluate the position of professional learning in higher education 5 The power of audio-diaries to capture practice learning in midwifery Gina Finnerty, European Institute of Health and Medical Sciences, University of Surrey Scholarly paper: student voice Fifteen student midwives recorded their experiences of learning and support in clinical practice for ten days in audio-diary format as part of a national midwifery education project (Pope et al, 2003). The diaries have subsequently been analysed within a narrative analysis framework to capture the ‘voice’ of the learners, who described the challenges inherent in learning and acquiring the craft of midwifery (Finnerty and Pope, 2005). Discourse analysis was used to interrogate the data. This method enabled discovery of pattern and order in everyday language-in-use. Unique information emerged within students’ individual interpretive repertoires. Metaphors often alluded to student midwives feeling excluded and peripheral, for example, feeling like a “fish out of water” in theatre or a “dog’s body” on the ward (Froggatt, 1998). One student midwife described getting “tongue-tied” during an antenatal booking and another found delivery suite “…a baptism of fire”. Expectations and reality were rarely congruent and learners therefore appeared to use strategies of containment to reduce the anxiety connected with learning to care (Bion, 1962). Students’ realities of coping in complex practice placements sometimes led to raw linguistic expressions and swearing, particularly following emergency situations. For example, one student in the second year of a midwifery degree programme said: “I shat myself” when she recognised difficulty in delivering the shoulders of a baby during the second stage of labour. The intention of this presentation is to promote discussion around the need for new styles of cognitive apprenticeship which promote deliberative learning and assist the surfacing of the learner’s ‘voice’. Extracts from the actual diary data will show the power of audio-diaries for recording ‘real world’ practical learning in the workplace where tensions, anxiety and vulnerability of students are seldom vocalised.

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Activities Presentation followed by discussion. References Bion WR (1962) Learning from Experience. London: Heinemann. Finnerty G, Pope R (2005) An exploration of student midwives’ language to describe non-formal learning in professional practice. Nurse Education Today. 25: 309-315 Froggatt K (1998) The place of metaphor and language in exploring nurses' emotional work. Journal of Advanced Nursing;28(2):332-338. Pope R, Graham L, Finnerty G, Magnusson C. (2003) An investigation of the preparation and assessment of midwifery practice in a range of settings.Guildford: University of Surrey. 6 Phenomenological inquiry into professional practice and learning Josie Gregory, School of Management, University of Surrey Workshop: Work as enquiry We tell stories because in the last analysis human lives need and merit being narrated. Paul Ricoeur The session aims

• To offer an experience in phenomenological enquiry; a particular form of deep subjective enquiry. • To transfer skills of personal phenomenological enquiry to engagement with students

`phenomenologically’. Phenomenological enquiry is the study of structures of consciousness as experienced from the first-person point of view. The central structure of an experience is its intentionality, its being directed toward something, as it is an experience of or about some object. An experience is directed toward an object by virtue of its content or meaning (which represents the object) together with appropriate enabling conditions. Phenomenological enquiry is done to obtain phenomenological understanding. This is not primarily gnostic, cognitive, intellectual, or technical --but rather it is pathic, that means situated, relational, embodied, enactive. By exploring a deeply held interest or curiosity about the links between our purpose and sense of identity with our actions or practice. This practice can be our learning, our research, our job, or our engagement with professional learning. Activities The exploration will take the form of a general introduction to the approach followed by dyadic work, where each in the pair will do a monologue for 15 minutes and 5 minutes feedback on their chosen subject. At least two dynamics will operate during this exercise: the phenomenological narrative which raises to consciousness deeply help beliefs and attachments to the chosen subject and the deep listening to understand the intentionality of the narrator and their interpretive frame. Both say much about how learning and the motivation to learn (or not to learn) occurs in the deepest recesses of consciousness. Some theory of Hermeneutic Phenomenology will be sprinkled throughout the workshop so that it sits lightly with the participants’ experience in the enquiry. Concepts will be explored, such as practice as pathic knowledge; practice as tact; embodied knowledge; (We discover what we know in our embodied being), intuitiveness and perceptiveness as a quality of tact. These are all qualities used in complex learning that is rich and holistic. Outcomes: hermeneutical phenomenological enquiry allows learners and practitioners to engage with all dimensions of knowing; experiential, imaginal, propositional and practical from a pathic place meaning from a place of passion, general mood, sensibility, a felt sense of being in the world. Such complex knowing is lived, rather than just retained in the mind. 7 Practical Implementation of Enquiry Based Methods for Teaching in Electrical Engineering Vaios Lappas, Surrey Space Centre, University of Surrey Scholarly paper: Disciplinary enquiry / pedagogy Enquiry based methods allow for greater interaction between students and teaching staff and can result in achieving better understanding of complex subject in many fields, including electrical engineering. The paper presents an example of using enquiry-based techniques adapted for a module in Space Mission Design for level 2 students in the School of Electronics at the University of Surrey. A satellite model is used in a practical set of lectures to complement regular theoretical lessons on how to design a space mission and understanding the

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main principles of spacecraft subsystems. Preliminary results from the implementation of the new enquiry based methodology shows students being able to engage in a critical thinking process which allows them to understand and use theoretical knowledge on the subject based on their practical work. Furthermore, plans are discussed to implement enquiry-based methods for wider use in the Electronics Engineering curriculum in conjunction with developing new practical/enquiry based lecturing material. Activities Presentation about 25mins followed by facilitated discussion 8 Reflecting in a complex world: developing a repertoire of models to work with the complexity encountered in the professional world Julie-Ann MacLaren European Institute of Health and Medical Sciences and SCEPTrE Fellow, University of Surrey Workshop/professional enquiry /work as enquiry Individual reflection and reflective discussion with colleagues about practise have become important notions within professional practise (Öhlén and Segesten 1998). They form an important strand of professional socialisation within work based learning, providing a focus for both formal and informal continuing professional development activities. Teaching and coaching of reflective practices is dominated by exposure to prescribed models of reflection within university-centred activities. Whilst such models can provide a clear framework to guide reflective thinking, they often bear little relevance to reflective enquiry within the practise setting, resulting in reductionist rather than creative reflective practises, where experience is fitted rigidly to prescribed models, rather than acknowledging the tacit reflective frameworks of individuals and using them creatively to perceive the nature of experience and improve future practice (Johns 2002). Ultimately this may account for the cultural and organisational impediments reported in exporting these models from the classroom into practice areas (Driscoll 1994, O'Connor and Hyde 2005), where models of reflection are seen as a ‘one size fits all’ solution to reflection about practice. Within this short session, based on a one-day workshop for health care mentorship students, participants will be asked to challenge and share their own experiences of using reflection for practice improvement. By developing their own models of reflection and reviewing those of others, participants will be enabled to deconstruct the notion of reflection and re-build meaningful reflective frameworks, expanding upon the heuristics of their own daily practice, and incorporating that of others to create a range of reflective approaches to explore present, and improve future practice. Activities The session will utilise small group discussion and preparation of poster presentations which will be available for viewing and comment by the larger conference cohort, and editing by group members throughout the remainder of the conference. The resultant models may be photographed and included in any online conference proceedings. References Driscoll, J. (1994) Reflective practice for practise. Senior Nurse, 13(7), 47-50. Johns, C. (2002) Guided reflection: Advancing Practice, Blackwell Science, Oxford. O'Connor, A. and Hyde, A. (2005) Teaching reflection to nursing students: a qualitative study in an Irish context. Innovations in Education and Teaching International, 42(4), 291-303. Öhlén, J. and Segesten, K. (1998) The professional identity of the nurse: A concept analysis and development. Journal of Advanced Nursing, 28(4), 720-727. 9 Appreciating good teaching and learning: students' as partners in a University-wide Appreciative Inquiry Kathy Jones and Gabby Scholk University of Surrey Students’ Union Workshop: student voice Appreciative Enquiry is a process of enquiry-rich conversations designed to allow participants to consider and reflect on positive aspects of their experiences in a way that those involved can discover more about that which is good. Following its participation in the Higher Education Academy’s Change Academy, the University of Surrey undertook an Appreciative Enquiry between February and March 2007 aimed at encouraging staff and students to share stories of their very best experiences of learning and teaching. Students were partners in this process. They were involved in the initial visioning and planning, in the training of interviewers, as interviewers and interviewees and in the event where the results of the process were considered and future actions planned. This was a novel experience for the university and in this session we will tell the students’ story and consider

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the results, benefits, challenges and potential effects of such a powerful process. We will also aim to give participants a flavour of what its like to be involved in Appreciative Inquiry and encourage discussion about how such an approach might be used in their own contexts. Activities Interactive workshop: part story telling, part experiential workshop and discussion. 10 New partnerships in enquiry: Tales of a Student Networker Sarah Cambell, Year 2 Psychology Student University of Surrey Workshop: student voice The concept and practice of Student Networkers is being developed in collaboration with the Surrey Centre for Excellence in Professional Training and Education. They are integral to the co-creation and implementation of new ideas and new partnerships and relationships between students, staff and the University of Surrey. In this session I will tell my story of the way I have interpreted and enacted the role of a Student Networker. I will describe three different enquiry-rich processes I’ve been involved in:

• A cross-campus- interview-based survey of students interests in and use of technology as market research for a new student enterprise called CoLab

• A focus group to help a new Academic Skills unit in the university gain rich perspectives on how it might work with students and provide useful services to students.

