DeSILA Designing and Sharing Inquiry-based Learning Activities JISC Design for Learning Programme Dr Philippa Levy & Dr Sabine Little (CILASS) John Stratford, Adrian Powell, Gabi Diercks-OBrien, Graham McElearney (LDMU)

2 Overview Introduction Educational context Evaluation/research questions Evaluation approach Deliverables Project plan Dissemination

3 Introduction DeSILA: implementing and evaluating LAMS for development and innovation in inquiry-based learning (IBL) in the arts and social sciences Does a tool such as LAMS offer added value to the process and impact of designing for IBL and to the dissemination of IBL pedagogy? The project is led by CILASS in close collaboration with LDMU, University of Sheffield

4 Educational context CILASS - Centre for Inquiry-based Learning in the Arts and Social Sciences - a CETL IBL - student-directed inquiry/research drives the learning experience Case and problem scenarios, projects CILASS promotes blended and fully on-line forms of IBL; is creating new collaboratory learning spaces Activity-centred design thinking is fundamental to IBL development and innovation CILASS has strong interest in sharing and reuse of IBL expertise

5 Research questions Effectiveness and impact of LAMS assessed in relation to: acceptability to practitioners; learner outcomes; organisational effectiveness and capacity-building Evaluation will include exploration of: a) fit between LAMS and practitioners purposes, values and approaches in designing for IBL; b) requirements for effective reuse of LAMS designs and facilitating/constraining factors on sharing/reuse; c) issues related to LAMS/WebCT integration – can VLE be enhanced by open source tools?

6 Evaluation approach Based on CILASSs existing methodology Impact-focused, participatory, inquiry-based Primarily qualitative Theories of Change combined with EPO approach to performance indicators ToCs – often implicit (pedagogical) theories about how and why development/innovation will be effected (e.g. student engagement with, and learning through, inquiry process) EPOs - Enabling, Process and Outcome Performance Indicators

7 Evaluation approach Involves project-level evaluation (ToC & EPOs for DeSILA) and application-level evaluation (ToC and EPOs for each developmental application of LAMS) Tools adapted from previous JISC learning design evaluations will also be used where appropriate Monthly formative review + formative evaluation consultancy (Dr Martin Oliver)

8 Deliverables Report on impact of using LAMS for designing for IBL Recommendations for: academic practice, educational development and support, technical support, institutional policy and strategy, development of learning design systems and standards Portfolio of 25 LAMS learning designs + 20 in-depth case studies, distilled into short case studies where appropriate (JISC templates?) Conceptual framework for sharing and reuse of IBL designs (LAMS and other) - representations of practice within a specific community of practice framework

9 Project Plan Early LAMS demo and stakeholder focus group discussion (incl. students) Participant recruitment in 3 waves Pre-use interviews and questionnaires (academic staff) LAMS training workshop and feedback (T0Cs, EPOs) Design-in-action logs Student induction Observation of implementations Follow-up questionnaires all students + 1 focus group per wave Follow-up interviews with academic staff (ToCs, EPOs) Analysis of learning designs Re-use workshops/focus groups (internal and external participants)

10 Dissemination Website, conference presentations, journal publications Closing dissemination workshop (incl. student involvement) Audiences: institutional; national (JISC, CETIS, CETLs, HEA); international (UNFOLD) Designs made available to other Design for Learning projects and JORUM

100 Years Of Excellence.