Enquiry Based Learning Research Papers (original) (raw)

This article looks at a research project exploring how KS3 students construct globalisation. Globalisation is an important geographical concept and process, but one which can be hard to explore in the classroom. The article suggests how ideas from academic geography can be introduced into KS3 geography through enquiries into mobile phones and McDonalds, to develop engaging geographical learning. The article also demonstrates the value of ‘concept mapping’ in helping students explore complex ideas, such as globalisation.

- by Oliver Picton
- •
- Globalization, Learning and Teaching, Enquiry Based Learning

In art and design education the relationship between student and tutor is close, developed through studio-based practice as described by Schön (1985) and others. Even when online learning is used in creative arts there is still an important dialogic element, a 'kind of exchange' (Shreeve et al 2010) which forms one of the signature pedagogies of art and design (Sims & Shreeve 2012). Studio learning is based on enquiry and transmission models of education are subverted to be replaced with 'reverse transmission' models where students tell the tutor about their learning (Orr et al 2014). This enquiry based approach to creative pedagogy configures the curriculum as active, generative, contingent and dynamic. This 'sticky curriculum' requires negotiation on the part of the student and the tutor (Orr and Shreeve forthcoming). The kinds of knowledges employed in creative practice are multiple and complex, and evidenced through doing, being and becoming. There is great interest across the disciplines in enquiry based learning EBL) and this approach – which is new in some disciplines (e.g. Duch et al 2001)-has underpinned studio pedagogy for decades (Schön 1985). Studio EBL is concerned with creating a learning activity usually based on a sticky and complex project, which has open ended solutions, deliberately setting out a scenario which requires engagement by the student who finds their own route through the task. Through engagement with materials, users and the environment (physically and socially) the student creates new and innovative products, artefacts, services or performances which have not been seen before. This new outcome places the student (even at undergraduate level) as the owner and originator of new knowledge changing the balance of expertise and power relations in the learning environment. This approach to pedagogy decentres the expertise of the tutor. A creative project brief will be ambiguous. The centrality of ambiguity challenges the orthodoxy of transparency found in contemporary education discourse (Austerlitz et al 2008). The concept of ambiguity is key to understanding art and design education ontology. Ambiguity is central to creative learning because it enables the individual students to gain confidence and autonomy as artists and designers. If students and tutors are unable to manage ambiguity in the learning environment the students may never pass over this 'threshold concept' (Osmond et al 2009) and become creative practitioners. The studio tutor has an ambiguous role which shifts and changes in response to individual learners, the demands of the university, the changing environment of cultural and professional practice beyond the university and the situations they themselves create as opportunities for learning. At times they will need to be an interpreter, a peer, a provocateur, a friend, a guide, a dictator, a parental figure, an ignorant schoolmaster (Rancière 1991, Orr & McDougall 2014).

- by Susan Orr
- •
- Creativity, Design education, Art and Design Education, Enquiry Based Learning

This Guide focuses on ‘Enquiry-based Learning’ (EBL) – on curricula designed around processes of enquiry. It is informed by reports emerging from a programme of staff development that supported lecturers as they each carried out a small-scale project designed to impact on the learning of their students.Covers approaches to learning that include problem based learning, field work, student enquiries and so on.

- by Peter Kahn
- •
- Problem Based Learning, Undergraduate Research, Enquiry Based Learning
- by Peter Kahn
- •
- Problem Based Learning, Enquiry Based Learning
- by 康严
- •
- Higher Education, Enquiry Based Learning, Inquiry-Based Learning, First Year Students

This paper explores examples of the interaction
between academics and students online, in
particular the process of questions and answers
generated as a result of the learning process. It
highlights the type of questions online students are
asking their educators and how they expect their
questions to be answered. Also what type of
questions the educators expect students to ask and
how the educators actually respond to them. The
extended hours support offered in some online
deliveries results in students relying on individual
educators to provide them with detailed support in
relation to both administrative and academic
problems. The feeling of instant access to educators
also creates an expectation of immediate response,
which creates a variety of different challenges. This
paper examines some of these challenges, and the
range of perspectives and disparities between those
of the online students´ and the perspectives of the
academic staff teaching them. The paper will
discuss the issues involved with examples from an
online tertiary educational offering in Digital
Forensics.