• An interactive session using a voting system to gain feedback from third year psychology students who are currently on their work placement year, on their workplace experiences.

Activities Interactive workshop: part story telling, part discussion focusing on what I and others have learnt, and how this type of partnership in enquiry approach might be transferred and adapted to other settings. 11 Rich stories of enquiry learning: students’ views of the world of enquiry Natacha Thomas (year 2 law student) and other students Stories are a great way of communicating experiences and transmitting complex information in words, images and sounds. Story telling2 is as relevant to modern day working, learning and relationship building as it was to maintaining the cultures of societies in the past and the ability to tell stories is a useful capability for all professionals and an important way of enabling students to utilize their creative, imaginary, sense making, playful and reflective abilities. In March 2006 SCEPTrE in collaboration with University of Surrey Students’ Union and SPLASH, organized a story telling competition for students. The primary motives were : 1) to promote the idea that story telling is an important reflective process 2) to see if students could be engaged in reflection in this way; there is no tradition of using this approach at the University and 3) to use the stories to gain insights into how students see and understand enquiry in their learning processes. Underlying the approach was the belief that story telling might enable us to see learning in a holistic way. Believing that changes in students’ knowledge, understanding, attitude, values, behaviours and capability to do and be are not just based on experiences of learning in an academic programme, we anticipated that stories of learning through discovery would reveal a more complex and richer pattern of learning experiences that also drew on non-formal, social and non-academic learning situations. We wanted to see if students also saw their learning in more holistic ways. Activities Working paper / discussion: the session will present the story that emerged from the competition process and encourage discussion about the implications for holistic and whole world notions of enquiry learning and student development.

2 http://en.wikipedia.org/wiki/Storytelling

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12 The CoLab story : the role of enquiry learning in the invention of a new student-led enterprise Rob Sharpe, John Kavanagh, Mingyen Yu, Claire Webster, Tony Mackelworth (CoLab team of students) University of Surrey Workshop : storytelling student voice In September 2006, an opportunity (sadly short-lived) for additional funding to support more imaginative and innovative ways of supporting the introduction of technology into the university spawned an idea for a mobile interactive technologies laboratory (CoLab). The idea and the necessary institutional partnerships to support it were fleshed out in extensive conversations through the autumn and five students were recruited in February 2007 to turn the ideas into a real organisation doing and producing real things, facing real world complex learning challenges and having to solve real world 'wicked' problems. During the session we will tell the story of how we have brought CoLab into existence and highlighting the important role played by enquiry in learning for a complex world. Activities: conversational presentation in which the story acts as a catalyst for participants’ questions and professional enquiry into the nature of learning in the complex world we have chosen to be part of. 13 Developing academic and transferable skills through enquiry-based online task Marga Menendez-Lopez, Department of Languages and Translation Studies, University of Surrey Scholarly paper: Disciplinary enquiry, pedagogy and use of technology This is a case study on the implementation of enquiry-based online tasks to a level 1 module in the languages pathway called “Introduction to Language Study”,. EBL is characterised in the literature as a student-centred approach that promotes a deep approach to learning. It also explicitly fosters the development of academic and transferable skills such as team-work, critical thinking, independent learning and information management. As this was one of the main aims of the module, together with more linguistic skills for students to become better language learners, EBL was used as a pertinent method to achieve these objectives. The module was blended, with a combination of lectures and seminars in the face to face sessions, and online tasks delivered through the discussion facility in Ulearn. Apart from limited timetabled face-to-face time, the rationale for the online component was not only the flexibility for the students to work both independently and collaboratively at their own pace on their own time, but also the benefits for certain cases of special needs, which will be illustrated. A demonstration of the course will then follow, with excerpts from students related to skills development, and student-student and student-tutor interaction. Finally, evaluation of the course will focus on several aspects: the students’ perception of their own progress compared with the evidence from the tasks; the role of the tutor as a facilitator, with a discussion around the quantity and quality of the support provided; the outcomes of the online component in students shier in face-to-face situations; and very importantly, the challenges designing the tasks, which have to be sufficiently open for EBL and sufficiently structured and scaffolded for online discussions. Activities Presentation and demonstration about 25mins followed by facilitated discussion 25mins 14 Introducing voting systems to encourage more enquiring student engagement in lectures: Work in progress - the unfolding story of a significant institutional change project Vicki Simpson and Paul Burt (E-Learning Unit) and Peter Robinson and Osama Khan (School of Management). University of Surrey Workshop: Using technology to facilitate collaborative learning / pedagogy Lectures are a common form of teaching but are often associated with the tendency to emphasise content transmission over student engagement. Although it is possible to introduce active learning approaches into the lecture environment without using technology, the use of an electronic voting system - where students use keypad handsets to respond to questions - can facilitate this process and offer additional opportunities beyond non-technical approaches. Advantages include the ability for all students to respond and participate at one time and when the responses are collated and displayed, to be able to compare their responses to their peers’. Teachers also gain instant insight into their students’ understanding. As with many technologies, the extent to which this potential is realised depends on how the technology is used: it can be adopted uncritically and thus have only superficial benefit. The E-Learning Unit and 11 academic staff have been participating in a pilot project to investigate the effective adoption of electronic voting systems within teaching. This has involved exploring the role of questioning to help develop ideas and understanding: one of

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the most well-known and adopted methods is Peer Instruction (Mazur, 1997) which uses individuals’ responses to questions to stimulate peer discussion. During the project, it also became apparent that many other factors influence adoption, including differences in the physical environment, existing teaching styles, ‘classroom culture’ and expectations of the students. Activities This session will begin by looking at some of the theoretical principles underlying effective practice: the voting system itself will be used in the session to promote participation and illustrate different types of use and questioning. We will also discuss how staff in the pilot have used the voting system within their teaching and reflected on the impact on their practice. Student feedback about this innovation will also be shared. 15 How did students talk about the problem? The problem as a provoker of a liminal space. Terry Barrett, Centre for Teaching and Learning, University College Dublin Scholarly Paper : Student voice This paper focuses on how PBL students talked about problems in PBL as provokers of liminal spaces, threshold, betwixt and between spaces, and the practical implications for maximising these liminal space for learning. Two teams of lecturers were completing a module on problem-based learning that was part of a Postgraduate Diploma in Learning and Teaching in Higher Education, in a higher education institution in Ireland. The lecturers were problem-based learning students for the module. The research question for this paper is ‘How did lecturers as problem -based learners talk about the problem? This research is part of a wider doctoral study that investigated how the two teams talked about four of the key characteristics of PBL, namely the problem, the PBL tutorial, the PBL process and learning. Within the paradigm of social constructionism a critical discourse analysis (CDA) approach was used to analyse the talk of these PBL students.. From analysing the talk of these PBL students, I explore three dimensions of liminality a knowledge dimension, an identity dimension and a professional action dimension. The PBL problems in this study provoked liminal spaces between current levels of knowing and new levels of knowing, satisfaction with current identities and a desire to explore other possible identities, habitual forms of professional action and forms of professional action new to the learner. The main argument of this paper is that by conceptualising problems as provokers of liminal spaces, educators will be encouraged and enabled to maximise their potential for learning. Recommendations for problem-design are discussed. Activities Paper Presentation: 25 mins (Using student quotations, visual representations of concepts and photographs) Discussion, questions and critique of paper: 10 mins Question for discussion “How transferable is the concept of the problem as a provoker of a liminal space to you as a student and/or for your students?” 15min. 16 Preparing to Work in the Creative Industries: Individual Genius or Teamwork? Anne Wealleans, Faculty of Art, Design and Architecture, Kingston University Workshop: Work as enquiry According to the Department for Culture, Media and Sport: ‘The creative industries are those that are based on individual creativity, skill and talent. They also have the potential to create wealth and jobs through developing and exploiting intellectual property.’i The Department then lists thirteen areas which constitute the Creative Industries – advertising, architecture, art and antiques markets, computer and video games, crafts, design, designer fashion, film and video, music, performing arts, publishing, software, television and radio. But this definition of the creative industries draws upon the myth of the creative genius. It would be difficult cite an example of individual creativity in any of the areas listed by the Department. Advertising agencies work in teams; architects work in practices which involved other architects, technicians, designers and engineers; the art market relies on a network of valuers, dealers and auction houses; software is developed by companies which then own the intellectual property rights. A more useful model is the creative team, where all those taking part value and respect their own, as well as contributions from others.ii

