Conference Programme Final June 12

8/9/2019 Conference Programme Final June 12

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Learning for a Complex World:Facilitating Enquiry

Monday June 25th Wednesday June 27th 2007at the University of Surrey, Guildford

Conference Programme

Learning through Enquiry CETL Alliance Annual Conference 2007University of Gloucestershire, University of Manchester, University of Reading,

University of Sheffield, University of Surrey and the University of Warwick


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Six Centres for Excellence in Teaching and Learning form the Learning through Enquiry Alliance: University of Gloucestershire Centre for Active Learning University of Manchester Centre for Enquiry Based Learning University of Reading Centre for Applied Undergraduate Research Skills University of Sheffield Centre for Inquiry-based Learning in the Arts and Social Sciences University of Surrey Centre forProfessional Training and Education with enquiry as the unifying

pedagogy connecting the workplace with academic learning University of Warwick Reinvention Centre for Undergraduate Research

All are committed to working together to advance knowledge and understanding of the field of enquiry learningwith the collective aim of influencing higher education teachers in the UK and beyond and supporting thecontinuing development of practice. Our annual conference is one of the ways in which we are using ourresources to facilitate networking and the exchange of knowledge, expertise and innovative practices.

University of Surrey Conference Organising CommitteeDr Andrew Comrie, Centre for Learning DevelopmentDr Viaos Lappas, Surrey Space CentreNatacha Thomas, Year 2 Law studentJane Savidge, Director LibraryJuliet McDonnell, Learning to Learn projectVicki Simpson, Head of E-LearningProfessor Norman Jackson Director SCEPTrEDr Jo Tait, Assistant Director SCEPTrEClare Dowding, Centre Manager SCEPTrEDi Whitelock, SCEPTrEGeorge Prassinos, SCEPTrE

Conference Chair Professor Norman JacksonStrand ChairsDisciplinary enquiry / pedagogy: Dr Andrew Comrie, Dr Viaos Lappas, Dr John CreightonWork as enquiry: Dr Jo Tait , Dr Sybil Coldham, Juliet McDonnell,Student Voice: Natacha Thomas, Karen ORourkeUse of Technology: Vicki Simpson, Sally Anderson, Sabine LittleLearning to Learn Symposium Dr William Hutchings

RATIONALWORLD

EDGE OFCHAOS

EDGE OFORDER

Levelofcertaintydecreas

es

Level of agreement decreases

Learning through enquiryin academic study anddisciplinary research

LEARNING THROUGH ENQUIRY ALLIANCE (LTEA)putting enquiry at the heart of learning for a complex world

Learning through enquiry in work andother social contexts to solve real worldproblems or exploit new opportunities andchallenges as they emerge

Enquiry to create anew sense of orderfrom a disordered world

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Ralph Stacey


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Contentspage

Learning through Enquiry Alliance

Conference organising committee

Contents 1

Foreword 4

Preparing students for a lifetime of living, working 5and learning in an increasingly complex world

Learning through Enquiry Centres of Excellence 7for Teaching and Learning Award 2007

Programme overview 8

Keynote speakers 10

Artists in residence 11

Workshops and scholarly papers 14

Learning to Learn through Supported Enquiry Symposium 18

Facilitating collaborative enquiry master classes 19

Guildford adventure 20

Session descriptions 21


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Foreword

Acknowledging complexity and creative problem solving seem perfect companions in this series of papersand workshops. To work with students through enquiry based pedagogy one cannot simply add on toexisting course designs, the move required is more fundamental. Learning through enquiry is essentially anexploration. Learners take different routes using available resources and opportunities managed through a

balance of support and challenge by their teachers. Making such a change to a programme of study takescourage and conviction and there are increasing numbers of cases where this is working and which canprovide good quality research and evaluation.

In England we are fortunate in having Centres for Excellence in Teaching and Learning that are building onexcellent practice in this field. Investment of over 315 milliion over a five year period will encourage furtherexploration and development of the methods of teaching. It will also help to disseminate and embed newapproaches to teaching across the institutions to which these CETLs belong, allowing more students toexperience learning through enquiry and building a convincing evidence base from practice.

I am thrilled that we are building up communities of practice across the CETL network. Through their own

agency and with support from the Higher Education Academy a number of groups of CETL with things incommon whether subject area, region or, as in this case, pedagogy have been meeting and formingpartnerships. The Learning through Enquiry CETL alliance is a successful example of such partnershipworking. Through sharing practice the alliance will benefit from stimulated interest, an acceleration oflearning and a spur to dissemination. This multiplier effect to the CETL investment will add a furtheradvantage to the host institutions and to higher education generally.

The themes of your conference are timely. Sir Sandy Leitch has just published his report into the skill needsof the country and identified a massive job for higher education in working with employers to develop theskills base needed for a competitive modern economy. Learning through work will require appropriatepedagogy and enquiry based learning has a great deal to offer. We understand too little about how tosupport effective experiential learning at higher levels and so your CETLs will be influential in forming policyas well as practice. Higher education has always encouraged independent learning. Developing learningapproaches which encourage student-led activity and promote reflection on practice will promotetransferable skills so necessary for students future lives. We live in a more technology enhanced world.Learning to use technology appropriately, in ways that are life enhancing and supportive of diversity andinclusiveness, is crucially important to the future of higher education. I am sure that the combinedexperience from these Centres of excellence will foster discussion and sharing of innovative ideas andpractice.

I commend your aspirations and look forward to learning from your shared enterprise.

June 2007

Dr Liz Beaty,Director Learning and Teaching HEFCE

Dr Liz Beaty has responsibility for policy on learning and teaching including qualityenhancement, the development of the quality assurance system, and review ofthe teaching funding method. Before joining HEFCE IN 2002, Liz was Director ofthe Centre for Higher Education Development at Coventry University. She has aPhD from Surrey University and conducted research into student learning at theOpen University. She worked in educational and management development atNewcastle Polytechnic, and the University of Brighton and Staff and EducationalDevelopment Association (SEDA), and was co-chair from 1996 to 2000. Herpublications span students' experiences of higher education, experiential andaction learning, and strategies for educational change.


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In the run up to the conference Joe Trimmer, one of our keynote speakers, kindly sent me a link to afilm clip called Shift happens? http://www.glumbert.com/media/shift. The film portrays in adeliberately provocative way the sort of globally connected, fast changing and uncertain world inwhich our students futures lie. While we might question some of the statistics in the film the centralmessage is clear. We live in a world where change is exponential and we are currently helping toprepare students: for jobs that dont yet exist using technologies that have not yet been invented in order to solve problems that we dont know are problems yet.In short, we have a responsibility to prepare our students for a lifetime of uncertainty, change,challenge and emergent or self-created opportunity.

It may sound dramatic but the reality is that the majority of our students will have not one but severalcareers, they will have to change organizations, roles and identities many times and be part of neworganisations that they help create or existing organisations that they help to transform. Many willhave to invent their own businesses in order to earn an income and or create and juggle a portfolio ofjobs requiring them to maintain several identities simultaneously. Gone are the days whereprofessionals enter a profession that hardly changes during their career.. just look at medicine if youwant to see professions in a state of radical transformation. Preparing our students for a lifetime ofworking, learning and living in uncertain and unpredictable worlds that have yet to be revealed isperhaps one of the greatest responsibilities and challenges confronting universities all over the world.

Thinking about such things raises different questions to the ones we normally consider when we talkabout employability which tend to focus on what we know and understand now, rather than the sortsof capability, attitude, thinking and creativity that will enable our students to prosper in anindeterminate and unknowable future. You might argue that this is an impossible and futile task butsimply grappling with such imponderables can be a useful exercise as through it we might come tosee what we are doing now in a new light.

Preparing students for an increasingly complex world is a wicked problem by that I mean that whatemerges from all this technical, informational, social, political and cultural complexity are problemswhich cannot be solved through rational, linear problem working processes because the problemdefinition and our understanding of it evolve as new possible solutions are invented and implemented.

Wicked problems always occur in a social context. The wickedness of the problem reflects thediversity among the stakeholders in the problem. Most projects in organizations and virtually alltechnology-related projects these days are about wicked problems. Features of problemwickedness include1:

You don't understand the problemuntil you have developed a solution. Indeed, there is no definitivestatement of "The Problem." The problem is ill-structured, an evolving set of interlocking issues andconstraints.