An Abstract of a Project in Creative Studies ABSTRACT OF PROJECT Incorporating Thinking Tools to Enhance Facilitation of Problem-Based Learning This project focuses on a review of challenges some teachers experience during facilitation of Problem-based learning (PBL) and aims to design a training package to address the above challenge. This training package consists of some Thinking Tools that can enhance cognitive engagement in PBL. In addition, Thinking Tools equip teachers with a wider range of facilitation strategies to increase their flexibility to better meet the needs of each stage of PBL. Through the use of Thinking Tools, this training package provides opportunities to foster new relationships between teachers and students through the development of student-led enquiry-based learning activities. The Thinking Tools also help to equip students with creative and critical thinking skills that will develop their responsibility to and ownership of their learning. DateMy Master Project is the culmination of a deep interest to develop myself both academically in my pursuit of creativity studies as well as professionally in problembased learning. I wish to dedicate this project to my loving wife, Vanessa and our darlings-Joshua and Joanna. You were my inspiration-especially during the painful months while I was away on the other side of the globe. Your support and love drive me to pursue what I truly treasure-creativity!

- by John Yeo
- •
- Critical Thinking, Problem Based Learning, Behavioral Science, Enquiry Based Learning
- by Jamie Wood
- •
- History, Educational Technology, Higher Education, Inquiry Based Learning

The past nine months have witnessed the development and dissemination of a number of case studies of inquiry-based learning (IBL) projects supported and developed by the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS), a Centre for Excellence in Teaching and Learning at the University of Sheffield (www.shef.ac.uk/cilass/cases). The cases aim to provide practitioners with accessible, informative and inspiring resources that illustrate ways in which inquiry-based learning is conceptualised, designed and facilitated in different disciplinary contexts. They are intended to communicate something of the experiences of students and staff who have been involved in inquiry-based learning activities at Sheffield.

- by Jamie Wood
- •
- Education, Higher Education, Inquiry Based Learning, Educational Development

Our aim in writing this guide was to create a user-friendly resource for people who currently lead, or are interested in leading, small groups of students. We wanted to introduce Enquiry-Based Learning (EBL) to people who are not necessarily familiar with it, to explain its benefits for students and tutors and to suggest how small-group leaders might go about implementing it. Therefore this guide offers definitions, a case study and links to further resources about the EBL process. It also offers practical hints and tips about running small-group sessions.

- by Jamie Wood
- •
- Teacher Education, Higher Education, Inquiry Based Learning, Enquiry Based Learning

In this powerfully argued article Paul Salmons focuses directly on the distinctive contribution that a historical approach to the study of the Holocaust makes to young people’s education. Not only does he question the adequacy of objectives focused on eliciting purely emotional responses; he issues a strong warning that turning to the Holocaust in search of universal moral lessons – ‘lessons’ that merely confirm what we already believe – risks serious distortion of the past.
Citing widespread use of the Holocaust as a rhetorical device, Salmons’ contention is that failure to engage with its historical and highly complex reality in fact leaves young people open to manipulation and coercion from those who would use the past to push their own social or political agendas. What he offers here is not merely a justification for the Holocaust’s position as a compulsory element of the school history curriculum – but a fundamental defence of the place of history in school.

- by Paul Salmons
- •
- History, Teacher Education, Historical memory, Historical Consciousness

One of the objectives of this paper is to investigate the pedagogical impact of both the mobile testing system PeLe and the enquiry-based learning approach on language skills development in the context of mobile-assisted language learning. The research aims to work out a methodological framework of PeLe implementation into language classroom through formative assessment, immediate feedback and interactive post-test activities. The framework was developed and pilot tested in a joint research project by EFL teachers at a Russian and a Norwegian universities. Students enrolled in a preparatory English course at a Russian university were randomly assigned to 3 experimental groups and 1 control groups. The analysis based on quantitative research data demonstrated that PeLe supported language classes resulted in language skill gains. Student attitude questionnaire analysis highlighted the positive effect of mobile formative assessment and of post-test activities on learner motivation and collaboration skills. This study suggests that the use of technology was effective in extensively engaging students in enquiry-based tasks to cultivate collaboration and creativity.