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The session will include the screening of a film and website created for the Creative Industries project at Kingston University, where an MA suite which combines creative studio practice modules with modules offered by the Business School has been developed. Students enrolled on the new MA Creative Industries courses will develop their self-awareness by means of personal profiling and sharing perceptions in a supportive workshop environment. They will then work alongside creative practitioners on art and design, studio-based courses to project manage, add another dimension or reflect upon the activity taking place. This is facilitated by means of a Learning Contract, whereby each student takes responsibility for their own learning and manages their own activities on the MA programme. By taking individual responsibility and recognizing the value of teamworking, the students will be well prepared for working in the Creative Industries. Activities 5 minutes – participatory session in which the audience reflects individually, then in pairs, on what is meant by the Creative Industries 5 minutes – feedback session reflecting on what we perceive to be the Creative Industries and also whether it was easier to arrive at a definition alone or in pairs. 15 minutes – presentation which explores the importance of teamwork in the Creative Industries and viewing of dedicated website on the Independent Group. 5 minutes – showing of a film made by Anne Wealleans and River House Productions about the sculptor, Eduardo Paolozzi and his work with the Independent Group. 5 minutes – follow-up questions about the website and film 10 minutes – outline of approach taken on the MA Creative Industries suite at Kingston University as one possible approach to developing creative teamwork 5 minutes – opportunity for concluding remarks and discussion. 1 http://www.culture.gov.uk/what_we_do/Creative_industries/. Accessed 30th March 2007. 1 Anne Massey, ‘Developing Creativity for the World of Work: A Case Study’, Art, Design & Communication in Higher Education, Volume 4, No 1, 2005. 17 Dynamics of a process model - enabling integrated learner development for a complex world Arti Kumar CETL Associate Director and National Teaching Fellow University of Bedfordshire Workshop: Disciplinary enquiry and pedagogy This workshop will introduce SODiT - an integrated model you can use flexibly to facilitate students through a coherent and continuous process of integrated personal, professional and academic development. SODiT is an acronym for Self, Opportunities, Decisions, information and Transitions: all essential and dynamically inter-linked elements within the model. Engaging students with these elements, using EBL, PDP and career development learning approaches, can lead to wide-ranging benefits for students, institutions, employers – and for society at large. Many of us are looking for effective ways of ensuring we provide such wide benefits through the curriculum. This workshop does not say ‘why we should’ but shows ‘how we can’. SODiT is not meant to compete with existing initiatives – rather to provide a complementary rationale and a framework within which students can construct personal real-life relevance. The acronym itself – well, some think it is irreverent (my apologies!) and others like it because it’s memorable and adaptable: you can animate it with appropriate facilitation within any curriculum, contextualise it to suit your subject field, and students can personalise it to suit their circumstances and aspirations, through inbuilt requirements for reflection, analysis and lateral thinking. The SODiT model can provide solutions for key issues in ‘learning for a complex world’: • bridging across what seem like disparate and competing agendas such as PDP, employability, career

management skills and academic requirements; • meeting the needs of different stakeholders (staff, students, employers); • providing a structure for facilitating students through a process (rather than ‘teaching a subject’) • clearing conceptual confusion, which often acts as a barrier to productive partnerships; • delivering holistic learner development leading to lifelong learning and (graduate) employment; • integrating learning initiatives that engage both staff and students in PDP-CPD processes.

I will draw on my experience of responding to such issues over the past 10 years, and currently writing a book on the topic. This session will demonstrate a model that is both theoretical and applied, and its associated learning tools have worked in practice with staff and students across many disciplines in different universities.

Activities • Welcoming and introductory activities, conceptually and practically exploring the defining features of the

model, creating shared understanding around key terms, concepts and intentions (20 minutes).

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• Evaluating practical learning tools and methods associated with SODiT in different contexts (in small groups) 20 mins.

• Reflections on the transfer and transformation capacity of SODiT, and individual concrete plans to apply this learning in one’s own context (5 mins.)

18 Pre-seminar and seminar online writing in English literature Duco van Oostrum, School of English/CILASS Academic Fellow, University of Sheffield Workshop: Disciplinary enquiry/using technology In many of my modules in English Literature at the University of Sheffield, I have used pre-seminar writing tasks as a method of engaging students in seminar discussion. Through this method of inquiry, students come better prepared, are willing to engage in debate and defend their own articulated position, and become better at analyzing text succinctly. With the advent of VLEs and improved bulletin board facilities, this pre-writing has developed into a major inquiry component in my teaching methodology. In this session, I would like to demonstrate uses of the bulletin board but also investigate some of the actual writing in terms of academic quality. In my Sports Literature and Film module (typically one that attracts a different type of student from my other modules—somehow it’s the only one with more men than women), for example, students who are not strong in the traditional academic essay can produce 200-word entries of excellent quality. Students actively learn from each other, since this is the only academic forum where they actually see each other’s writing, can engage, and respond to it. In the new space of the CILASS Collaboratory, moreover, they are able to create presentations and write collaboratively, using the electronic huddle boards and bulletin boards in creative ways. When I compliment students on their writing, which feature provocative opening sentences, references to other texts, textual examples and specific analyses as well as witty style, they tell me that they wouldn’t dare write in this way for their formal essay assignments—they claim we have actually ‘killed their creativity’ (a student quote). With this presentation, I will demonstrate and argue for pre-writing and writing as an active inquiry methodology for student engagement, but I would also like to question assessment methods in English which rely extensively on the essay as a testing ground for knowledge and quality of writing. Activities Presentation about 25mins followed by facilitated discussion 25mins CHECK WITH PROPOSER 19 Drop a pebble, surf the wave: embedding IBL at Undergraduate Foundation Level Zero.” Tim Herrick and Willy Kitchen, Institute for Lifelong Learning, University of Sheffield Workshop; Discipline enquiry, pedagogy and use of technology This workshop explores the outcomes of a project that embedded inquiry based approaches into a part-time foundation year curriculum delivered to mature learners at the Institute for Lifelong Learning, University of Sheffield. Working with adult learners returning to study, often without recent experiences of learning or confidence in basic writing and IT skills, brings particular challenges. By using the University’s virtual learning environment, and a variety of shared technologies including a “soup blog” and an interactive photographic map of Sheffield, we have been able to extend the locus of inquiry far beyond the traditional classroom, making more productive use of the weeks separating individual learning sessions. This work had clear benefits for learners, sometimes in quite unexpected ways, and we quickly found that the discussions generated within and outside the classroom, particularly online, leant a new direction to much of the week-to-week delivery. This flexibility also provided opportunities to address individual learners’ needs in relation to their development of basic study and research skills. The use of new social software allowed closer collaboration across individual modules, so that participants in the introductory Arts and Social Sciences module contributed to experiments in the General Sciences module by means of a shared blog. It was likewise possible to explore debates around Global Warming from both natural and social scientific perspectives, in an information- and media-rich manner, to the benefit of all involved. Working with foundation level students is always time-intensive, and strategic use of learning technologies allowed greatly enhanced results from very limited additional tutor inputs. Developing inquiry based learning at level zero is in some respects a high risk activity but, as this workshop will seek to demonstrate, it has real potential to transform the learning experience for many mature students and provide a much firmer foundation for subsequent undergraduate study. Activities:

