LEADER 04964oam 2200721I 450 001 9910779022903321 005 20230725060222.0 010 $a1-136-73353-1 010 $a1-280-66065-1 010 $a1-136-73354-X 010 $a9786613637581 010 $a0-203-81806-7 024 7 $a10.4324/9780203818060 035 $a(CKB)2550000000100270 035 $a(EBL)716527 035 $a(OCoLC)797918640 035 $a(SSID)ssj0000711473 035 $a(PQKBManifestationID)11411150 035 $a(PQKBTitleCode)TC0000711473 035 $a(PQKBWorkID)10682142 035 $a(PQKB)11215085 035 $a(MiAaPQ)EBC716527 035 $a(Au-PeEL)EBL716527 035 $a(CaPaEBR)ebr10558620 035 $a(CaONFJC)MIL363758 035 $a(OCoLC)794003822 035 $a(EXLCZ)992550000000100270 100 $a20180706d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDeveloping inquiry for learning $ereflecting collaborative ways to learn how to learn in higher education /$fPeter Ovens. [et al.] 205 $a1st ed. 210 1$aAbingdon, Oxon :$cRoutledge,$d2011. 215 $a1 online resource (227 p.) 300 $aDescription based upon print version of record. 311 $a0-415-59876-1 311 $a0-415-59877-X 320 $aIncludes bibliographical references and index. 327 $aFront Cover; Developing Inquiry for Learning; Copyright Page; Contents; List of illustrations; Acknowledgements; 1. Introduction; Part I:The general approach of Inquiry Into Learning; 2. Learning to learn in higher education; 3. The Inquiry Into Learning approach; Part II:Using the Inquiry Into Learning approach in two modules of a Childhood Studies programme; 4. Inquiry Into Learning 1: becoming a reflective learner; 5. Inquiry Into Learning 2: becoming a professional inquirer 327 $aPart III:Using experience of the Inquiry Into Learning approach to address topics related to developments in higher education6. The importance and power of student voice for promoting informal, formative assessment; 7. Setting expectations through assessment for learning; 8. Enriching processes and products of learning withinformation technology; Part IV:Theoretical and philosophical bases for the Inquiry Into Learning approach; 9. Patchwork Texts as a curriculum design and assessmentmethod; 10. Action research for personal professional development; 11. Why Inquiry Into Learning?; Conclusion 327 $a12. Beginning anewBibliography; Index 330 $a"Developing Inquiry for Learning shows how university tutors can help students to improve their abilities to learn and to become professional inquirers. The number of students participating in Higher Education increases every year, along with the assumption that learning is a relatively passive process. University tutors need to have the tools to be able to respond to a modern teaching environment that demands a diverse spectrum of skills. They must be able to help students become collaborative learners and independently motivated rather than subsisting on a spoon-fed approach. In the innovative and practically proven approach developed by the authors of this book, students are guided to implement action research into their learning practices and reflections. Using a rolling programme of cyclical inquiries and whole group 'conferences' on improving learning, students write 'patches' on learning development which are then shared across the year group online. Each student's cumulative set of patches, together with their regular reflective writing, provide the basis for assembling a composite final assignment, a 'patchwork text', for assessment. This style of curriculum and assessment organization encourages regular peer feedback and formative assessment, as part of the whole module process. This is a dynamic approach which builds personal confidence within students both as learners and as professionals. Providing teaching materials and examples of students' responses, including the use of Blogs, Wikis and Discussion Boards, Developing Inquiry for Learning analyses and theorises on the deeper characteristics of the difficulties being addressed"-- Provided by publisher. 606 $aStudy skills$zGreat Britain 606 $aInquiry-based learning$zGreat Britain 606 $aAction research in education$zGreat Britain 606 $aTutors and tutoring$zGreat Britain 615 0$aStudy skills 615 0$aInquiry-based learning 615 0$aAction research in education 615 0$aTutors and tutoring 676 $a378.1/794 686 $aEDU000000$aEDU030000$aEDU037000$2bisacsh 700 $aOvens$b Peter$f1944-,$0917993 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910779022903321 996 $aDeveloping inquiry for learning$93755414 997 $aUNINA