To meet the demands required for safe and effective care, nurses must be able to integrate theoretical knowledge with clinical practice . This should include the ability to adapt research in response to changing clinical environments and the changing needs of service users. It is through reflective practice that students develop their clinical reasoning and evaluation skills to engage in this process. This paper aims to describe the development, implementation and evaluation of a project designed to provide a structural approach to the recognition and resolution of clinical, theoretical and ethical dilemmas identified by 3rd year undergraduate mental health nursing students. This is the first paper to describe the iterative process of developing a 'blended' learning model which provides students with an opportunity to experience the process of supervision and to become more proficient in using information technology to develop and maintain their clinical skills. Three cohorts of student nurses were exposed to various combinations of face to face group supervision and a virtual learning environment (VLE) in order to apply their knowledge of good practice guidelines and evidenced-based practice to identified clinical issues. A formal qualitative evaluation using independently facilitated focus groups was conducted with each student cohort and thematically analysed . The themes that emerged were: relevance to practice; facilitation of independent learning; and the discussion of clinical issues. The results of this study show that 'blending' face-to-face groups with an e-learning component was the most acceptable and effective form of delivery which met the needs of students' varied learning styles. Additionally, students reported that they were more aware of the importance of clinical supervision and of their role as supervisees.

- by Owen Price
- •
- Nursing, Mental Health nursing, Focus Groups, Nurse Education

Primary documents are frequently used in history courses and in Holocaust education, often to illustrate a point or to tell part of a grand narrative of the past. Here we suggest a more dynamic approach to using primary documents – not so much as part of a narrative or in order to present a particular point of view or to convey a certain message or “lesson", but rather to suggest ways to help students inquire into the past. The aim of student interrogation of the sources is to reveal how differing narratives of the past are constructed; to deepen student understanding of the history of the Holocaust; to add nuance and complexity to their understanding; and to allow students’ own meanings to emerge out of that encounter with the past, rather than using the past to teach pre-determined “lessons”.

- by Paul Salmons and +1
- •
- History, Teaching and Learning, Education, Teacher Education

The extent to which university departments foster learning literacies that equip students with the diverse skills required for employment in a digital world is an issue that is under increased scrutiny in British higher education. The Learning Literacies in the Digital Age report (LLiDA by Beetham et al. 2009) offers a framework of learning literacies, which encompasses a range of literacies including academic, information, digital and media literacies. Building on the LLiDA framework, this article outlines and discusses an approach
that aimed to extend the development of information literacies of first-year undergraduate students along with digital and media literacies. The central characteristics of this approach involved students working collaboratively, in teams, on an enquiry-based learning task using
the institutional virtual learning environment’s wiki tool. The task involved developing and creating a wiki on exactly the kind of learning literacies that students were meant to acquire during this enquiry. This dual development was underpinned by the collaborative input of
staff from academic and central services departments. Student survey feedback and observation were used to map the various gains in the areas of 1) collaboration and communication skills, 2) information literacy (IL), academic practice (study skills) and employability skills, 3) media and digital/computer literacies and, finally, 4) disciplinary skills.
The findings confirm the usefulness of the LLiDA framework as well as point to its potential for further development to map literacies specific to the discipline.

- by Nedim Hassan
- •
- Information Literacy, Digital Literacy, Collaboration, Media Literacy

While the author cannot speak for churches of Christ, common among them are unique ways of understanding holy scripture, believed to have been written by the apostles and prophets of the Lord before the destruction of Jerusalem (70 A.D.) and circulated among the early Christian communities (E.g. A letter called First Clement in about 95 A.D., refers to at least ten New Testament books), then collected as a volume by the self-identified Christian community of the second century A.D. or earlier, e.g. the list of Marcion (140 A.D.).

- by Daniel M Keeran MSW
- •
- History, Sociology, Criminal Law, Jurisprudence

To examine the nature and value of 4C Thinking pedagogy this essay focusses on a novel correspondence between 4CT and Aristotle's concept of philia or friendship. The essay summarises Aristotle's thought on philia in relation to his ideas about justice and draws from his analysis some insights into the context of 4CT practice today. It then links the 4Cs of critical, creative, collaborative and caring thinking to the main features of what in Aristotle's view is the best form of philia and makes the argument that 4CT is an ethic of friendship devoted to truth and the right. The essay then proposes that the subject of Religious Education is uniquely suitable for 4CT practice in secondary schools and highlights the framework's alignment with the RE pedagogies of conceptual enquiry and critical realism.