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An outline of the contexts of the project (10 minutes) will be followed by participants exploring in small groups some of the outputs of the module tasks (including the module VLE, flickr map and soup blog). Participants will be asked to think about patterns of interaction within the groups, the role of the module leaders, and how the lessons from this Level Zero project might be applied to higher levels of university study (20 minutes). The workshop will conclude with a plenary session pulling these ideas together, and an invitation for participants to contribute their own thoughts to the soup blog (20 minutes). 20 I-lit and e-learning : engaging the learner at a distance using Information Literacy and Electronic Resources Ruth Hunn and Malcolm Elder, Information Specialist, Science, Cranfield University (Defence College of Management and Technology) Scholarly paper: Information literacy and use of technology DCMT Library has delivered information skills training to its staff and students for many years as part of introductory study skills teaching and included in-depth training on subject specific information resources and search strategies. Evaluation and higher level information literacy skills were typically taught in later individual sessions. In November 2006 DCMT Library launched its online Information Literacy Tutorial, designed not only for its students but for all within the UK Defence Academy. Academics were encouraged to engage with the Tutorial by way of highlighting the lessons on plagiarism and organising information as support and material to assist with compliance with the recently introduced Cranfield University plagiarism policy. The Information Literacy Tutorial forms a central component in the development of students as self sufficient learners. It was designed using the SCONUL Seven Pillars of Information Literacy giving it a sound pedagogical foundation. Curriculum leaders in the Department of Information Systems at DCMT considered that enhanced electronic learning resources would support their new modular curriculum and were therefore receptive to suggestions and advice from Information Specialists in the use of online tutorials and e-resources. A blend of resources was recommended comprising a relatively new ebooks package, the in-house Information Literacy Tutorial and an online study skills learning unit on research methods, academic writing and critical analysis, written by an Information Specialist at DCMT Library. Subsequently, this formed part of other units in an online tutorial written by tutors on another academic course. It was clear that the role of the DCMT Library and particularly the Information Specialist was to act as more than a resource facilitator and information disseminator. They became key roles in embedding information literacy knowledge and other more generic study skills directly into the curriculum, thereby facilitating both the virtual and in-person student learning experience. Activities • Introduction to the DCMT information literacy tutorial • Demonstration of the information literacy key features • Explanation of how information literacy was embedded into the curriculum by an information specialist • Demonstration of study skills module 21 Technology by design: exploring LAMS and design for inquiry-based learning Philippa Levy, Sabine Little, Ola Aiyegbayo, CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) University of Sheffield Workshop: Using technology to facilitate collaborative inquiry At the University of Sheffield, the use of a new open source e-learning tool is being explored for creating, facilitating and sharing digital designs for inquiry-based learning. An evaluation/research project supporting this work, entitled DeSILA (www.shef.ac.uk/desila), has been funded by HEFCE’s Joint Information Systems Committee. The tool, LAMS (Learning Activity Management System), facilitates the design of sequences of online collaborative learning activities (e.g. small group discussion followed by web research followed by sharing and discussion of the results and personal reflection) with associated content, which can then be worked through online by students. This can be either at a distance or during face-to-face activity where there is individual or collaborative access to the web. LAMS also facilitates the sharing and reuse of sequences, for example when a member of academic or professional services staff adapts an existing design sequence to their own teaching.

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This workshop will invite participants to explore questions relating to ‘design for learning’ as this has been conceptualised in the context of e-learning, and the use of LAMS as a ‘design for learning’ tool, specifically in relation to their own approaches to, and experiences of, inquiry-based learning. A presentation of a number of LAMS sequences generated through the DeSILA project will be used as the point of departure for discussion of ways in which participants approach designing for inquiry-based learning using technology, how these designs are facilitated and experienced, and the potential role of a tool such as LAMS in supporting the design and facilitation process. Workshop participants will have the opportunity to compare their perspectives with those of participants in the DeSILA evaluation project, and to consider the issues that these raise for the development of inquiry-based learning practice. Activities The session will offer a short ‘inquiry workshop’, revolving around the question: what kind of e-learning tools (if any!) are really useful for designing and facilitating inquiry-based learning? The session will start with a short activity focusing on this question. This will be followed by a presentation of learning activity sequences that have been created and run using LAMS. In small groups, participants will then consider the issues that arise, in relation to their own approaches to designing and facilitating inquiry, or their experiences as students. The workshop will close by drawing together the views of workshop participants, briefly comparing these with those of participants in the DeSILA project, and identifying further issues and questions for the use of technology in collaborative inquiry-based learning. By attending the workshop, participants will have been able to assess the potential of LAMS as a tool for their own inquiry-based learning activities, and to share ideas about the use of technology in inquiry-based learning design. The workshop will be of interest to academic and professional services staff involved in teaching and learning support, and also to students with experience of inquiry-based learning. The planned activities will be designed to facilitate sharing of perspectives amongst students and staff, 22 Let’s start at the very beginning: how can an Inquiry-based learning approach facilitate induction? Margaret Freeman, University of Sheffield Scholarly paper : Disciplinary enquiry and pedagogy This paper reports on our first experience of using an inquiry-based learning approach in the induction of new students. Our aim was to respond to two key issues: (a) the recognised need for more effective support for the transition to HE (b) our wish to promote understanding and use of IBL, by engaging with the students at the earliest opportunity. The plan of activity, developed in collaboration with current students, is described here. Essentially, we presented the students with a challenge which would encourage them to explore the department, the university and the resources. Working in small teams, and supported by student ‘guides’, freshers were asked to seek information about a (video) topic and to present their findings in a poster ‘exhibition’ for their peers and teaching staff, by the end of the week. Each team was encouraged to plan their own programme for the week; this included making ‘bookings’ with the student assigned to their group, who acted as mentor and ‘tour guide’. The immediate effects included an increase in student presence, purposeful activity and social interaction in the department. This continued after Intro Week, with a higher level of student engagement and confidence being reported by all involved in the teaching programmes. Our evaluation, based on questionnaires, focus groups with the students and tutor reflections after the first semester, indicates strong support for this approach to induction. We have also, however, identified some interesting differences, when tutors’ and students perceptions of the project are compared. Activities In this session, my aim is to engage with colleagues in discussion about the process of induction. The session will therefore aim to explore such issues as: • The role of activity-based induction (Edward, 2003) in facilitating students’ transition to HE • When and how to introduce students to the concept of inquiry-based learning • How we can enable students to feel comfortable and confident in their early experiences of IBL. Reference: Edward, N.S. (2003) First Impressions Last: An innovative Approach to Induction. Active Learning in Higher Education: 4. 226-242.

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24 Four case studies of adapting Enquiry-Based Learning (EBL) to a single school Norman Powell, Centre for Enquiry Based Learning and Peter J Hicks, William S Truscott, Peter R Green, Anthony R Peaker, Alasdair Renfrew, School of Electrical and Electronic Engineering, The University of Manchester, Scholarly Paper: Discipline enquiry This workshop reports on some of the teaching and learning developments that arose, at the University of Manchester, from a collaborative Problem-Based Learning (PBL) initiative, supported by the IET and HEFCE. PBL is an instance of Enquiry-Based Learning (EBL), where students’ enquiry into a topic is triggered by an initial problem or scenario. The students following this enquiry engage in the subject matter at a deeper level than in traditional teaching methods, whilst gaining professional, personal and life-long learning skills in a process integrated with their core subject learning. Four case studies are presented, all based in the School of Electrical and Electronic Engineering. In each case the PBL activity had to fit into an established timetable, constructed for modules traditionally delivered through lectures and tutorials. 1. Second Year Tutorials: Preparing for Team Projects A series of structured activities was introduced into the second year tutorials (SYT), to prepare students for a team project in the second semester. The tutorial activities take the form of a series of five linked problems, which simulate aspects of a practical team project, developing teamworking, project planning, information searching and group presentation skills. 2. Design and Implementation of VLSI Systems: Problems in Parallel to Lectures A hybrid format was introduced with lectures running parallel to the problems. 3. Optoelectronic Devices and Systems: An Opening Problem This module was divided into two discrete subject areas, display devices and communication systems. The first area, which already contained an element of assessment through a written assignment based on individual research, was developed into a PBL scenario. 4. Robotics: A Closing Problem A closing PBL scenario was developed that asks the students to act as consultants engaged in a systems integration activity for a selected industrial automation process. Activities • Introduction to session & Task Briefing: Outline decisions that need to be taken (5 minutes) • Group Work: Four scenarios are distributed to groups, one to each group – groups work through decisions

for each scenario (10 minutes) • Feedback decisions and ideas to the whole group (5 minutes) • Present decisions taken for each scenario in turn, with discussion after each one 4 * (3 minutes presentation

/ 2 minutes discussion) • General Discussion and Feedback (5 minutes) • Round Up Session (5 minutes) 25 Enquiry learning for academics and academic workplace development Sibyl Coldham Complementary Therapies Scheme of courses, University of Westminster Interactive enquiry workshop : work as enquiry The Department of Complementary Therapies at University of Westminster offered the first professional entry validated courses in acupuncture and homeopathy in the UK and now also offers Herbal medicine, Nutritional Therapy, Remedial Massage, Naturopathy and a generalist course in Complementary Therapies. Although the Department celebrates its tenth anniversary this year (2007), and has a thriving teaching clinic to support the learning, the Department has not realised it’s aim to be at the forefront of research to develop the evidence-base for the therapies that it originally envisaged.

