EDCI 335

One way that I plan to make the assessments in my learning resource more inclusive is by providing options for completion. The original plan my group had made for one of our assessments was to include a written reflection on what they have learned and how it could be applied to their everyday thinking. While this is an assessment that many of our learners may like and be comfortable with, it is limiting to others. We will include the option to complete the reflection in a variety of ways including formal writing, verbal presentation, or with an alternative artifact such as a poem, story, art piece, or video. The options are not limited to allow learners to engage with content in a way that helps them build a connection to it and allows for their autonomy. 

The first time I was introduced to an assessment that was open like this I was initially terrified. I had never been given the choice on how to submit an assignment and had no idea where to start. Then one day inspiration struck. I had visualized something I wanted to create that represented the knowledge I wished to present. That assessment, and the learning that surrounded it, has stuck with me because engaged with it in a way I never had before. 

In my case I was not allowed to submit my assignment in the form of formal writing, which is what forced me to go in another direction. However, I am hesitant to not allow learners to choose this option as it is very accessible and well-practiced for many. This is beneficial for those who may be restricted by time or circumstance from choosing an alternative method.

I will also note that where possible we will add alternative ways to engage with our learning resources. Any videos that we provide will have the option of closed captions and/or a transcript available. As well as group discussion that will allow students the opportunity to discuss what they learned and potentially fill gaps or missed information. 

I found this video on UDL that was informative if anyone would like to watch.

Background

In Queen’s University’s instructional strategies resource, Lee et al. defines inquiry-based learning as an “array of classroom practices that promote student learning through guided and, increasingly, independent investigation of complex questions and problems, often for which there is no single answer” (n.d.). This approach to learning is said to be based on John Dewey’s philosophy that learning starts with the curiosity of the learner. (Queen’s University, n.d.). This requires the learner has some internal motivation to learn and problem solve.

Characteristics

There are 5 steps central to the inquiry-based learning process. These steps, stated by Christopher Pappas (2021) are as follows:

1. Ask questions
2. Probe into various situations
3. Conduct analyses and provide descriptions
4. Communicate findings
5. Reflect on the information and knowledge attained

Additionally, in a study on inquiry-based learning in higher education, the goal of the educators was presented as helping the students become proficient at answering three questions: what do we know, what do we not know, and what do we need to know? (Summerlee, 2018).

Inquiry-based learning starts with a problem or a question, and learning happens through the process of finding the answer(s), not just the answer itself.

Benefits

Some of the benefits of this approach include:

1. Increased engagement and deep understanding.
2. Improved research, critical thinking, and communication skills.
3. Practice tackling real life questions and issues.
4. Promoting diverse opinions, ideas, and backgrounds.

Application

This approach is very popular for science curricula (Pedaste et al., 2015), but I believe aspects of it can be applied to a variety of subject areas as well. Questions can be asked, explored, and reflected on in many areas. When these questions are internally motivated the learning that happens is in line with constructivist ideologies, allowing the learner to create meaning from their own experiences.

Relevance To My Learning Resource

For my learning resource, one of the assessments I will be using involves developing a plan to help inform and empower people to find and use the health resources available to them. Inquiry-based learning could be a beneficial approach as it involves the development of a solution to a problem. Additionally, this approach emphasizes learning through the process of inquiry and as such will be useful for the research component of this assessment.

However, when comparing inquiry-based learning to design thinking, a critical component is missing. Design thinking always beings to solve a problem with empathy. In the case of health resources and dealing with diverse populations, I think that this approach is more appropriate. Viewing this situation as an opportunity to help as opposed to a problem to solve would allow for more empathy for those in a variety of situations.

Resources

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective.Performance Improvement Quarterly, 26(2), 43-71.

Pappas, C. (2021, May 12). Instructional Design Models and Theories: Inquiry-based Learning Model. eLearning Industry. https://elearningindustry.com/inquiry-based-learning-model

Pedaste, M., Maeots, M., Siiman, L.A., Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61 https://doi.org/10.1016/j.edurev.2015.02.003

Summerlee, A. J. S. (2018). Inquiry-based learning: A socially just approach to higher education. Journal of Human Behavior in the Social Environment, 28(4), 406–418. https://doi.org/10.1080/10911359.2018.1438956

Queen’s University (n.d.). Inquiry-Based Learning. https://www.queensu.ca/ctl/resources/instructional-strategies/inquiry-based-learning#:~:text=Inquiry%2Dbased%20approaches%20to%20learning,Critical%20thinking