Mick Healey, Carolyn Roberts and Martin Jenkins University of Gloucestershire, UK Researching and Evaluating Active and Inquiry- based Learning in Geography in Higher Education “Tell me and I will forget. Show me, and I may remember. Involve me, and I will understand” Confucius 450BC

Structure 1 Introduction 2 Centre for Active Learning (CeAL) 3 Approach to research and evaluation 4 Research and evaluation methodologies 5 Some conceptual and practical issues 6 Conclusion

Introduction There is a growing literature indicating that active and inquiry-based learning are effective ways to promote student learning when appropriately designed and facilitated. This paper explores how the Centre for Active Learning in Geography, Environment and Related Activities (CeAL) at the University of Gloucestershire, UK is researching and evaluating active and inquiry-based learning.

The Centre for Active Learning (CeAL) Aim The Centre for Active Learning (CeAL) aims to be an international centre of excellence to review, develop, promote and embed inclusive and exemplary active learning for students in geography, environment and related disciplines such as landscape architecture, community development and heritage management.

The Gloucestershire Approach to Active Learning Active learning involves learning by thinking, doing and reflecting. The distinctive feature of the University of Gloucestershire (UoG) definition of active learning is that it centres on the mastery of theory within a ‘learning by doing’ approach involving working in real places with actual people and live projects.

The Gloucestershire Approach to Active Learning

Experience...

Reflect...

Generalise...

Test...

Experience...

Approach to research and evaluation We conceptualise evaluation and research as overlapping activities which fall along a continuum (Healey, 2000, 181). The distinctive areas at each end of the continuum reflect differences in emphasis and purpose. Baume (2005, 1) defines the two activities as: Evaluation – the search for accountability, for proof of money properly spent, of deliverables delivered, of outcomes attained. Research – the seeking out and testing of new knowledge and understanding.

Levels of pedagogic investigation

Scholarship of Discovery Scholarship of Integration Scholarship of Teaching Scholarship of Application The four types of scholarship

Evaluating PedR & scholarship Glassick et al. (1997) propose six criteria for assessing the four scholarships: 1.Goals of the project 2.Preparation for scholar’s work 3.Methods used to conduct work 4.Evidence gathered to demonstrate impact of work 5.Reflection on work 6.Communication of results to others Can distinguish performance at threshold, advanced and exemplary levels

Research and evaluation methodologies

Some conceptual and practical issues

Researching and Evaluating Active and Inquiry- based Learning in Geography in Higher Education THE END Thank You