The courses also include effective development of practitioner skills and ethical awareness through experiential learning in interprofessional groups. However, the structures in the teaching clinic are uni-professional and very few of the clinical supervisors have experience of working in an interprofessional environment. The Department is working towards re-designing their curricula around an enquiry-led learning model with a view to students’ contributing to the critical knowledge-base of these emerging fields. However this will require a

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significant change in their own work practices – as teachers, practitioners and - for many of them – as fledgling researchers. The group are approaching this task as enquiry-based learning in its own right. Activities The workshop will take the form of participants’ vignettes and case studies of their experiences of the early stages of instigating a significant organisation change. This will form the basis of discussion and small group activities to explore the issues that arise from the vignettes. In this way it is anticipated that the workshop will model the enquiry process that it aims to explore. 26 Examining the Underlying Principles of Enquiry-Based Learning: Two Instances of Where Learning Sessions Start and End George Allan, School of Computing, University of Portsmouth and Norman Powell, Centre for Excellence in Enquiry-Based Learning, The University of Manchester, Scholarly Paper: Discipline enquiry and pedagogy An established conception in Higher Education is that learning sessions start at the beginning of lectures and finish when the lecture ends. This is common among lecturers and students. However, this is not the case in Enquiry-Based Learning (EBL). At the University of Portsmouth, England a very successful method of EBL has been developed on the four cognitive processes of student motivation, enquiries, small-group dialectic and holistic learning. Resultant depths of student learning and understanding far exceed traditional didactic lecturing. Independently, the University of Manchester derived a number of forms of EBL from Problem-Based Learning, moving the focus of learning from the problem to the students’ enquiry to fit a variety of disciplinary and learning contexts. One EBL initiative prepared students for a second-year team project. The principles and practices of Enquiry-Based Learning are explained by exploring these two models. One principle is the shift from learning within lectures to the majority of learning occurring between sessions. The learning session is transformed from didactic teaching of facts, to facilitation of knowledge construction started in students’ enquiries. It is shown that a learning session starts before the end of each lecture with motivation to engage in the next phase of learning. Activities • Introduction: Traditional model of a Learning Session (5 minutes) • Group Activity: drawing other models of learning sessions from the floor – Flipchart diagrams encouraged (5

minutes) • Sharing and Feedback to whole group the models drawn (5 minutes) • Portsmouth’s EBL model described (5 minutes) • Questions and Discussions in response to this (5 minutes) • Manchester Steps model described (5 minutes) • Questions and Discussions in response to this model (5 minutes) • Group Activity: Generating models for your own practice – Flipchart diagrams encouraged (5 minutes) • Sharing and Feedback to whole group the models developed for their own practice (5 minutes) • Round Up and Concluding Comments (5 minutes) 27 Enquiry Based Learning and Stand-Up Comedy: university teaching as the improviser’s art Kevin McCarron, School of Arts, Digby Stuart College, Roehampton University Workshop with a difference: facilitative pedagogy I will suggest that the single most effective way of engaging students in collaborative enquiry, particularly in the Humanities, is for teaching staff to acquire the necessary discipline to resist preparing too much material for individual seminars. The over emphasis on research, at the inevitable expense of teaching in UK universities, has created a culture of caution; one which inhibits the pleasure of teaching, and stultifies the joy of learning. I have been an academic for twenty years, and for the latter ten of these years I have also worked as a stand-up comedian throughout Great Britain, France and Spain. The American educational theorist Kenneth J. Eble wrote: `teachers can learn from the performing arts’. I will suggest that while many University teachers think of themselves as `performers’, they are vague as to what kind of performer they are; actually, the one branch of performance they are connected to most closely is stand-up comedy, irrespective of the `comedy’ in their classes, because only the teacher and the stand-up comedian rely on the continuous interaction between themselves and the people in front of them. The difference between all other performers and then teachers and comedians is that we require the people in front of us to also `perform’. Many stand-up comedians are clearly motivated by a desire to communicate, they obviously set out to teach their audiences; reciprocally, then, teachers can learn from comedians. I will argue that EBL could be most effectively realized if teachers learned specifically from stand-up comedians; in particular, the great value of spontaneity and flexibility. Many teachers delude themselves, and cheat their students, in maintaining that their intensive

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preparation for classes is to help student learning; but by hiding behind a wall of preparation they are actually protecting themselves from their students and thereby arresting their learning. Activities I would like to respond to the conference organisers’ suggestion regarding `other format’: `please surprise us with a creative idea’. My presentation will be partly stand-up comedy routine and partly interactive workshop. I will begin with some of the material I regularly use on the UK comedy circuit, but then I will show how exactly the same material can serve a much wider agenda in a seminar. Finally, I will practice what I preach: using EBL as a framework I will invite workshop participants to suggest issues connected to higher education; these might include, for example, class sizes, marking, learning students’ names, issuing students with bibliographies … Without a prepared script I will show how virtually any teaching and learning issue in HE can be connected to the performance of stand-up comedy. 28 Enquiry through blogging. So many questions, so little time… Emma Purnell, University of Wolverhampton Scholarly paper: Pedagogy and use of technology This paper will discuss how enquiry based learning can happen outside of assessment and curriculum, independent of any formal academic recognition or reward. The richness of a non compulsory, peer driven community of enquiry can be pivotal in the development of student teachers. I was part of a student teacher cohort in 2006, studying for a Post Graduate Certificate in Education in the Post Compulsory sector. As a student group we were introduced to a class blog, an online discussion tool that was part of the Universities ePortfolio system. This was initially put in place for us to share hopes and fears about becoming new teachers. Even though there was initial apprehension to use technology by a few, the blog quickly evolved into a community of enquiry. It was driven by peer engagement and enthusiasm and by skilful teacher facilitation. Many of the comments developed into complex questions and queries about the new world of teaching ahead of us. As a group we posed questions to each other about theory and practice. Each question was answered, debated, argued, persuaded and supported on a scale I could never have imagined. We discussed and worked together to come up with workable solutions to real life teaching situations being experienced by our peers. Questions posed by our tutor encouraged us to explore, both as a group and individually, the why and how we were becoming teachers. As students, and now teachers, we flourished and grew by having a safe, supportive and encouraging online community where peer enquiry was, and still is, a valuable part of every day life. Activities Presentation about 25mins followed by facilitated discussion 29 Creativity, accident or design? Can the enquiry techniques used in graphic design be applied to problem solving in other disciplines? Catharine Slade-Brooking, University College for the Creative Arts, Farnham Workshop: Discipline enquiry / pedagogy

As lecturers we would all like to consider ourselves as creative problem solvers, every day being involved in the development of exciting and challenging curriculum, but how can be engage our students in the same processes? In this session we will explore some of the creative enquiry methods I have developed for my branding students on the BA (Hons) Graphics course at Farnham. Fundamental to the discipline of design is imagination and innovation, almost impossible to teach, so how can we integrate these learning outcomes into the curriculum and facilitate creativity? In design it is important to appreciate that there are no right or wrong answers only what is appropriate! So how does a student go about understanding how to develop creative, innovative and appropriate ideas? Activities This session will illustrate three specific systematic creative enquiry practices that guide and facilitate highly individual creative responses. Fundamental to all approaches is student centred learning, where the original brief allows a great deal of personal choice within the set learning outcomes, how to guide this process to a successful outcome will be the first example. The second will focus on how visual material can aid creative enquiry and the final case will demonstrate how the application of active research methods can be used to drive idea generation and innovation.

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The session will encourage you to reflect on issues of creative practice in your own field and curriculum. We will conclude with a discussion that will give you the chance to illustrate your own creative enquiry methods offering us the chance to share good practice across disciplines. 31 Re-imagining a performance of theory and learning Caroline Ramsey, Practice Based Professional Learning CETL and Centre for HR and Change Management, Open University Interactive Workshop: Work as enquiry This will be an interactive session where we will explore the possibility of learning without knowing theory, theorising without pausing from our creative action and performing our learning by making new ‘worlds’. Surely learning and knowledge go together like horse and carriage? What could possibly be meant by a non-knowing type of learning, what on earth would such an activity be doing in a bastion of knowledge, like a university? What would scholarship look like if we took it out of dusty libraries, spruced it up a bit, refused point blank to apply it and re-invented it as a scholarship of practice? These questions, and others, will be tackled, if not answered, in a social poetic session where interplay between Caroline and other participants will seek to lift new ways of playing with ideas, inquiring into practice and attending to generative, social relations in a scholarship of practice. So, if you want to find out what improve, postmodern poetics, John Keats, a Russian Literary critic and Austrian philosopher have to say to modern managers this may be your only chance! (thankfully?) 32 Developing Problem-based Interdisciplinary Education for Sustainable Development Charles Engel, Royal Academy of Engineering Visiting Professor Rosemary Tomkinson, Head of Teaching Support and Development, EPS Helen Dobson, Teaching Support and Development, EPS Faculty Adele Aubrey, Teaching Support and Development, EPS Faculty Bland Tomkinson, University Adviser on Pedagogic Development, University of Manchester, Manchester, UK Scholarly Paper: Discipline enquiry / pedagogy In recent years (see, for example, Engel and Tomkinson 2006) some of the authors have been proposing an approach to education for sustainability literacy that is both inter-disciplinary and enquiry-based. We received support from the Royal Academy of Engineering for a pilot project, focusing on issues of sustainable development, largely within engineering schools. That pilot project started in February 2007 and features a problem-based approach with five student exercises covering a range of sustainability issues. Students come from four streams - Civil Engineering, Electrical Engineering, Mechanical Engineering and Earth and Environmental Sciences – and work together in small inter-disciplinary teams, tackling problems that new graduates might realistically be asked to pursue. There is strong focus on teamwork and on generic and profession-specific competences for engineering practice, focused on the challenges of sustainable development, including cultural, economic, environmental and social imperatives. The final assessment is divided between demonstration of skills and understanding of course content. The pilot is a step towards developing the application of imaginative and persuasive proposals for change in professional practice. The team facilitators are Postdoctoral Research Assistants from an even broader spectrum of disciplines, including Chemical Engineering, Chemistry and Computer Science, as well as the student disciplines. The project is also associated with a Delphi consultation, supported by the Engineering Subject Centre of the UK Higher Education Academy. This paper reports on the inter-disciplinary PBL method, including the curriculum design process, and on training of the facilitators and methods of evaluation, including the attitudes of students and staff towards the project. In particular we look at the use of advisory groups to underpin the process and at the design of the student exercises, or case studies, that form the core of the enquiry-based approach. We outline the challenges that we have faced in the process of gaining acceptance as well as in implementation and also look at the future for the project - notably, whether this can be developed into an interdisciplinary strand across all undergraduate years and a broader group of disciplines - particularly in the light of the time required to introduce new ideas into the curriculum. Activities Presentation about 25mins followed by facilitated discussion 25mins Reference