Wicked problems have no stopping rule. Since there is no definitive "The Problem", there is also nodefinitive "The Solution." The problem solving process ends when you run out of resources.

Solutions to wicked problems are not right or wrong, simply "better," "worse," "good enough," or "notgood enough."

Every wicked problem is essentially unique and novel. There are so many factors and conditions, allembedded in a dynamic social context, that no two wicked problems are alike, and the solutions to themwill always be custom designed and fitted.

Every solution to a wicked problem is a "one-shot operation,"every attempt has consequences. Youcannot build a motorway to see how it works. This is the "Catch 22" about wicked problems: you can't

1 Rittel, Horst and Melvin Webber (1973) "Dilemmas in a General Theory of Planning," PolicySciences4, Elsevier Scientific Publishing, Amsterdam, pp. 155-159.

Preparing students for a lifetime of living, workingand learning in an increasingly complex world

Professor Norman Jackson, Director Surrey Centre for Excellencein Professional Training and Education


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learn about the problem without trying solutions, but every solution you try is expensive and has lastingunintended consequences which are likely to spawn new wicked problems.

Wicked problems have no given alternative solutions. There may be no solutions, or there may be ahost of potential solutions that are devised, and another host that are never even thought of.

Wicked problems emerging from socially complex situations require social learning process for theirresolution. Such problems can only be engaged with through groups of people who care about theproblem enough to work together to solve it. Some of the most complex problems (like globalwarming) require sustained social, political and technical effort on a global scale, radical changes inthe way people think and behave across different cultures, and huge investment in new technologiesor the adaptation of existing products and technologies.

Problem wickedness demands tools and methods which create shared understandingand sharedcommitment. Above all wicked problems require people who are skilled at building sharedunderstanding, commitment, ideas and possible solutions through collaborative work/learningprocesses, and the confidence and capability to turn their ideas into actions and products.

If we are to develop people who can engage with the problems and opportunities of this uncertain andrapidly changing world throughout their lives, we need to equip them with the knowledge and

understanding of what already exists, the imagination to see what might exist, the capability to findout what they need to know in order to turn imaginative ideas into reality and the confidence andcapability to turn their ideas into purposeful and productive action.

The importance of enquiry, particularly collaborative forms of enquiry, as a means of working withcomplex problems underlies the work of the six CETLs that form the Learning through Enquiryalliance. We believe that to equip students for an ever changing, infinitely complex and uncertainworld we need to pay particular attention to the skills of enquiry the package of critical and creativethinking skills and behaviours that enable us to find, explore and resolve both academic and realworld problems.

Enquiry is the basis for all research and scholarship in the disciplines but it is also the key learningprocess in knowledgerich, inventive and adaptive work environments. Enquiry connects the

academic and professional or vocational worlds of learning. By studying how people learn throughprocesses of enquiry, and how higher education teachers support and encourage enquiry-richlearning, we believe that we can help students develop in ways that will enable them to be even moresuccessful in their future careers.

This holistic view of enquiry as a way of learning to work with the unknown inspires our vision for theconference. Our four themes of : discipline enquiry and pedagogy, work as enquiry, student voice anduse of technology to facilitate enquiry provide us with rich and diverse perspectives on the wayteachers, students and practitioners in different professional contexts engage with and experience

In designing our conference we wanted to create opportunities for rich experiences. Our FacilitatingCollaborative Enquiry Master classes are designed to enable participants to observe, experience andexperiment with a range of novel techniques and encouragement to adapt them to their work

contexts. Our specially commissioned Guildford Adventure is intended to give people a realexperience of exploring the unknown in self-organised teams and our artists in residence will enhanceour perceptions of learning and enrich our experience through music and visual art. Our hope is thatthrough the conference, you will be a critical and creative enquirer forming, asking and pursuing yourown questions, searching for answers and new meanings and expanding your understandings andprofessional practice through this process.

Finally, CETLs have been established as a policy for recognising and rewarding excellence ineducational practice. In keeping with this ideal the LtEA would like to honour the outstandingcontributions to enquiry learning made by Professor Lewis Elton, who we believe embodies theeducational values, principles, practices and spirit of learning through enquiry.


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Learning through Enquiry Centres of Excellencefor Teaching and Learning Award 2007

in recognition of outstanding contributions to the educationalvalues, principles, practices and spirit of learning through enquiry

will be made to Professor Lewis EltonVisiting Professor of Higher Education, University of ManchesterHonorary Institutional Professor of Higher Education, University College LondonEmeritus University Chair of Higher Education, University of SurreyDistinguished Visiting Scholar, Surrey Centre for Excellence in Professional Training and Education

One of the things that CETLs have been set up to do is to celebrate and give public recognition topeople who make excellent contributions to the practice of higher education teaching and learning.

There is an embodied form of excellence which only a few people attain through a lifetime of work,scholarship and learning. It is this form of embodied excellence that we want to recognize in the life ofLewis Elton.

The award will be made at the conference dinner.


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Programme overview

Monday June 25th AC Building

10.00-10.50 Parallel workshops

11.00-1150 Parallel workshops

11.30-13.30 Registration: SCEPTrE Reception 01/AC01

12.00 Finger buffet lunch Wates House

12.45-13.50 Keynote Address AC Lecture TheatreLearning the Complexity of Professional PracticeProfessor Michael Eraut, University of Sussex

14.00-14.50 Parallel workshops

15.00 15.50 Parallel workshops

16.00 Coffee break: 01AC01 & corridor AC03, AC courtyard if dry

16.30-17.45 Keynote Address AC Lecture TheatreFacilitating Interdisciplinary Inquiry: an immersive approachdeveloped by the Virginia Ball Centre for Creative InquiryProfessor Joe Trimmer, Ball State University, Indiana, USA

WATES HOUSE

18.45 Learning through Enquiry Alliance reception19.30 Conference dinner

After dinner entertainment:Kai Janson, SCEPTrE Musician in Residence

Tuesday June 26th AC Building

07.00 Breakfast

09.00 09.55 Parallel workshops

Learning to Learn through Supported Enquiry Symposium

Mu si c as a st im ul us fo r en qu ir y: a concert pianist's perspectiveEmilie Crapoulet, Studio 1 PATS Building

10.00 10.55 Parallel workshops & Learning to Learn Symposium

10.55 11.15 coffee break 01/AC02, AC courtyard if dry

11.15 12.10 Parallel workshops & Learning to Learn Symposium

12.15 12.50 Final plenary session AC Lecture Theatre

13.00 Lunch at Wates House


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Tuesday June 26th AC Building

14.00 17.00 PARALLEL MASTER CLASSES (details in separate programme)

The aim of these sessions is to introduce participants to a range oftechniques and contexts for facilitation that they may not have encounteredbefore. Participants will be able to observe expert facilitators, experiencesome techniques and try the techniques out for themselves. All the sessionswill be supported by a written Guide to Facilitation and parts of the sessionswill be filmed with the intention of creating a wiki to host short film clips offacilitators in action.

Collaborative, inquisitive and appreciative inquiryRichard Seel

Creative thinking and problem workingFred Buining

Exploring with wiki

Maja Jankowska & Mark Gamble

Stand-Up Comedy and the Seminar:Teaching - An ImprovisersKevin McCarron

Making meaning: the art and science of concept mappingDavid Hay

Facilitating in the midst of cultural diversity: How does cultureeffect how we learn and facilitate learning?Catharine Slade-Brooking

WATES HOUSE

18.00 Dinner (self-service hot buffet) and introduction to the GuildfordAdventure

19.00 22.00 Guildford Adventure : team-based experiential enquiryDevised by Russ Law (SCEPTrE Associate)

Wednesday June 27th AC Building

09.00 12.00 PARALLEL MASTER CLASSES as on June 26th

12.10 12.45 Concluding plenary AC Lecture TheatreWhat have we learnt?

13.00 Lunch Wates House


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Keynote speakers

Learning the Complexity of Professional PracticeJune 25th13.00 13.50

MICHAEL ERAUT is Professor of Education at the Sussex Institute of theUniversity of Sussex. Michael is the UKs leading researcher in the field ofprofessional learning and how professionals learn in work place settings. Hispioneering research has found that most learning occurs informally duringnormal working processes and that there is considerable scope forrecognising and enhancing such learning. Professor Erauts books include thehighly acclaimed Developing Professional Knowledge and Competence.

