Using inquiry-based learning in capstone units Angela Brew & Margot McNeill Learning and Teaching Centre Thursday 17th November 2011 1

Session outline Program outcomes and positioning your unit Capstone unit characteristics Research-based learning decision making wheel. Planning your unit Angela gives example. Aces 801 as example of guiding through structure without constraining students. Weekly or fortnightly activities, although student decides topic and output. John shepherd. Slides by me.

MQ drivers Graduate capabilities - Problem solving, creativity, communication, professional judgment, critical thinking, research capability, discipline knowledge Work-integrated learning - …many descriptions of university courses show an increased emphasis on work related or work integrated learning and practice (AQF, 2009, p. 14) Sustainability – units to support students in integrating knowledge and skills.

Stephenson and Yorke (1998) suggest that capable graduates: “…not only know about their specialisms; they also have the confidence to apply their knowledge and skills within varied and changing situations and to continue to develop their specialist knowledge and skills long after they have left formal education…Taking effective and appropriate action within unfamiliar and changing circumstances involves ethics, judgments, the self-confidence to take risks and a commitment to learn from the experience.” ( p.3)

Characteristics of capstone units reviewing the scaffolding of the degree, including integrating major course material reflecting on the development of the graduate capabilities and how these have been achieved within the degree preparing a portfolio or diploma supplement; in professional degrees undertaking a professional preparation program Applying theory to practice

Activity In pairs you are asked to devise an inquiry/research-based learning capstone unit of study for a given group of students

knowledge unknown and negotiable student decides question Knowledge new to discipline, society knowledge fixed, determined and absolute teacher or researcher chooses question question negotiated Knowledge is new to the student what skills? assessment controlled by teacher or researcher what attributes? students topic chosen by teacher or researcher student chooses topic Student controls assessment topic negotiated negotiated assessment context what content? task structured by teacher or researcher audience and output fixed Angela explains the decision-making wheel and then gives an example audience & output negotiated inquiry is closed-ended, well-defined negotiated structure student decides audience and output task unstructured – student decides inquiry is open-ended

Inquiry-based learning Assessment & Research-enhanced learning task Constitute a group Define a question for a scholarly inquiry Search the literature Design a study Present it at a session for feedback Write it up Peer review another group’s work Critical Friend discussions Friday sessions Learning journal Literature review Verbal presentation Proposal write up This is the example of the unit of study Peer review of write up Self Assessment Schedule Critical Friend Report

Task [At each stage record your decisions on flipchart paper] Start by discussing what you want these students to know and to do at the end of the semester and the attributes you wish them to develop. Focus on their research skills and their subject knowledge and attitudes. [Resources are provided to help]

MQ Graduate capabilities

Typical focus of learning outcomes appreciation of complex, competing issues in graduate jobs extension of analytical and strategic thinking application of theory into practice development of career networking capabilities consolidation of higher-level applied communication skills (written, oral, interpersonal, professional presentations) application of employment-related teamwork demonstration of early professional dispositions and ethical stance

Task [At each stage record your decisions on flipchart paper] Start by discussing what you want these students to know and to do at the end of the semester and the attributes you wish them to develop. Focus on their research skills and their subject knowledge and attitudes. [Resources are provided to help] Then in the light of what you want students to achieve, decide on the appropriate amount and kind of direction, structure, nature of inquiry, kind of knowledge and products. [use the decision-making wheel with the numbers and arrows and make decisions indicated by the numbers] Then decide how the students are going to be assessed.

8 knowledge unknown and negotiable 1 7 student decides question Knowledge new to discipline, society knowledge fixed, determined and absolute teacher or researcher chooses question question negotiated Knowledge is new to the student what skills? assessment controlled by teacher or researcher what attributes? students topic chosen by teacher or researcher student chooses topic 2 Student controls assessment topic negotiated negotiated assessment 6 context what content? task structured by teacher or researcher audience and output fixed Angela explains the decision-making wheel and then gives an example audience & output negotiated inquiry is closed-ended, well-defined negotiated structure student decides audience and output task unstructured – student decides 3 5 inquiry is open-ended 4

Design considerations 1. Knowledge, skills and capabilities – try to avoid introducing new content 2. Professional or industry links – networks, WIL or design guidance 3. Scaffolding during the unit – dispersed access 4. Assessment – holistic and authentic A program-wide approach will be easier to deliver and may help tick a few boxes at once!

Biggs, (2003) The Presage, Process, Product (3P) Model The space bordered by this line represents the ‘external’ factors impacting on learning and teaching Learner Characteristics Motivation. Orientation to learning. Conceptions of learning. Prior knowledge. Learning style etc. Feedback: Beliefs about attributes for success and failure Learning & Teaching Actions Approaches to study. Learning events. Assessment. Outcomes Quantitative. Qualitative. Affective. Perceptions & Expectations Influences on Teaching Teacher conceptions of learning and teaching. Aims and objectives. Climate. Philosophy. Feedback: Efficacy beliefs about teaching & learning Biggs, (2003) The Presage, Process, Product (3P) Model

Capstone opportunities Use a program –wide approach to integrate the requirements for: Supporting graduate capabilities such as teamwork and communication Including varied assessment strategies such as report writing or design outputs Requiring authentic tasks such as using industry contacts

Task [At each stage record your decisions on flipchart paper] Start by discussing what you want these students to know and to do at the end of the semester and the attributes you wish them to develop. Focus on their research skills and their subject knowledge and attitudes. [Resources are provided to help] Then in the light of what you want students to achieve, decide on the appropriate amount and kind of direction, structure, nature of inquiry, kind of knowledge and products. [use the decision-making wheel with the numbers and arrows and make decisions indicated by the numbers] Then decide how the students are going to be assessed.

Assessment of process and product a case study based on a ‘real-world’ situation (the ‘living case method’) a research grant proposal or plan based on an authentic professional or industry need a feasibility study report on a proposed initiative addressing issues of relevance to a particular professional or industry need a research report on the group project a plan for a program of activities for an authentic task a series of communiques and presentations addressed to those working in the authentic professional or industry setting an integrated portfolio of the student’s key learning outcomes

Learning and Teaching Centre Resources Visit Macquarie University’s Learning and Teaching Centre website for other resources on developing and assessing capstones, including MQ examples http://www.mq.edu.au/ltc/resources/index.htm http://www.undergraduateresearchAustralia.com

Tips Be specific about outcomes and assessment and provide or negotiate grading criteria for students early in the unit Provide structure for less motivated and goal-oriented students – scaffolding towards independent and self-directed Establish regular monitoring, even if it is not for grades Be pragmatic and realistic about expectations Target a range of assessment types, for example presentations and reports Agree procedures for mediating problems and failures Plan for requirements such as ethics clearance, OH&S or IP