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Engel, C.E. and Tomkinson, B.(2006), 'Changing higher education to face the global challenges of sustainability', in Hunt, L., Tomkinson, B. and Bromage, A. (eds). Realities of Educational Change in Higher Education. Routledge, Falmer. 33 Humboldt’s relevance in British Universities to-day Lewis Elton, University of Manchester and University of Surrey Scholarly paper : disciplinary enquiry / pedagogy Humboldt’s memorandum of 1810 (English translation: Humboldt 1970) for the new University of Berlin was amazingly far sighted, and I believe still represents a blue print for the best type of university for the 21st century. Humboldt’s ideas originated in the situation that arose from Prussia’s huge defeat by Napoleon in 1806 and they were intended for universities which were in the service of the State, a concept not unknown in 21st century Britain. The dichotomy in Humboldt’s thinking is not between either research and teaching or between teachers and students; it is between university and school; it is best represented through the slogan ‘Learning based on Scholarship’. This postulate leads to the most thought provoking sentence of his memorandum: “in universities, the teacher is not there for the sake of the student, but both have their justification in the service of scholarship”. This principle underlay research from the start, but it has rarely if ever been put into practice in teaching until very recently in the UK, first in applied disciplines through Problem Based Learning (PBL), and then in all disciplines through Enquiry Based Learning (EBL) – starting with English Literature (Hutchings and O’Rourke (2002). Its main but very radical change from university tradition is that it puts the student and not the teacher in the driving seat. However, in this, it is much older than Humboldt, for it was Lao Tse who said that ‘of the best teachers the students say “we did it all ourselves”.’ Activities Presentation inviting inquisitive questioning and the development and contesting of ideas by participants. Questions 1. How should the teacher change, as the student develops? 2. Is this approach of putting the student in the driving seat appropriate in all circumstances? Suggest instances where perhaps it is not. 3. What do you think of Lao Tse's wisdom? References Humboldt, W. von (1970), ‘On the spirit and organisational framework of intellectual institutions in Berlin’, Minerva 8, pp. 242 – 267 Hutchings, B. and O’Rourke, K. (2002), ‘Introducing Enquiry-Based Teaching Methods in Literary Studies’, Arts and Humanities in Higher Education 1, pp. 73 – 83.

34 Take me to your leader David Jaques, Independent Consultant Workshop: Discipline enquiry / pedagogy All forms of enquiry and problem-solving comprise several elements, some of them used consciously and some unconsciously, but all available as experiences and therefore as sources of learning. • How does the problem present itself? • What prompts us to engage with it? (or not?) • How does the context (physical and temporal) affect the way we approach it? • Who, or what, are we doing it for, and how does that affect our approach? • What processes of thinking and engagement with others do we choose, and how? • How do we handle the frustrations, and enjoy the rewards, it offers? • What counts for ‘completion’ and how important is that? • What do we, can we, learn from the above about the problems, about problem solving, about ourselves and

how can we bring that into our consciousness? In negotiating and making choices in these processes, whether for ourselves alone or with others in a group, we are usually having to exercise a form of leadership, one of the most important of which is within ourselves (the

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intrapersonal); and this carries with it some risks – being ignored, rejected or even mocked. It can arouse a fear of failure (vis à vis the problem) or of the unknown (playing with new ideas or adopting unfamiliar methods). Activities In this workshop we shall study how we experience the interplay between the individual, the group, the problem itself and the environment that enfolds it; and how we might handle its flow. The core activities will be two learning games for small groups which my or may not emerge in the expected way. 35 Interactive conversations: playing with curiosity and shifting perspectives Penelope A Best, Roehampton University / Creative Partnerships/ Private Consultancy Experiential Workshop: Disciplinary enquiry and pedagogy This workshop will offer participants opportunities to engage playfully with ideas about reflection as a means of supporting enquiry. Play is basic to generating change and provoking learning. To play with an idea one must be prepared to take the risk of letting go of set patterns and allowing in the possibility of something new, even if only for a moment. Participants will look at ways of safely promoting reflections. Reflections upon one’s playful interactions can provide participants with insights into ways in which meanings are created. While playing with ideas can become a catalyst for change, it is within the active reflections which follow that potential change begins. Being able to play with ideas is increasingly essential within our complex world. Participants will be encouraged to be curious about ways in which they create hypotheses about actions, observations, and reflections in their work. The workshop will be experiential and will make use of creative activities and metaphor as stimuli for observing processes and moment to moment interactions. These interactions will sometimes be between people, and sometimes between participants and their own creations (e.g. drawings, movements, writing, images). Moving between expressive modes facilitates distance and creates opportunities to re-engage with material from a new perspective. The main thrust of the workshops will be to encourage curiosity about one’s ways of viewing and engaging with the world. Participants will move through action –reaction-action reflexive loops and will be encouraged to make direct links with professional material and application. The facilitator will share theme from her present research into creative processes within supervision of therapists and identification of significant learning moments. The work is informed by post modernist paradigms which position the creation of meaning between people, unfolding moment to moment. Interacting and reflecting with others, rather than on one’s own, assists positional shifts which can create fresh perspectives, thus facilitating relational enquiry. Activities: interactive and experiential 36 First-year students talk about learning and inquiry Robert Petrulis and Philippa Levy, CILASS: The Centre for Inquiry-based Learning in the Arts and Social Sciences, University of Sheffield Workshop: Student voice In the autumn of 2006, CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) embarked upon a cohort-based study of undergraduate students’ experiences of inquiry-based learning at the University of Sheffield. Twenty-nine first-year undergraduate student participants, drawn from the Faculties of Arts, Social Sciences and Law, have volunteered to participate in the project, which is exploring their perceptions and experiences of learning, inquiry and research at the University. Participation includes interviews three times per year and other activities (e.g. research blog). CILASS has recruited a wide variety of participants for this study, including students from many different undergraduate degree courses and programmes; both women and men; and a range of ethnic, cultural and socioeconomic backgrounds and national origins. The study will develop detailed case studies of undergraduate students’ learning experiences, focusing in particular on their experiences of inquiry-based learning in its different forms across disciplinary contexts. This session will draw upon data collected in the first two rounds of interviews. The first round consisted of focus groups and the second of individual interviews. Preliminary analysis of the data has yielded themes relating to the first year experience of inquiry that offer interesting perspectives on both practice and theory relating to inquiry-based learning, and that will be explored in this workshop session. Activities This workshop session offers participants a chance to interact with data from the CILASS Student Cohort Study. It will feature a short video of a ‘readers’ theatre’ presentation of quotes taken from the interview data, read by students who are not members of the student participant group. The video will explore some of the themes that are emerging from the interview data. Workshop participants will be invited to share their reflections about the video, with particular attention to the implications regarding the development of inquiry-rich learning