Michaels keynote will focus on the ways in which people learn to become aprofessional in their chosen field drawing particularly on the research he hasundertaken in the fields of nursing, accountancy and engineering. He will payparticular attention to the role of enquiry and the ways in which learning is

facilitated in the process of professional formation. He will also consider howenquiry features in tackling professional problems with a view to promotingdiscussion on higher educations role in developing the capabilities andattitudes necessary to master the complexities of professional practice.

Facilitating Interdisciplinary Inquiry: an immersiveapproach developed by the Virginia Ball Centre forCreative InquiryJune 25th16.30 17.45

JOSEPH TRIMMER is Professor of English and Director of The Virginia B.

Ball Centre for Creative Inquiry at Ball State University in Muncie, Indiana.The author of numerous articles on literature, culture and literacy, ProfessorTrimmers books include The National Book Award for Fiction: The FirstTwenty-five Years[1978]; Understanding Others: Cultural and Cross-CulturalStudies and the Teaching of Literature[1992]; and Narration As Knowledge:Tales of the Teaching Life[1997]. His textbooks include Writing With aPurpose, 14th edition [2004]; The Riverside Reader9th edition [2007];eFICTIONS[2002]; and Sundance Introduction to Literature[2007]. ProfessorTrimmer has also worked on twenty documentary films for PBSincluding thesix-part series, Middletown[1982], which was nominated for ten Emmys andwon first prize at the Sundance Film Festival.

Joes interactive keynote will describe and draw lessons from the approach that has been developedand pioneered at the Virginia Ball Centre for Creative Inquiry. The Centre sponsors four interdisciplinary,collaborative, community based seminars each year that enable faculty and students to workcollaboratively to: explore the connections among the arts, humanities, science and technology, create a product to illustrate their collaborative research and interdisciplinary study present their product to the community in a public forum

Four faculty members are chosen two in the autumn and two in the spring to facilitate the seminarsand fifteen students are selected by application or audition to participate in each seminar. Working with acommunity sponsor, each group creates a product [e.g. an exhibit, performance or publication] toengage the community in public dialogue. Each group is supported with a budget of $15,000. TheCentre provides a summer stipend to enable faculty to prepare for their seminar and covers the cost of asemester's leave for the four fellows to facilitate their seminars.


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Artists in residence

SCEPTrEs artists in residence add creative and artistic vitality to our work and play. They help usengage colleagues in new and exciting ways and help us communicate our work more imaginativelyand creatively. They are helping us connect the worlds of art and science, of emotion and reasoning

and helping us explore how creativity and criticality co-exist in any enquiring process.

Kai Jansen http://www.kaijansen.co.uk/

Kai is a talented musician, singer/song writer/poet. Youcan hear some of his music on his web site.

He will be providing a musical contribution to ourconference reception and dinner and who knows whatmight happen beyond this?

Closer than a Tear

A birthday is a strange affair, which some will love or fear,The hopes and dreams come round again and some may stop off here,

And when all celebrations cease, the wine and every beer,Will leave a stale reminder of the old and passed on year,

And if these have not fulfilled your time, the question poses near,Just why we humans count the time at all seems strangely queer,

For in this moment now, behold the thing that you hold dear,As all that we can ever have is closer than a tear

K Jansen 2002


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Music as a stimulus for enquiry: a concert pianist's perspectiveEmilie Crapoulet, Department of Music, University of SurreyAssisted by Dr David Hay, Kings College, London University

Tuesday, June 26th 9.30-11.00, Performing Arts Building Studio 1.

A musical experience combining recital with enquiry-rich conversation and conceptmapping in order to visualise the collective consciousness

Artistic performance provides a particularly rich experiential context for enquiry that taps the emotional(affective) as well as the analytical cognitive domain. Above all it stimulates our imaginations whichtraverse, connect and play with all of our mental responses and capabilities.

This musical recital will be suffused with engaging and interactive conversation. It will not only bringmusic into experiential play but also painting and literature. The facilitation methods I use guide theaudience who are active participants, through the interpretative process, by enhancing awareness ofthe broad artistic and aesthetic context of the works performed and showing how heightened awarenessaffects the whole musical experience, from both the performers and listeners perspectives. Byreflecting on the many philosophical debates surrounding musical meaning and expression, the processengages the audience in the conversation and enables each participant to be part of the process of co-creating new meanings. Music can indeed be understood to define and facilitate enquiry by bringing intoplay core phenomenological principles, thus giving us a key to a musical understanding of ourconsciousness of the surrounding world and environment, enabling the perpetual discovery of thoseever-shifting patterns of life which music so perfectly encapsulates.

During the concert participants will be invited to record their thoughts and feelings as they emerge inresponse to the music. Concept mapping, introduced by Dr David Hay, will be used to reveal thefantastic landscape of collective consciousness resulting from the thoughts and feelings stimulated bythe music and visual imagery. We think that this is the first time that this type of experiential enquiry hasbeen undertaken in order to understand the nature of enquiry when it is stimulated by musicalperformance.

The recital will include works by Debussy and Ravel. It will be performed in Studio 1 in the PerformingArts building and will lastapproximately 1hr 30mins. The experience will involve active listening andmeaning making during a recital interspersed with enquiry-rich conversation.

Emilie was born in Aix-en-Provence and has dual nationalityFrench/British. Her interests in music and literature have led her toinvestigate the nature of artistic communication and meaning. Shestudied the piano in France and was awarded several prizesbefore going to the Conservatorium of music in Sydney, Australiaand the Guildhall School of Music and Drama, London, where shewas awarded a Master of Music degree in 2001 and aPostgraduate Diploma in Music Performance in 2002. She alsohas an M.A. in English Language and Literature on Shakespeare

from the Universit de Provence (France) where she is nowwriting, in collaboration with the University of Surrey, her PhD onmusic in the works of Virginia Woolf. She has given many pianorecitals in Europe, Australia and the United States, both as asoloist and a member of chamber or orchestral ensembles. Shehas also brought the arts together in lecture- recitals on music andliterature and collaborative cross-art creations.


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Shakeeb Abu Hamdan

Shakeeb is a talented artist and graphic facilitator: he is able to turn words and ideas into picturesto facilitate the process of visualising conversation.

Shakeeb is our artist in residence during the conference.


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Workshops and scholarly paperspage

THEME 1 Disciplinary Enquiry / Pedagogy

3 Enquiry-based learning: generic methodologies for learning via the world of work 20Dr Olwyn Westwood & Professor Frank HayEIHMS, University of SurreyWorkshop: discipline enquiry / pedagogy / work as enquiry

7 Practical implementation of enquiry based methods for teaching in electrical engineering 19Vaios Lappas, University of Surrey, Surrey Space CentreScholarly paper: discipline enquiry / pedagogy

17 Dynamics of a process model - enabling integrated learner development for a complex world 27Arti Kumar CETL Associate Director and National Teaching Fellow University of BedfordshireWorkshop: discipline enquiry and pedagogy

22 Lets start at the very beginning: how can an Inquiry-based learning approach facilitate induction? 30Margaret Freeman, University of SheffieldScholarly paper : discipline enquiry / pedagogy

24 Four case studies of adapting enquiry-based learning to a single school 31Norman Powell, Centre for Enquiry Based Learning and Peter J Hicks, William S Truscott, Peter R Green,Anthony Peaker, Alasdair Renfrew, School of Electrical and Electronic Engineering, The University of Manchester,Scholarly Paper: discipline enquiry

26 Examining the Underlying Principles of Enquiry-Based Learning: Two Instances of 31Where Learning Sessions Start and EndGeorge Allan, School of Computing, University of Portsmouth and Norman Powell, Centre forExcellence in Enquiry-Based Learning, The University of Manchester,Scholarly Paper: discipline enquiry and pedagogy

27 Enquiry based learning and stand-up comedy: university teaching as the improvisers art 32Kevin McCarron, School of Arts, Digby Stuart College, Roehampton UniversitySomething different: stand-up comedy pedagogy