- by Robbie Hoque
- •
- Aristotle, Pedagogy, Community of Inquiry, Enquiry Based Learning
- by Peter Kahn
- •
- Enquiry Based Learning

Mobile devices can enhance learning experience in many ways: provide instant feedback and better diagnosis of learning problems; enhance learner autonomy; create mobile networking collaboration; help design enquiry-based activities based on augmented reality, geo-location awareness and video-capture. One of the main objectives of the international research Enhancing Technology Awareness and
Usage of m-Learning in Russia and Norway was to evaluate the pedagogical impact of mobile voting system (Student Response System) integration on re-designing a traditional university lecture course, creating a high level collaboration environment
and changing student learning and academic performance. The framework of
university lectures discussed in the paper enables lecturers to transform the way
of material presentation and turn the traditional lecturing into interactive Student
􀀵􀁈􀁖􀁓􀁒􀁑􀁖􀁈􀀃 􀀶􀁜􀁖􀁗􀁈􀁐􀀃 􀀋􀀶􀀵􀀶􀀌􀀃 􀁖􀁘􀁓􀁓􀁒􀁕􀁗􀁈􀁇􀀃 􀁏􀁈􀁆􀁗􀁘􀁕􀁈􀁖􀀏􀀃 􀁗􀁋􀁈􀁑􀀃 􀁌􀁑􀁗􀁒􀀃 􀁄􀀃 􀃀􀁌􀁓􀁓􀁈􀁇􀀃 􀁆􀁏􀁄􀁖􀁖􀁕􀁒􀁒􀁐􀀏􀀃 􀁄􀁑􀁇􀀃
then, in the long run, into a MOOC lecture. The analysis based on qualitative and
quantitative data collected from two student groups (56 undergraduate students)
in the 2012-2013 academic year showed that SRS supported lectures encouraged foreign language learners to produce more output in the target language, improve their intercultural competence and language skills and enhance their motivation.

- by Svetlana Titova and +1
- •
- Teaching English as a Second Language, Mobile Learning, Assessment in Higher Education, Mobile apps

This paper explores examples of the interaction between academics and students online, in particular the process of questions and answers generated as a result of the learning process. It highlights the type of questions online students are asking their educators and how they expect their questions to be answered. Also what type of questions the educators expect students to ask and how the educators actually respond to them. The extended hours support offered in some online deliveries results in students relying on individual educators to provide them with detailed support in relation to both administrative and academic problems. The feeling of instant access to educators also creates an expectation of immediate response, which creates a variety of different challenges. This paper examines some of these challenges, and the range of perspectives and disparities between those of the online students and the perspectives of the academic staff teaching them. The paper will discuss the issues involved with examples from an online tertiary educational offering in Digital

- by Alastair Irons
- •
- Computer Science, Information Technology, Online Learning, Information

To meet the demands required for safe and effective care, nurses must be able to integrate theoretical knowledge with clinical practice (Kohen and Lehman, 2008; Polit and Beck, 2008; Shirey, 2006). This should include the ability to adapt research in response to changing clinical environments and the changing needs of service users. It is through reflective practice that students develop their clinical reasoning and evaluation skills to engage in this process. This paper aims to describe the development, implementation and evaluation of a project designed to provide a structural approach to the recognition and resolution of clinical, theoretical and ethical dilemmas identified by 3rd year undergraduate mental health nursing students. This is the first paper to describe the iterative process of developing a 'blended' learning model which provides students with an opportunity to experience the process of supervision and to become more proficient in using information technolo...

- by Owen Price
- •
- Nursing, Mental Health nursing, Focus Groups, Nurse Education

This paper presents the results of a project that aimed at restructuring the delivery of research methods training at the Information School at the University of Sheffield, UK, based on an Inquiry-Based Learning (IBL) approach. The purpose of this research was to implement inquiry-based learning that would allow customization of research methods when applied to individual and small group learning and address the challenges of teaching in a large, diverse classroom. Discussion triads, inquiry-based seminars, and a poster session were integrated with traditional teaching methods to facilitate the development of student dissertation proposals as the module outcome. This paper presents the context and rationale for the project, the nature of inquiry-based learning, the context and changes introduced in the course module, teaching techniques and the evaluation of the project and outlines the lessons learned through the project. These include: the need to address a perceived disjunction between self-directed inquiry based activities and the classical mode of lecture delivery, requiring reviewing student experiences from an information consumption frame to a knowledge discovery frame; this, in turn, requires the development of evaluation frames that are devolved to students and differ from 'customer feedback' approaches that tend to be adopted in centrally devised questionnaires at many Universities.

- by Kendra Albright
- •
- Computer Science, Education, Instructional Design, Information Literacy

Problem based learning (PBL) has been adopted in many settings for the education of health professionals. It has generally been evaluated well by students although much of the literature comes from medical education. The aim of this study was to ascertain the views of student midwives at the beginning and at the end of their programme and three months after graduation about the use of a PBL based programme in midwifery.