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environments for undergraduate students. Outcomes of the workshop will include a set of questions for further inquiry and tentative theories about the data. 37 Collaborative inquiry as social construction Peter Critten, Middlesex University Business School Scholarly paper: Work as enquiry As the latest CIPD survey into Learning and Development points out ‘there have been significant changes in workplace learning’ over the past decade. (1) Industry has realized value of coaching and supporting development of individuals in the workplace as an alternative to formal training sessions. Institutions of Higher Education have developed systems of accrediting learning from work towards an academic qualification. But, this paper argues, what has been undervalued in this change of practice is the process of inquiry which underpins work based learning and, more importantly, how this collaborative inquiry can lead to organizational change. Middlesex University Business School provides a route to a Masters in Leadership and Management Practice through the accreditation of learning in the workplace. This paper draws on a current programme with managers in a Financial Services Company to illustrate how the methodology, or more properly the epistemology, of inquiry in the workplace is leading to continuing ‘learning conversations’ which are capable of changing the way the organization is perceived. The paper draws heavily on the work of Patricia Shaw and the notion of change as emergence in the complex social process of communicative action: ‘I have been describing work in terms of people making narrative sense of being and working together by responsively weaving stories that make sense of their presence in the communicative action that is evolving. This conversation is reconstructing the past and constructing the future.’ (2) Activities Following on from the paper there will be an opportunity for the audience to share their stories about conversations in the workplace and how they have been or might be the context out of which change emerges. It is also hoped that those wishing to continue these conversations will sign up to a Social text website to continue to tell and learn from their stories References (1) CIPD (2007) Annual survey report 2007: Learning and Development CIPD (2) Shaw P (2002) Changing conversations in organizations – a complexity approach to change Routledge 38 Using enquiry to identify needs and means of support for enquiring university teachers. Ranald Macdonald, Learning and Teaching Institute, Sheffield Hallam University and Alison Holmes University Centre for Teaching and Learning, University of Canterbury Workshop: Professional enquiry / pedagogy As academic developers we are interested in how we can most effectively support the development of enquiring university teachers, teaching and institutions. We want to explore with teachers, other academic developers and institutional leaders a four-stage approach to achieving this objective. Stage 1: What? What do you want for your students in terms of graduate profile or learning outcomes? On the assumption that you want your graduates to be able to think critically, what does this mean in your discipline? Stage 2: How? How can you use enquiry to get to this outcome? What are the implications for curriculum design, teaching and learning practices, learning environments, values, institutional infrastructures, etc.? Stage 3: Needs What are the needs of the university teacher in addressing the issues in 2? What are the models, good practice examples and principles, confidence-building activities, support for risk-taking and innovation, etc. that will enable you to promote the desired attributes in your discipline? Stage 4: Ways and Means

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What can academic developers do to support teachers to become more enquiring? What evidence, ideas, models, etc. can they bring and what means can they use to promote a departmental and institutional culture of enquiry? Activities Through a facilitated group discussion based on an enquiry-led model, participants will explore the four stages proposed and consider disciplinary differences and similarities so as to guide academic developers about the nature of interventions they might make or the support they might provide A range of methods likely to emerge from the discussion. might include: literature summaries; generic adaptation of discipline-specific models, examples and principles of good practice; curriculum planning; observation; mentoring; etc. Depending on the numbers attending, we will either start with small groups or in a whole group so as to ensure that everyone is able to contribute from their unique perspective. 39 From coke bottles to mole traps: Collections based learning and independent enquiry at the Museum of English Rural Life, University of Reading. Rhianedd Smith, Museum of English Rural Life, University of Reading and CETL-AURS Workshop / discussion demonstrations of object analysis techniques Discipline enquiry / pedagogy Museum learning theory has long argued that the polysemic and multi-sensory nature of objects encourages discussion, creative thinking, independent learning and appeals to a range of learning styles (Hooper-Greenhill 2000 , Pearce 1994). However, this has rarely been used in HE and engaging with primary resources can present a challenge to students who are well versed in library based research. Support in the form of online research guides and structured activities need to be used to facilitate this engagement. This paper/ workshop will investigate the issues associated with problem/enquiry based learning in collections and will demonstrate the range of resources and activities that our project has developed to address this. The Museum of English Rural Life is a research institution with an outstanding Designated collection of objects, archives, photographs paintings and films. It has always attracted scholars and school groups but students have rarely used the facilities. However, over the last year the Museum of English Rural Life has developed a range of teaching initiatives aimed at facilitating undergraduate enquiry across their collections. The creation of the CETL-AURS funded Undergraduate Learning Officer post has allowed the museum to offer optional ‘modules’ which teach research skills and allow undergraduates space to undertake independent research projects using the collections. Student feedback has been overwhelmingly positive and has praised the opportunities for moving outside the classroom, working with professionals and experiencing hands-on and self-led learning. The modules are all taught at the museum site using our gallery space, store and reading room and utilising the skills of existing staff. The research undertaken thus far has been of such a high standard that it is feeding back into our knowledge of our collections. In this way students from the Arts and Humanities (and in the next phase from the Sciences) are able to experience a working environment while developing a range of subject specific and transferable skills. Activities 1. Discussion of project at MERL 2. Activity: Object observation (‘mystery object activity’) 3. Collections based learning 4. Activity: Object interpretation (‘coke bottle activity’) 5. Supporting research 6. Activity: Online resources (SOAR, Blackboard and self assessment demonstration) 40 Bite-sized EBL: Incorporating EBL in your teaching Susan Jamieson, University of Glasgow Workshop: Discipline enquiry / pedagogy Enquiry-Based Learning (EBL) is advocated for the potential benefits it brings to the learning & teaching situation, which have been described by O’Rourke (http://www.campus.manchester.ac.uk/ceebl/ebl/ as including increased student engagement with the subject; learning that is perceived as more relevant by students; flexible, student-centred, self-directed learning; and the development of transferable skills, including group-working and communication ability. Indeed, in the author’s own institution, EBL forms a plank of that University’s Learning & Teaching Strategy, and staff are encouraged to adopt EBL as a learning & teaching methodology. But how straightforward is it to incorporate EBL into established courses? Or to employ EBL when the format of one’s teaching is dictated by Course Co-ordinators?

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This workshop will encourage participants to consider how they might incorporate the principles of EBL in the face of constraints imposed by time, class size, rigid course structures, etc. Activities: Participants will: • Consider case studies provided by the author and identify which aspects of these constitute EBL; • Consider hypothetical and actual ‘teaching challenges’ with a view to incorporating EBL The aim of the workshop is to encourage participants to think more flexibly about how to employ EBL in their teaching. 41 Ambassadors for Inquiry – The CILASS Student Network one year on Tim Fiennes (Student Co-ordinator, CILASS Student Ambassador Network) and Sabine Little, University of Sheffield Scholarly paper: Student voice The Centre for Inquiry-based Learning in the Arts and Social Sciences’ (CILASS) Student Ambassador Network (SAN) began its life in March 2006, bringing together students from each department in the Arts, Social Sciences and Law to facilitate inquiry in their own departments, and to function as a strategic student input group into CILASS. From September 2006, a student co-ordinator has been facilitating the network in collaboration with staff, and students have had the opportunity to put forward their work completed for the SAN for recognition of a Generic Skills Award which rewards reflective, collaborative and other transferable skills. This session will build on research conducted jointly between staff and students, exploring how the role of ‘student ambassador for inquiry-based learning’ (IBL) has influenced both the development of new skills and the awareness of existing skills, and how these skills have been put to use to engage other students in inquiry-based learning. Through the discussion following the session, we would like to explore what can be learnt from the experiences of our student ambassadors in relation to other students engaging with IBL, but also what kind of a journey a student engaging in IBL might undertake, and how this might influence their experience at university. The session will be jointly presented by at least one student and one member of staff, but will make extensive use of the student voice throughout the session. The feedback from other students present at the conference would be particularly welcome. Activities Following a very brief overview of the SAN, the session will mainly focus on feedback gathered from student ambassadors regarding their experiences with and changed perceptions through IBL, leaving the second half of the session open for discussion around the issues raised. 42 Enquiring Minds: Learners' Cultures in the Classroom John Morgan and Ben Williamson, Futurelab Scholarly paper : Discipline enquiry / pedagogy This paper will explore emerging findings and observations from the three-year research project Enquiring Minds, which is currently being run by Futurelab. Enquiring Minds is an approach to teaching and learning which starts from the assumption that learners have valid and important knowledge and ideas that they can bring to the educational experience. It is an attempt to bring about engagement in learning by starting from learners’ identified interests and needs, rather than by delivering a prescribed curriculum alone, with knowledge regarded as something to be worked on rather than received. The situation parallels higher education social learning environments which aim to share and develop knowledge through culturally diverse communities of enquiry. Participating teachers in the secondary school context have based their involvement in Enquiring Minds on the understanding that school children are insufficiently prepared for the independent and flexible working methods demanded by higher education and increasingly by employers. The authors will describe how Enquiring Minds has been established in two schools in the south west of England and, in particular, how participating teachers have managed the complex task of welcoming children's cultures into the classroom and then to work with learners to turn their ideas and interests into enquiry-based learning experiences that are relevant and authentic. The challenges and opportunities that have emerged in the first two years of the project will be discussed, and relevance to the higher education community established. Activities Conversational presentation with plenty of opportunity for discussion based on the personal enquiries of participants aimed at understanding the significance of the results for higher education teaching and learning. 44 History as Inquiry: in search of the history of the English Language Susan Fitzmaurice and Philip Shaw, University of Sheffield