29 Creativity, accident or design? Can the enquiry techniques used in graphic 33design be applied to problem solving in other disciplines?Catharine Slade-Brooking, University College for the Creative Arts, FarnhamWorkshop: discipline enquiry / pedagogy

32 Developing problem-based interdisciplinary education for sustainable development 34Charles Engel, Royal Academy of Engineering Visiting ProfessorRosemary Tomkinson, Head of Teaching Support and Development, EPS FacultyHelen Dobson, Teaching Support and Development, EPS FacultyAdele Aubrey, Teaching Support and Development, EPS FacultyBland Tomkinson, University Adviser on Pedagogic Development,University of Manchester, Manchester, UKScholarly Paper: discipline enquiry / pedagogy

33 Humboldts relevance to British Universities to-day 35Lewis Elton, University of Manchester and University of SurreyScholarly paper: scholarly enquiry / pedagogy

34 Take me to your leader 35David Jaques, Independent ConsultantWorkshop: discipline enquiry / pedagogy

35 Interactive conversations: playing with curiosity and shifting perspectives 36Penelope A Best, Roehampton University / Creative Partnerships/ Private ConsultancyExperiential Workshop: discipline enquiry / pedagogy

38 Using enquiry to identify needs and means of support for enquiring university teachers. 37Ranald Macdonald, Learning and Teaching Institute, Sheffield Hallam University and Alison HolmesUniversity Centre for Teaching and Learning, University of Canterbury, New ZealandWorkshop: professional enquiry / pedagogy

39 From Coke Bottles to Mole Traps: Collections based learning and independent enquiry at the 38Museum of English Rural Life, University of Reading.

Rhianedd Smith, Museum of English Rural Life, University of Reading and CETL-AURSWorkshop / discussion demonstrations of object analysis techniques discipline enquiry / pedagogy


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40 Bite-sized EBL: incorporating EBL in your teaching 38Susan Jamieson, University of GlasgowWorkshop: discipline enquiry / pedagogy

42 Enquiring Minds: learners' cultures in the classroom 39John Morgan and Ben Williamson, FuturelabScholarly paper : discipline enquiry / pedagogy

44 History as Inquiry: in search of the history of the English language 39Susan Fitzmaurice and Philip Shaw, University of SheffieldScholarly paper: discipline enquiry / pedagogy

45 Learning to learn through supported enquiry: literature review 40Maggi Savin-Baden, Coventry University, Rhona Sharpe, Oxford Brookes UniversityScholarly Paper: pedagogy

48 Examining the underlying principles of enquiry-based learning: 42two instances of where learning sessions start and endGeorge Allan University of PortsmouthNorman Powell, Centre for Excellence in Enquiry-Based Learning, The University of Manchester,Scholarly Paper: discipline enquiry / pedagogy

THEME 2 Work as Enquiry

1 Supervising - the ultimate in facilitating enquiry? 19Dr Anne Lee, Centre for Learning DevelopmentScholarly paper: work as enquiry

2 The local practice learning scene investigating enquiry in the workplace 20Dr Margaret VolanteCentre for Research in Nursing and Midwifery Education, University of SurreyScholarly paper: work as enquiry

4 How nursing professionals learn 21Pam Smith and Helen Allan, EIHMS University of SurreyWorkshop: work as enquiry

6 Phenomenological inquiry into professional practice and learning 22Josie Gregory Senior Lecturer in Management Learning, School of Management, University of SurreyWorkshop: work as enquiry

8 Reflecting in a complex world: developing a repertoire of models to work with the 23complexity encountered in the professional worldJulie-Ann MacLarenEuropean Institute of Health and Medical Sciences, and SCEPTrE Fellow, University of SurreyWorkshop/professional enquiry /work as enquiry

16 Preparing to work in the creative industries: individual genius or teamwork? 26Anne Wealleans, Faculty of Art, Design and Architecture, Kingston UniversityWorkshop: work as enquiry

25 Enquiry learning for academics and academic workplace development 31

Sibyl Coldham and University of Westminster Complementary Therapies Scheme of coursesInteractive enquiry workshop: work as enquiry

31 Re-imagining a performance of theory and learning 34Caroline Ramsey, Practice Based Professional Learning CETL and Centre for HR and Change Management,Open UniversityInteractive Workshop: work as enquiry

37 Collaborative inquiry as social construction 37Peter Critten, Middlesex University Business SchoolScholarly paper: Work as enquiry


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THEME 3 Student Voice

5 The power of audio-diaries to capture practice learning in midwifery 21Gina Finnerty, CRNME, European Institute of Health and Medical Sciences University of SurreyScholarly paper: student voice

9 Appreciating good teaching and learning: students' as partners in a University-wide Appreciative Inquiry 23

Kathy Jones and Gabby Scholk University of Surrey Students UnionStorytelling: student voice

10 New partnerships in enquiry: Tales of a student networker 24Sarah Cambell, Year 2 Psychology Student University of SurreyStorytelling: student voice

11 Rich stories of enquiry Learning: students views of the world of enquiry 24Natacha Thomas (year 2 law student) and other student story tellersNorman Jackson and Jo Tait, SCEPTrE, University of SurreyStorytelling: student voice

12 The CoLab story : the role of enquiry learning in the invention of a new student-led enterprise 25Rob Sharpe, John Kavanagh, Mingyen, Claire Webster, Tony Mackelworth (CoLab Team)University of SurreyStorytelling and interactive professional enquiry

15 How did students talk about the problem? The problem as a provoker of a liminal space. 26Terry Barrett, Centre for Teaching and Learning, University College DublinScholarly paper : student voice

36 First-year students talk about learning and inquiry 36Robert Petrulis and Philippa Levy, CILASS: The Centre for Inquiry-based Learning in the Arts and SocialSciences, University of SheffieldWorkshop: student voice

41 Ambassadors for Inquiry The CILASS Student Network one year on 39Tim Fiennes (Student Co-ordinator, CILASS Student Ambassador Network) andSabine Little, University of SheffieldScholarly paper: student voice

46 Developing the developing developers: An EBL approach to educational development 40Karen ORourke Centre for Excellence in Enquiry-Based Learning, The University of ManchesterGreg Tinker CEEBL Student Sabbatical Officer 2006-7Mary Sattenstall CEEBL Student Intern - Medical and Human ScienceLouise Goldring CEEBL Student Intern - HumanitiesJamie Wood CEEBL Student Intern - HumanitiesKate Maull CEEBL Student Intern - Life SciencesPresentation/workshop : student voice

47 Learning to enquire about the experiences of mental health service users: promoting 41Service User involvement in enquiry based learningClark Davison,Megan Earl-Gray, Emma Harding, Mia Harrison, Sally Morgan, Tamsyn Packman,Gillian Roose and Anna Tickle, University of SurreyPresentation interspersed with discussion: student voice, discipline enquiry and work as enquiry.

THEME 4 Using Technology to Facilitate Collaborative Enquiry13 Developing academic and transferable skills through enquiry-based online task 25Marga Menendez-Lopez, Department of Languages and Translation Studies, University of SurreyScholarly paper: disciplinary enquiry, pedagogy and using technology

14 Introducing voting systems to encourage more enquiring student engagement in lectures: 25Work in progress - the unfolding story of a significant institutional change projectVicki Simpson, Paul Burt (E-Learning Unit) Peter Robinson and Osama Khan (School of Management). University of SurreyWorkshop: using technology

18 Pre-Seminar and Seminar Online Writing in English Literature 28Duco van Oostrum, School of English/CILASS Academic Fellow, University of SheffieldWorkshop: discipline enquiry/using technology19 Drop a pebble, surf the wave: embedding IBL at undergraduate foundation level zero 28

Tim Herrick and Willy Kitchen, Institute for Lifelong Learning, University of SheffieldWorkshop; discipline enquiry / pedagogy / using technology


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20 I-lit and e-learning : engaging the learner at a distance using information literacy and electronic resources 29Ruth Hunn and Malcolm Elder, Information Specialist, Science, Cranfield University (Defence College ofManagement and Technology)Scholarly paper: information literacy / using technology

21 Technology by design: exploring LAMS and design for inquiry-based learning 29Philippa Levy, Sabine Little, Ola Aiyegbayo, CILASS (Centre for Inquiry-based Learning in the Artsand Social Sciences) University of SheffieldWorkshop: using technology

28 Enquiry through blogging. So many questions, so little time 31Emma Purnell, University of WolverhamptonScholarly paper: pedagogy / using technology

49 First Contact: Boldly going where others should not seek to follow 42Pauline Brooks Liverpool John Moores UniversityPresentation/performance: using technology


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Learning to Learn through Supported Enquiry Symposium (L2L)Tuesday June 26th 9.00-12.00 AC Lecture TheatreChair: Dr Bill Hutchings, Director, CEEBL University of Manchester

Learning to Learn through Supported Enquiry (L2L) is an FDTL5 project which started in January 05 and is dueto complete in July 07. The aims of the project are To improve student learning by deepening the learning experience to emphasis intentional learning to learn

so enabling students to become self directed learners. To support staff as they evolve conceptions and practice in teaching and learning that are enquiry based and

to map lines of development between current and more enquiry based practices. To enhance knowledge of how to transfer educational developments through an evolutionary approach to

introducing enquiry processes.