- by Christine McCourt
- •
- Nursing, Focus Groups, Problem Based Learning, Midwifery

Misconceptions about the nature of the computing discipline(s) pose a serious problem to faculties that offer computing degrees, as students enrolling on their programmes come to realise that their expectations are not met by reality. This frequently results in the students’ early disengagement from the subject of their degrees which in turn can lead to excessive ‘wastage’, i.e. reduced retention. In this paper we report on our academic group’s attempts within creative computing degrees at a UK university to counter these problems through the introduction of a six week long project that newly enrolled students embark on at the very beginning of their studies. This group project provides a breadth-first, activity-led introduction to their chosen academic discipline, aiming to increase student engagement while providing a stimulating learning experience with the overall goal to increase retention. Having run in two iterations, we believe that this approach has been successful, with students showing increased interest in their chosen discipline and noticable improvements in retention following the first year of the students’ studies.

Enquiry-Based Learning (EBL) was developed in the third-year module Robotics. Problem-Based Learning (PBL) is an instance of EBL, where the students' enquiry into a topic is triggered by an i nitial scenario. A PBL scenario was introduced towards the end of this module, where the students are asked to act as consultants engaged in a systems integration activi ty for a selected industrial automation process. The scenari o requires the selection and integration of automated material handling components, including conveyer belts, robots and sensors. Being at the end of the module, this activity provides an opportunity for the integratio n of earlier module content into the activity, as well a s the finding, analysis and synthesis of new information. Key decisions in the design of the scenario, considerat ion of the learning environment and the form of assessment are described, emphasising flexibility in approach and sensitivity to the context of this development. This development ...

- by GA Williams and +1
- •
- Problem Based Learning, Enquiry Based Learning

abstract={Misconceptions about the nature of the computing discipline (s) pose a serious problem to faculties that offer computing degrees, as students enrolling on their programmes come to realise that their expectations are not met by reality. This frequently results in the students' early disengagement from the subject of their degrees which in turn can lead to excessive'wastage', ie reduced retention. In this paper we report on our academic group's attempts within creative computing degrees at a UK university to counter these problems ...

The focus of this paper is on the combination of enquiry-based learning, information literacy and e-learning and how they are embedded in an online peer assessment exercise. What it shall present is a structure and strategy that aids student learning in the short and long-term. Ninety eight students completed a questionnaire before and after a three-week online peer assessment exercise during a first year undergraduate research and study skills module. The results demonstrate that a significant number of students valued the design of the exercise and the benefits it can have on their future learning and development. The paper concludes by suggesting that new and innovative ways of assessment are needed to keep engaging students and develop their learning in different ways.

- by Jamie Cleland and +1
- •
- Information Literacy, Assessment, Critical Thinking, Online Learning

- by Norman J Powell
- •
- Engineering, System Integration, Problem Based Learning, Industrial Automation

The Faculty of Veterinary Science, through its Teaching Innovations Unit, has made a significant effort to incorporate enquiry-based learning into veterinary science teaching. This has often involved judicious use of e-learning capabilities. This application shows innovation occurring over four years (2002)(2003)(2004)(2005) with ongoing enhancements made annually to both online and face to face aspects of the Veterinary Pathology unit of study and demonstrates the impact on student learning. The innovation, called Integrated Case-based Applied Pathology (ICAP), is delivered in semester five of the veterinary science undergraduate curriculum at the University of Sydney. A key feature of this innovation is that its sustainable development has provided a conceptual framework for e-learning and blended learning throughout the Veterinary Science and Animal and Veterinary Bioscience curricula.

- by Katrina Bosward
- •
- Learning and Teaching, Sustainable Development, Blended Learning, Face to Face

The inspiration for this chapter has come from the observations of several years of public participatory archaeology seminars and workshops in both the UK and Canada. The audiences of these sessions have varied from school groups aged 12 to 19 to prospective archaeology students, their families and undergraduate archaeology students. This chapter will describe the development of three different workshops, their trials and possible future developments. The ultimate goal is to share good practice and encourage other archaeologists to seek out public interaction as a means of enriching both the discipline and the public's understanding of archaeology.

- by Jolene Debert
- •
- Archaeology, Teaching Archaeology, Enquiry Based Learning
- by Jolene Debert
- •
- Art History, Museum Education, Enquiry Based Learning, Archaology

This paper reports on the evaluation of a second-year Enquiry-Based Learning (EBL) activity designed to prepare students in the School of Electrical and Electronic Engineering for a group project, known as the Embedded Systems Project [1].