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Scholarly paper: discipline enquiry The History of the English Language has traditionally been taught at the introductory level as a narrative. In consequence, these courses do not equip students to engage with problems of explanation and interpret data. We therefore sought to foreground inquiry and interrogation of the historical record rather than a grand narrative. Since this represents a major challenge for students whose A-level experience turns around this sort of narrative, we designed a project to facilitate development of information literacy and key skills in historical approaches to language through inquiry-based exercises. These exercises were designed to equip the first-year contingent to tackle the module curriculum through problem-based learning, an approach intended to challenge them to develop and apply methods for working with primary sources. The project brought third-year students into a first-year core module, History of English, to act as mentors for small groups of first year students. It was envisaged that the mentors would also benefit from reflecting on their own research practices and learning to communicate their methodologies in small-group situations. We expected both year groups to develop valuable social networks explicitly focused on supporting their learning, and wanted both groups to become more effective in posing their own research questions and establishing viable approaches to answering those questions. Academic staff worked closely with mentors to enable them to interact effectively with their groups, and we assessed the direction and impact of the project through a number of meetings with mentors - and focus groups of first-year students - during and after the module. We will report on the results of this project and discuss the ways in which evaluation and reflection on the outcomes will inform the sustainable delivery of the module as an inquiry-based course. 45 Learning to learn through supported enquiry: literature review Maggi Savin-Baden, Coventry University, Rhona Sharpe, Oxford Brookes University Scholarly Paper: EBL pedagogy This paper will present the findings of an interpretive meta ethnography that focused on key themes in the literature relating to learning to learn through supported enquiry, funded by University of Surrey. It examined: 1. What approaches to E/PBL are being undertaken in UK HE? 2. How learners and teachers learn through engaging in enquiry? This review focused on identifying approaches to E/PBL which have been implemented and evaluated over a period of time. Like other areas of pedagogic research, E/PBL suffers from a growth in the number of publication descriptions of practice but little serious research. This literature review adopted meta ethnography, which in short is a literature review and qualitative systematic review that enables comparison, analysis and interpretations to be made that can inform theorising and practising about E/PBL. The findings indicate a focus in the literature on Role expectation; Forms of disjunction apparent for staff and students; Learning through collaboration; Notion of curriculum. The diverse yet overlapping themes that emerged form the findings indicate a need for considerable further research in E/PBL, particularly in the UK, where qualitative studies into tutor roles, student experience, assessment, learning through collaboration and understanding of curriculum are to date the most prolific. Yet issues of context, difference, learning approach, understanding and impact of innovation, along with notions of identity and improvement are areas that remain relatively unexplored. Activities Presentation followed by discussion. 46 Developing the Developing Developers: An EBL Approach to Educational Development Karen O’Rourke Centre for Excellence in Enquiry-Based Learning, The University of Manchester Greg Tinker CEEBL Student Sabbatical Officer 2006-7 Mary Sattenstall CEEBL Student Intern - Medical and Human Science Louise Goldring CEEBL Student Intern - Humanities Jamie Wood CEEBL Student Intern - Humanities Kate Maull CEEBL Student Intern - Life Sciences Presentation/workshop : student voice The Centre for Excellence in Enquiry-Based Learning (CEEBL) recognises that students and staff need to make transitions in adopting new approaches to learning and assessment, especially with the more open-ended approaches involved in EBL. The CEEBL facilitates activity that impacts on staff as well as students and we are committed to engaging students to inform our overall programme. This workshop will engage participants in thinking about ways to involve students as

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‘co-developers’. The current CEEBL student interns, working as an inter-disciplinary team and advocating the principles and processes of EBL, will outline key areas of their current activity that impacts on educational and staff development, for example: • Offering advice and support to staff developing EBL modules • A student-produced ‘Guide to EBL Facilitation’ for staff • Student preparation for EBL (induction) • Engagement with staff-led teaching and learning projects • Co-authoring and publication of project case-studies • Contribution to evaluation activities • Dissemination Activities The students will lead activities and will facilitate a discussion on their contribution to the CEEBL’s learning, teaching and research activity using their own resources as a starting point for open debate. 47 Learning to enquire about the experiences of mental health service users: promoting “Service User” involvement in enquiry based learning Clark Davison, Megan Earl-Gray, Emma Harding, Mia Harrison, Sally Morgan, Tamsyn Packman, Gillian Roose and Anna Tickle, University of Surrey Presentation interspersed with discussion‘ : student voice, disciplinary enquiry and work as enquiry. This session will provide a student perspective about the involvement of service users in clinical psychology training. As trainees, we represent the University of Surrey and its Service User Advisory Group, the NHS, and the British Psychological Society. We are encouraged to enquire about individuals’ experiences throughout our training. Learning in our complex world has meant that enquiry into the experiences of service users has needed to become a professional stance, rather than isolated enquiry-based learning activities. We will reflect on how we have facilitated enquiry, and sought to influence the training programme. There can be ethical and moral dilemmas in involving service users and we will offer examples of resolutions to such dilemmas. We seek to influence training through the university and the work of practitioners in order to continually develop service user involvement within the discipline. As a trainee it can feel risky to challenge the practice of others who do not involve service users. Yet we are passionate about the need to enquire about the experience of service users, and are motivated by the mutual benefits of involvement. We will also offer some ideas for increasing service user involvement within an enquiry based learning approach. Activities: The presentation will provide brief introductions to clinical psychology training and its context within a complex world and the service user movement and why service user involvement is important generally and explain why trainees have been motivated to increase enquiry into the experiences of service user involvement. We will provide examples of how we have enquired into the experiences of service users, both at university and on placement, consider occasions when it is not appropriate for trainees to directly facilitate enquiry in order to ensure a safe environment for service users, highlight some of the challenges of attempting to facilitate enquiry and reflection on how enquiry has enriched our training and practice. There will be plenty of opportunity for questioning and discussion aimed at helping participants appreciate how our learning might be connected to their own situations and contexts. 48 Examining the underlying principles of enquiry-based learning: two instances of where learning sessions start and end George Allan University of Portsmouth Norman Powell, Centre for Excellence in Enquiry-Based Learning, The University of Manchester, Scholarly Paper: discipline enquiry / pedagogy An established conception in Higher Education is that learning sessions start at the beginning of lectures and finish when the lecture ends. This is common among lecturers and students. However, this is not the case in Enquiry-Based Learning (EBL). At the University of Portsmouth, England a very successful method of EBL has been developed on the four cognitive processes of student motivation, enquiries, small-group dialectic and holistic learning. Resultant depths of student learning and understanding far exceed traditional didactic lecturing. Independently, the University of Manchester derived a number of forms of EBL from Problem-Based Learning, moving the focus of learning from the problem to the students’ enquiry to fit a variety of disciplinary and learning contexts. One EBL initiative prepared students for a second-year team project. The principles and practices of Enquiry-Based Learning are explained by exploring these two models. One principle is the shift from learning within lectures to the majority of learning occurring between sessions. The learning session is transformed from

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didactic teaching of facts, to facilitation of knowledge construction started in students’ enquiries. It is shown that a learning session starts before the end of each lecture with motivation to engage in the next phase of learning. Activities Introduction: Traditional model of a Learning Session (5 minutes) Group Activity: drawing other models of learning sessions from the floor – Flipchart diagrams encouraged (5 minutes) Sharing and feedback to whole group the models drawn (5 minutes) Portsmouth’s EBL model described (5 minutes) Questions and discussions in response to this (5 minutes) Manchester Steps model described (5 minutes) Questions and discussions in response to this model (5 minutes) Group Activity: Generating models for your own practice – Flipchart diagrams encouraged (5 minutes) Sharing and feedback to whole group the models developed for their own practice (5 minutes) Round Up and concluding comments (5 minutes) 49 First Contact: Boldly going where others should not seek to follow Pauline Brooks Liverpool John Moores University Presentation/performance: using technology This presentation/performance, (somewhat influenced by Star Trek), seeks to engage peers in the trials and tribulations of exploring technology for facilitating collaborative teaching and learning in dance in two institutions, one situated in Liverpool, UK the other in Philadelphia, USA. To become the leaders of tomorrow, students need to be introduced to innovative teaching and learning methods today, so that they will be inspired to use and develop such innovations in their own working practice for the future. First Contact, is a pilot project that has sought to enable students to work with peers from 3000 miles away by communicating via email and web cam. After first contact, it is the intent that students will be paired, one from each institution, to work together to create a short dance for camera work using I-Movie. Following this step they will, with lecturers, then evaluate the works and the project, in order to inform future shared collaborative dance projects using technology The pilot project aims to: • To investigate how web-cam and e-mail technology can be used in teaching and if it will engage students in

the use of technology for their own learning. • To use technology on a shared international project to encourage the development international links and

the practice of networking. • To see if results will impact on the development of curriculum design and modes of delivery. • To provide the basis for developing a model that could be used by other subject areas as a way of

broadening network links for staff and students and for shared research in teaching and learning. Results and advice will be shared with peers so that they too can boldly explore new horizons and be part of the next generation of explorers in H.E. who use technology to facilitate collaborative international teaching and learning.