In this symposium we will illustrate the genesis of the project; map our conceptual understanding of EBL; sharestories of enquiry based learning in three disciplinary settings; talk about our learning from the project and showhow participants in the project have moved forward into new cycles of enquiry and development.

9.00 L2L overview: where did we start?Paul Tosey, Project Director L2L

9.30 Theoretical conceptions: what do we mean by learning to learn andenquiry based learning?Mary Dickinson, L2L Project Manager

10.0 Invitation to dialogue with leaders of three applications of enquirybased learning at Surrey (includes coffee at 11.00)

How can we develop dietetics tutors as facilitators to support enquiry and problembased learning?Kath Hart, School of Biomedical and Molecular Sciences & SCEPTrE Fellow

How do nursing students understand enquiry based learning and is it important?Allison Wiseman & Jacqui England, European Institute of Health & Medical Sciences

How can we support hospitality students to reflect on their enquiry-rich practice?Peter Alcott, School of Management & SCEPTrE Fellow

11.30 Synthesis: what have we learned from the project and what newcycles of enquiry are emerging?Juliet McDonnell, L2L Project Manager

12.05 Finish

12.15 Final conference plenary

1.00 Lunch


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Facilitating collaborative enquiry master classesTuesday June 26th 14.00-17.00 & Wednesday June 27th 09.00-12.00AC Building

To facilitate is "to make easy or easier." One who facilitates is one who makes it easy for others tointeract, discuss things, learn and generally do what they have to do. This applies to simple everydaysituations like when someone says in a meeting why dont we do this? as a way of encouragingothers to share their views and opinions, and in a more profound way when someone engages ateam or group in a planning process which requires everyone to be engaged and involved in ideaforming, evaluative discussion and decision making for action. A facilitator thinks through proceduresand formats that enable a group to gather and share cumulative insights, to order them, and then todecide on a course of action that has consensus and commitment backing it.

We live in a world of huge social and technical complexity and every day the level of complexity andthe challenges of working with complexity increase. The organisations we work in also become morechallenging as systems are designed and implemented which seem to treat the world as an orderedand predictable place when we know that this is far from reality. Everyday we are confronted by

problems within our organisations that require us to work with others to create solutions, which ofteninvolve or impact on people we dont normally work with and which require buy in and persuasion toimplement. Learning for a world of complexity requires us to learn how to work collaboratively withothers and the ability to facilitate others is an integral part of collaboration in complex and challengingproblem working environments and situations. If the development of facilitation skills is important fortodays professionals it must be even more important for our students who will work and learn in aworld far more complex than we can imagine.

The idea of the master class sessions is to introduce participants to a range of techniques andcontexts for facilitation that they may not have come across before. The three hour sessions providesufficient time for people to both experience a technique and try it out for themselves. We have triedto bring together a diverse group of people some of whom earn a living from facilitating groupprocesses in business and industry and others who are teachers, change agents and facilitators in

their institution.

There are six master classes to choose from: Collaborative, inquisitive and appreciative inquiry: Richard Seel Creative thinking and problem working : Fred Buining Exploring with wiki: Maja Jankowska & Mark Gamble Stand-up comedy and the seminar:

Teaching - an Improvisers art: Kevin McCarron Making meaning: the art and science of concept mapping: David Hay Facilitating in the midst of cultural diversity: Catharine Slade-Brooking

Each session will run twice between 14.00-17.00 on June 26th

and 09.00-12.00 June 27th

.Participants will be able to choose two out of six workshops and groups will be no larger than

15 people.

All the sessions will be supported by a written Guide to this form of Facilitation and parts of thesessions will be filmed with the intention of creating a wiki to host short film clips of facilitators inaction.


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Guildford adventure evening of June 26th 19.00 22.00

The Guildford adventure has been created by Russ Law, author of Get a life: an introduction toexplorativity. Its purpose is to provide an enjoyable, recreational, social and mildly challengingexperience through which participants can undertake some light exercise and discover things theydidnt know about Guildford in the congenial company of fellow adventurers.

The explorativity walk (jogging is permitted) operates on the principle that participants have thefreedom to decide how to do it, who to do it with and what they want to gain from it.

The walk proceeds on two parallel levels: questions and tasks. The first level is provided by thetraditional treasure hunt elements of the trail, with specific answers to be found to a range ofquestions or clues (some of a cryptic nature), by visiting the staging points en route and thensearching and cogitating, individually or in conference with the team.

The other level requires participants to carry out certain activities, and engage in enquiring, co-creative processes, which are of a less predictable nature and consequence. Some of these may bechallenging, in that they demand some motivation from participants to go beyond their normal levelsof interest and comfort. (By definition, being explorative means going beyond limited or routinehabits.)

By the end of the walk, regardless of whether there are any material prizes, the hope is that thosewho did it will have been able to gather something that will be of use to them an idea, someinformation, a connection, a friendship, a new way of perceiving themselves or others, or simply afeeling of having achieved something small but enjoyable through the flow of experience.

In our studies we found that every flow activity, whether it involved competition, chance or other

dimensions of experience, had this in common: It provided a sense of discovery, a creative feeling oftransporting the person into a new reality. In short it transformed the self by making it morecomplex. In this growth of the self lies the key to flow activities.Csikszentmihalyi, M (1990) The Psychology of Optimal Experience. NY. Harper Collins.

Russ Law

Get A Life An Introduction To Explorativitywww.lulu.com

Explorativity blog:http://russellklaw.blogspot.com


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Session descriptions

1 Supervising the ultimate enquiry?Dr Anne Lee, Centre for Learning Development, University of SurreyScholarly paper: work as enquiry

Arguably our postgraduate research students are the sectors most valuable assets. But is the type ofsupervision they are receiving appropriate for the world they are entering? Do we want our PhD students orthose studying professional or practitioner doctorates to become academics, policy makers, senior industrialists,researchers or highly qualified professionals?

The Roberts agenda has raised the profile of the skills agenda. Employability sits in one corner defined as theutilitarian view opposite proper curiosity-driven research. Barnett (2000) suggests that research skills are vitalin a world of supercomplexity. The cultural backgrounds that our students are coming from are diverse and theirexpectations complex. They may carry out their enquiries within organisations, for employers or for governments.These all add to the pressures on the supervisor.

There are co-supervisors, supervisory teams, advisors and supervisors of students taking professionaldoctorates will have complex relationships with employers.

From a phenomenological review of the literature, this paper proposes different concepts of postgraduateresearch supervision and suggests that the predominant concept of research supervision will affect the type ofstudent that emerges. This extends the work of Brew (2001) on concepts of research itself and redefines thework of Pearson and Kayrooz (2004).

The paper provides a neutral framework for examining postgraduate supervision. It identifies different models ofsupervision which either the University or the individual may hold and questions whether that view wittingly orunwittingly creates a particular type of experience or student. The seminar will include updates of thecontinuing research into this subject which has been carried out from the Centre for Learning Development at theUniversity of Surrey.