- by Roelof Van Silfhout
- •
- Group work, Enquiry Based Learning

Misconceptions about the nature of the computing disciplines pose a serious problem to university faculties that offer computing degrees, as students enrolling on their programmes may come to realise that their expectations are not met by reality. This frequently results in the students' early disengagement from the subject of their degrees which in turn can lead to excessive 'wastage', that is, reduced retention. In this paper, we report on our academic group's attempts within creative computing degrees at a UK university to counter these problems through the introduction of a 6 week long project that newly enrolled students embark on at the very beginning of their studies. This group project, involving the creation of a 3D etch-a-sketch-like computer graphics application with a hardware interface, provides a breadth-first, activity-led introduction to the students' chosen academic discipline, aiming to increase student engagement while providing a stimulating learning experience with the overall goal to increase retention. We present the methods and results of two iterations of these projects in the 2009/2010 and 2010/2011 academic years, and conclude that the approach worked well for these cohorts, with students expressing increased interest in their chosen discipline, in addition to noticeable improvements in retention following the first year of the students' studies.

- by John Halloran
- •
- Computer Science, Computer Graphics, Education, Computer Science Education

A learning design based on the enquiry-based learning (EBL) pedagogical model is being used for course unit design in a curriculum change within a faculty of health sciences. The learning design is scalable to support large student cohorts spread across multiple campuses. The EBL model is used to promote high levels of student engagement and active self-directed learning with the aim of enhancing academic performance and making teaching and learning time-efficient for academic staff.

- by Jamie Wood
- •
- Education, Information Literacy, Research Methodology, Higher Education

- by Geoff Walton
- •
- Psychology, Information Literacy, Assessment, Peer Assessment

Enquiry-Based Learning (EBL) was developed in the third-year, Electrical and Electronic Engine ering (EEE) module Optoelectronic Devices and Systems. Problem-Based Learning (PBL) is an instance of EBL, where the students' enquiry into a topic is trigger ed by an initial problem or scenario. This module begins with a PBL exercise, which covers display devices. The stu dents are asked to imagine that they are a small company that is about to develop a new large screen High Definit ion Television (HDTV) consumer product for the market in a few years. This links enquiry into existing and eme rging display technologies with the specification and sta ndards for HDTV. It also requires the students to project market trends and technological advances into the near fut ure. Key decisions in the design of the scenario, consid eration of the learning environment and the form of assessment are described, emphasising flexibility in approach and sensitivity to the context of this development. ...

- by Norman J Powell
- •
- Engineering, System Integration, Problem Based Learning, Industrial Automation

- by Tünde Varga-atkins
- •
- Computer Science, Information Literacy, Digital Literacy, Collaboration

This paper reports the use of Tracker as a pedagogical tool in the effective learning and teaching of projectile motion in physics. When computer model building learning processes is supported and driven by video analysis data, this free Open Source Physics (OSP) tool can provide opportunities for students to engage in active inquiry-based learning. We discuss the pedagogical use of Tracker to address some common misconceptions of projectile motion by allowing students to test their hypothesis by juxtaposing their mental models against the analysis of real life videos. Initial research findings suggest that allowing learners to relate abstract physics concepts to real life through coupling computer modeling with traditional video analysis could be an innovative and effective way to learn projectile motion.

- by Chew Charles
- •
- Learning and Teaching, Active Learning, Physics Education, Video Analysis

This paper investigates the pedagogical impact of both the mobile testing system PeLe and enquiry-based approach on language skills development in the context of mobile-assisted language learning. The study aims to work out a methodological framework for PeLe implementation into language classroom through immediate feedback and formative assessment. The framework was developed and pilot tested in a joint research project MobiLL by EFL teachers at Lomonosov Moscow State University (Russia) and University College HiST (Norway). The analysis based on quantitative research data demonstrated that PeLe supported language classes resulted in language skill gains. The qualitative data analysis highlighted the positive effect of mobile formative assessment and of post-test activities on learner motivation and collaboration skills. This study suggests that the use of technology was effective in engaging students in enquiry-based tasks to cultivate collaboration.

Museum exhibitions provide teachers and students with an ideal opportunity to engage in real and purposeful learning outside the classroom and when they return to school. The authors profile a program at Melbourne Museum, 'A Day in Pompeii', which depicts the daily life of one of the world's most extraordinary cities. The exhibition features hundreds of exceptional objects that lay

- by Liz Suda
- •
- Inquiry Based Learning, Active Learning, Student Engagement, Secondary Education
- by Jolene Debert
- •
- Teaching Archaeology, Enquiry Based Learning