The different models examined include the ubiquitous l ist of functions which the supervisor has to attend to (eg:Cryer 2000, Taylor 2006). This model can be extended to create a PhD factory. There is a qualities modelwhich may be used by the untrained supervisor and subliminally be used for recruitment. The mentoring processis well explored in literature outside PhD supervision and increasingly within it. The enculturation and discourseliteracy approach may appeal to those supervising international students but with what consequences? Thecritical thinking model can be either nurturing or confrontational. The quality, effect and expectations of thedeveloping relationship between supervisor and student is explored and proposals made for further research.

The presentation will include analysis of research carried out with PhD supervisors in both the arts and sciencesand will contrast theory with practice.

Do these models exist? Do they produce different types of students? Do we need to look afresh at thecontinuing professional development that we offer postgraduate supervisors?

ActivitiesPresentation interspersed with opportunity for discussion followed by general discussion.

References

Barnett, R. (2000). Realizing the UniversityBuckingham: SHRE/OUBills D (2004) Supervisors Conceptions of Research and the Implications for Supervisor Development.International Journal for Academic Development Vol 9 No 1 May 2004 pp 85-97 RoutledgeBrew A (2001) Conceptions of Research: a phenomenographic study. Studies in Higher Education. Taylor andFrancisCryer P (2000) The research students guide to success. Buckingham. Open University PressPearson M and Kayrooz C (2004) Enabling Critical Reflection on Research Supervisory Practice. InternationalJournal for Academic Development Vol 9 No 1 May 2000 pp 99-116Taylor S and Beasley N (2005) A handbook for Doctoral Supervisors. Abingdon. RoutledgeWisker G (2005) The Good Supervisor. Basingstoke Palgrave Study Guides. Macmillan


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2 The local practice learning scene investigating enquiry in the workplaceDr Margaret VolanteCentre for Research in Nursing and Midwifery Education, University of SurreyScholarly paper: Work as Enquiry

If higher education is to learn from work as enquiry the question arises how do teachers and learners in thework place do facilitating enquiry and what does it produce? In my doctoral programme I considered learning a

process of interaction, through the actions and activities of individuals involved in workplace learning of one yearcommunity nursing specialist practice top up degree . Ethnomethodology provided a methodological orientationto describe and understand how such interaction is organised and the structuring methods used by participantsto make reality of learning in the workplace. I used an interpretive textual analysis to investigate the naturallyoccurring products, a professional practice profile, of the interaction for possible differing orientations of a locallearning scene. How the local learning scene is understood is determinate of the work of the participants in co-producing and shaping the interaction and any incremental development of the context. Five accessible profilesconstituted a written text of observable evidence: a repository of selected products which could reveal how thepractice learning processes, and within it facilitative enquiry, is structured.

The findings show two patterns of orientation to the local practice learning scene:

A learning practiceis constituted through making practice a learning process and the engagement of the learnerin a scholarly practice (how it is learned) that uses experiential and external resources to develop professional

knowledge.Public institutionsis constituted through a process of support and self surveillance that produces the necessaryevidence of practice activity (what is learned rather than how it is learned) to meet the required learningoutcomes of the degree programme. The conference provides an opportunity to present these orientations andthe resources produced to explore work as enquiry.

Activities20 25mins presentation of paper25 30 mins conversation and discussion to explore following:How can higher education use such findings to support learner enquiry in the workplace?

Whilst the methodological orientation offered by ethnomethodology was used as a research tool to investigatethe local practice learning scene, do tools for interpretive analysis of text and talk have a place in facilitatingenquiry in higher education? Could the use of these tools possibly enhance learner understanding, for example,of others and their own professional action in workplace settings? What are the implications for higher educationtreating work as enquiry? Eg How do we know work is enquiry? What are its design and methods, how is itresourced and supported, what are its outcomes and how can these be recognised and accredited withinprogrammes of higher education?

3 Enquiry-based learning: generic methodologies for learning via the world of workDr Olwyn Westwood & Professor Frank Hay, European Institute of Health and Medical Sciences, University ofSurreyWorkshop: disciplinary enquiry / pedagogy

Within University of Surrey, many degrees programmes have a strong focus and application to industry and/orpublic services that prepare students for the world of work. The use of enquiry-based learning, a derivation ofthe problem-based learning methods used in medical education, will be explained and discussed. Students are

guided by a facilitator, to identify the learning outcomes needed to solve the problem. This methodology isgeneric and may be used in any academic discipline where problem-solving is a required transferable skill. Thesession will be interactive session where delegates will be asked to work in groups to use problems in their areafor learning. In addition the Pendleton rules will be introduced which are used to encourage professionalism inself- and peer feedback.

Activities15 minutes: Olwyn explaining the use of problem / enquiry-based learning & Pendleton rules15 minutes: Group work preparing problems they might use in the learning environment15 minutes Feedback discussion5 minutes (overflow time)


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4 How nursing professionals learnPam Smith and Helen Allan, European Institute of Health and Medical Sciences, University of SurreyWorkshop/discussion: Work as enquiry

Using data from a study exploring leadership for learning in the new NHS, we will use the case of nursing toexplore how professionals learn. Four key themes have arisen from the literature and early data collection in thisstudy:

1. Changes in clinical leadership2. Evaluation of the move to higher education in the 1990s3. The nature of professional learning in nursing4. Student nurses learning experiences.

Historically student nurses were the primary care givers as well as learners in wards. estimated 75% direct careused to be given by students in the 1970s and trained nurses taught and students learned while they worked(Fretwell 1982); at least until the curriculum reforms of the 1980s and the introduction of supernumerary practicefor students with the Project 2000 curriculum, when student nurses started to work in a supernumerary capacity(Wilson-Barnett et al 1995; NMC 2004). The introduction of subsequent curricula (UKCC 1999; NMC 2004) led todebates about fitness for practice and competency among student nurses and trained staff (NMC 2005) as wellas continuing differences in opinion about the place of nursing in higher education institutions (HEIs) (Altschul1992; Draper 1996; Lahiff 1998)). However in addition to these changes in nursing curricula and the location ofnurse education, the placement experiences for student nurses, especially the structures of ward management

have radically altered since the NHS Plan (DH 2000).

In this workshop, we will explore the three questions posed by the conference theme Work as enquiryusingpre-registration nursing education as a case;

whether the higher education setting is congruent with and values professional learning; how different ways of learning and forms of knowledge are valued by students, their teachers and

mentors and how students make sense of the distance between clinical placements and higher education.

ActivitiesPresentation to share the study data 10 minutesDefining the questions the participants wish to address in the discussion 10 minutesDiscussion will be stimulated through reflecting on extracts from the study data 20 minutesParticipants will

1. Consider the nature of professional learning in a range of contexts.2. Evaluate the position of professional learning in higher education

5 The power of audio-diaries to capture practice learning in midwiferyGina Finnerty, European Institute of Health and Medical Sciences, University of SurreyScholarly paper: student voice

Fifteen student midwives recorded their experiences of learning and support in clinical practice for ten days inaudio-diary format as part of a national midwifery education project (Pope et al, 2003). The diaries havesubsequently been analysed within a narrative analysis framework to capture the voice of the learners, whodescribed the challenges inherent in learning and acquiring the craft of midwifery (Finnerty and Pope, 2005).

Discourse analysis was used to interrogate the data. This method enabled discovery of pattern and order in

everyday language-in-use. Unique information emerged within students individual interpretive repertoires.Metaphors often alluded to student midwives feeling excluded and peripheral, for example, feeling like a fish outof water in theatre or a dogs body on the ward (Froggatt, 1998). One student midwife described gettingtongue-tied during an antenatal booking and another found delivery suite a baptism of fire. Expectationsand reality were rarely congruent and learners therefore appeared to use strategies of containment to reduce theanxiety connected with learning to care (Bion, 1962). Students realities of coping in complex practiceplacements sometimes led to raw linguistic expressions and swearing, particularly following emergencysituations. For example, one student in the second year of a midwifery degree programme said:I shat myself when she recognised difficulty in delivering the shoulders of a baby during the second stage oflabour.

The intention of this presentation is to promote discussion around the need for new styles of cognitiveapprenticeship which promote deliberative learning and assist the surfacing of the learners voice. Extracts fromthe actual diary data will show the power of audio-diaries for recording real world practical learning in the

workplace where tensions, anxiety and vulnerability of students are seldom vocalised.


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ActivitiesPresentation followed by discussion.

ReferencesBion WR (1962) Learning from Experience. London: Heinemann.Finnerty G, Pope R (2005) An exploration of student midwives language to describe non-formal learning inprofessional practice. Nurse Education Today. 25: 309-315

Froggatt K (1998) The place of metaphor and language in exploring nurses' emotional work. Journal of AdvancedNursing;28(2):332-338.Pope R, Graham L, Finnerty G, Magnusson C. (2003) An investigation of the preparation and assessment ofmidwifery practice in a range of settings.Guildford: University of Surrey.

6 Phenomenological inquiry into professional practice and learningJosie Gregory, School of Management, University of SurreyWorkshop: Work as enquiry

We tell stories because in the last analysis human livesneed and merit being narrated. Paul Ricoeur

The session aims To offer an experience in phenomenological enquiry; a particular form of deep subjective enquiry. To transfer skills of personal phenomenological enquiry to engagement with students

`phenomenologically.

Phenomenological enquiry is the study of structures of consciousness as experienced from the first-person pointof view. The central structure of an experience is its intentionality, its being directed toward something, as it is anexperience of or about some object. An experience is directed toward an object by virtue of its content ormeaning (which represents the object) together with appropriate enabling conditions. Phenomenological enquiryis done to obtain phenomenological understanding. This is not primarily gnostic, cognitive, intellectual, ortechnical --but rather it is pathic, that means situated, relational, embodied, enactive.

By exploring a deeply held interest or curiosity about the links between our purpose and sense of identity withour actions or practice. This practice can be our learning, our research, our job, or our engagement with

professional learning.ActivitiesThe exploration will take the form of a general introduction to the approach followed by dyadic work, where eachin the pair will do a monologue for 15 minutes and 5 minutes feedback on their chosen subject.

At least two dynamics will operate during this exercise: the phenomenological narrative which raises toconsciousness deeply help beliefs and attachments to the chosen subject and the deep listening to understandthe intentionality of the narrator and their interpretive frame. Both say much about how learning and themotivation to learn (or not to learn) occurs in the deepest recesses of consciousness.

Some theory of Hermeneutic Phenomenology will be sprinkled throughout the workshop so that it sits lightly withthe participants experience in the enquiry. Concepts will be explored, such as practice as pathic knowledge;practice as tact; embodied knowledge; (We discover what we know in our embodied being), intuitiveness andperceptiveness as a quality of tact. These are all qualities used in complex learning that is rich and holistic.

Outcomes: hermeneutical phenomenological enquiry allows learners and practitioners to engage with alldimensions of knowing; experiential, imaginal, propositional and practical from a pathic place meaning from aplace of passion, general mood, sensibility, a felt sense of being in the world. Such complex knowing is lived,rather than just retained in the mind.

7 Practical Implementation of Enquiry Based Methods for Teaching in Electrical EngineeringVaios Lappas, Surrey Space Centre, University of SurreyScholarly paper: Disciplinary enquiry / pedagogy

Enquiry based methods allow for greater interaction between students and teaching staff and can result inachieving better understanding of complex subject in many fields, including electrical engineering. The paper

presents an example of using enquiry-based techniques adapted for a module in Space Mission Design for level2 students in the School of Electronics at the University of Surrey. A satellite model is used in a practical set oflectures to complement regular theoretical lessons on how to design a space mission and understanding the


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main principles of spacecraft subsystems. Preliminary results from the implementation of the new enquiry basedmethodology shows students being able to engage in a critical thinking process which allows them to understandand use theoretical knowledge on the subject based on their practical work. Furthermore, plans are discussed toimplement enquiry-based methods for wider use in the Electronics Engineering curriculum in conjunction withdeveloping new practical/enquiry based lecturing material.

Activities

Presentation about 25mins followed by facilitated discussion

8 Reflecting in a complex world: developing a repertoire of models to work with the complexityencountered in the professional worldJulie-Ann MacLarenEuropean Institute of Health and Medical Sciences and SCEPTrE Fellow, University of SurreyWorkshop/professional enquiry /work as enquiry

Individual reflection and reflective discussion with colleagues about practise have become important notionswithin professional practise (hln and Segesten 1998). They form an important strand of professionalsocialisation within work based learning, providing a focus for both formal and informal continuing professionaldevelopment activities.

Teaching and coaching of reflective practices is dominated by exposure to prescribed models of reflection withinuniversity-centred activities. Whilst such models can provide a clear framework to guide reflective thinking, theyoften bear little relevance to reflective enquiry within the practise setting, resulting in reductionist rather thancreative reflective practises, where experience is fitted rigidly to prescribed models, rather than acknowledgingthe tacit reflective frameworks of individuals and using them creatively to perceive the nature of experience andimprove future practice (Johns 2002). Ultimately this may account for the cultural and organisationalimpediments reported in exporting these models from the classroom into practice areas (Driscoll 1994, O'Connorand Hyde 2005), where models of reflection are seen as a one size fits all solution to reflection about practice.

Within this short session, based on a one-day workshop for health care mentorship students, participants will beasked to challenge and share their own experiences of using reflection for practice improvement. By developingtheir own models of reflection and reviewing those of others, participants will be enabled to deconstruct thenotion of reflection and re-build meaningful reflective frameworks, expanding upon the heuristics of their owndaily practice, and incorporating that of others to create a range of reflective approaches to explore present, andimprove future practice.

ActivitiesThe session will utilise small group discussion and preparation of poster presentations which will be available forviewing and comment by the larger conference cohort, and editing by group members throughout the remainderof the conference. The resultant models may be photographed and included in any online conferenceproceedings.

ReferencesDriscoll, J. (1994) Reflective practice for practise. Senior Nurse,13(7), 47-50.Johns, C. (2002) Guided reflection: Advancing Practice, Blackwell Science, Oxford.O'Connor, A. and Hyde, A. (2005) Teaching reflection to nursing students: a qualitative study in an Irish context.Innovations in Education and Teaching International,42(4), 291-303.hln, J. and Segesten, K. (1998) The professional identity of the nurse: A concept analysis and development.

Journal of Advanced Nursing,28(4), 720-727.

9 Appreciating good teaching and learning: students' as partners in a University-wide AppreciativeInquiryKathy Jones and Gabby Scholk University of Surrey Students UnionWorkshop: student voice

Appreciative Enquiry is a process of enquiry-rich conversations designed to allow participants to consider andreflect on positive aspects of their experiences in a way that those involved can discover more about that whichis good. Following its participation in the Higher Education Academys Change Academy, the University of Surreyundertook an Appreciative Enquiry between February and March 2007 aimed at encouraging staff and studentsto share stories of their very best experiences of learning and teaching. Students were partners in this process.

They were involved in the initial visioning and planning, in the training of interviewers, as interviewers andinterviewees and in the event where the results of the process were considered and future actions planned. Thiswas a novel experience for the university and in this session we will tell the students story and consider


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the results, benefits, challenges and potential effects of such a powerful process. We will also aim to giveparticipants a flavour of what its like to be involved in Appreciative Inquiry and encourage discussion about howsuch an approach might be used in their own contexts.

ActivitiesInteractive workshop: part story telling, part experiential workshop and discussion.

10 New partnerships in enquiry: Tales of a Student NetworkerSarah Cambell, Year 2 Psychology Student University of SurreyWorkshop: student voice

The concept and practice of Student Networkers is being developed in collaboration with the Surrey Centre forExcellence in Professional Training and Education. They are integral to the co-creation and implementation ofnew ideas and new partnerships and relationships between students, staff and the University of Surrey.

In this session I will tell my story of the way I have interpreted and enacted the role of a Student Networker. I willdescribe three different enquiry-rich processes Ive been involved in:

A cross-campus- interview-based survey of students interests in and use of technology as marketresearch for a new student enterprise called CoLab

A focus group to help a new Academic Skills unit in the university gain rich perspectives on how it mightwork with students and provide useful services to students. An interactive session using a voting system to gain feedback from third year psychology students who

are currently on their work placement year, on their workplace experiences.

ActivitiesInteractive workshop: part story telling, part discussion focusing on what I and others have learnt, and how thistype of partnership in enquiry approach might be transferred and adapted to other settings.

11 Rich stories of enquiry learning: students views of the world of enquiryNatacha Thomas (year 2 law student) and other students

Stories are a great way of communicating experiences and transmitting complex information in words, imagesand sounds. Story telling2 is as relevant to modern day working, learning and relationship building as it was tomaintaining the cultures of societies in the past and the ability to tell stories is a useful capability for allprofessionals and an important way of enabling students to utilize their creative, imaginary, sense making, playfuland reflective abilities.

In March 2006 SCEPTrE in collaboration with University of Surrey Students Union and SPLASH, organized astory telling competition for students. The primary motives were : 1) to promote the idea that story telling is animportant reflective process 2) to see if students could be engaged in reflection in this way; there is no tradition ofusing this approach at the University and 3) to use the stories to gain insights into how students see andunderstand enquiry in their learning processes. Underlying the approach was the belief that story telling mightenable us to see learning in a holistic way. Believing that changes in students knowledge, understanding,attitude, values, behaviours and capability to do and be are not just based on experiences of learning in anacademic programme, we anticipated that stories of learning through discovery would reveal a more complex

and richer pattern of learning experiences that also drew on non-formal, social and non-academic learningsituations. We wanted to see if students also saw their learning in more holistic ways.

ActivitiesWorking paper / discussion: the session will present the story that emerged from the competition process andencourage discussion about the implications for holistic and whole world notions of enquiry learning and studentdevelopment.

2http://en.wikipedia.org/wiki/Storytelling


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12 The CoLab story : the role of enquiry learning in the invention of a new student-led enterpriseRob Sharpe, John Kavanagh, Mingyen Yu, Claire Webster, Tony Mackelworth (CoLab team of students)University of SurreyWorkshop : storytelling student voice

In September 2006, an opportunity (sadly short-lived) for additional funding to support more imaginative andinnovative ways of supporting the introduction of technology into the university spawned an idea for a mobile

interactive technologies laboratory (CoLab). The idea and the necessary institutional partnerships to support itwere fleshed out in extensive conversations through the autumn and five students were recruited in February2007 to turn the ideas into a real organisation doing and producing real things, facing real world complex learningchallenges and having to solve real world 'wicked' problems.

During the session we will tell the story of how we have brought CoLab into existence and highlighting theimportant role played by enquiry in learning for a complex world.

Activities: conversational presentation in which the story acts as a catalyst for participants questions andprofessional enquiry into the nature of learning in the complex world we have chosen to be part of.

13 Developing academic and transferable skills through enquiry-based online task

Marga Menendez-Lopez, Department of Languages and Translation Studies, University of SurreyScholarly paper: Disciplinary enquiry, pedagogy and use of technology

This is a case study on the implementation of enquiry-based online tasks to a level 1 module in the languagespathway called Introduction to Language Study,. EBL is characterised in the literature as a student-centredapproach that promotes a deep approach to learning. It also explicitly fosters the development of academic andtransferable skills such as team-work, critical thinking, independent learning and information management. Asthis was one of the main aims of the module, together with more linguistic skills for students to become betterlanguage learners, EBL was used as a pertinent method to achieve these objectives.

The module was blended, with a combination of lectures and seminars in the face to face sessions, and onlinetasks delivered through the discussion facility in Ulearn. Apart from limited timetabled face-to-face time, therationale for the online component was not only the flexibility for the students to work both independently andcollaboratively at their own pace on their own time, but also the benefits for certain cases of special needs, whichwill be illustrated. A demonstration of the course will then follow, with excerpts from students related to skillsdevelopment, and student-student and student-tutor interaction.

Finally, evaluation of the course will focus on several aspects: the students perception of their own progresscompared with the evidence from the tasks; the role of the tutor as a facilitator, with a discussion around thequantity and quality of the support provided; the outcomes of the online component in students shier in face-to-face situations; and very importantly, the challenges designing the tasks, which have to be sufficiently open forEBL and sufficiently structured and scaffolded for online discussions.

ActivitiesPresentation and demonstration about 25mins followed by facilitated discussion 25mins

14 Introducing voting systems to encourage more enquiring student engagement in lectures: Work in

progress - the unfolding story of a significant institutional change projectVicki Simpson and Paul Burt (E-Learning Unit) and Peter Robinson and Osama Khan (School of Management).University of SurreyWorkshop: Using technology to facilitate collaborative learning / pedagogy

Lectures are a common form of teaching but are often associated with the tendency to emphasise contenttransmission over student engagement. Although it is possible to introduce active learning approaches into thelecture environment without using technology, the use of an electronic voting system - where students usekeypad handsets to respond to questions - can facilitate this process and offer additional opportunities beyondnon-technical approaches. Advantages include the ability for all students to respond and participate at one timeand when the responses are collated and displayed, to be able to compare their responses to their peers.Teachers also gain instant insight into their students understanding.

As with many technologies, the extent to which this potential is realised depends on how the technology is used:

it can be adopted uncritically and thus have only superficial benefit. The E-Learning Unit and 11 academic staffhave been participating in a pilot project to investigate the effective adoption of electronic voting systems withinteaching. This has involved exploring the role of questioning to help develop ideas and understanding: one of


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the most well-known and adopted methods is Peer Instruction(Mazur, 1997) which uses individuals responsesto questions to stimulate peer discussion. During the project, it also became apparent that many other factorsinfluence adoption, including differences in the physical environment, existing teaching styles, classroom cultureand expectations of the students.

ActivitiesThis session will begin by looking at some of the theoretical principles underlying effective practice: the voting

system itself will be used in the session to promote participation and illustrate different types of use andquestioning. We will also discuss how staff in the pilot have used the voting system within their teaching andreflected on the impact on their practice. Student feedback about this innovation will also be shared.

15 How did students talk about the problem? The problem as a provoker of a liminal space.Terry Barrett, Centre for Teaching and Learning, University College DublinScholarly Paper : Student voice

This paper focuses on how PBL students talked about problems in PBL as provokers of liminal spaces,threshold, betwixt and between spaces, and the practical implications for maximising these liminal space forlearning.

Two teams of lecturers were completing a module on problem-based learning that was part of a PostgraduateDiploma in Learning and Teaching in Higher Education, in a higher education institution in Ireland. The lecturerswere problem-based learning students for the module. The research question for this paper is How did lecturersas problem -based learners talk about the problem? This research is part of a wider doctoral study thatinvestigated how the two teams talked about four of the key characteristics of PBL, namely the problem, the PBLtutorial, the PBL process and learning.

Within the paradigm of social constructionism a critical discourse analysis (CDA) approach was used to analysethe talk of these PBL students.. From analysing the talk of these PBL students, I explore three dimensions ofliminality a knowledge dimension, an identity dimension and a professional action dimension. The PBL problemsin this study provoked liminal spaces between current levels of knowing and new levels of knowing, satisfactionwith current identities and a desire to explore other possible identities, habitual forms of professional action andforms of professional action new to the learner.

The main argument of this paper is that by conceptualising problems as provokers of liminal spaces, educatorswill be encouraged and enabled to maximise their potential for learning. Recommendations for problem-designare discussed.

ActivitiesPaper Presentation: 25 mins (Using student quotations, visual representations of concepts and photographs)Discussion, questions and critique of paper: 10 minsQuestion for discussion How transferable is the concept of the problem as a provoker of a liminal space to youas a student and/or for your students? 15min.

16 Preparing to Work in the Creative Industries: Individual Genius or Teamwork?Anne Wealleans, Faculty of Art, Design and Architecture, Kingston UniversityWorkshop: Work as enquiry

According to the Department for Culture, Media and Sport:

The creative industries are those that are based on individual creativity, skill and talent. They also have thepotential to create wealth and jobs through developing and exploiting intellectual property.i

The Department then lists thirteen areas which constitute the Creative Industries advertising, architecture, artand antiques markets, computer and video games, crafts, design, designer fashion, film and video, music,performing arts, publishing, software, television and radio. But this definition of the creative industries drawsupon the myth of the creative genius. It would be difficult cite an example of individual creativity in any of theareas listed by the Department. Advertising agencies work in teams; architects work in practices which involvedother architects, technicians, designers and engineers; the art market relies on a network of valuers, dealers andauction houses; software is developed by companies which then own the intellectual property rights. A moreuseful model is the creative team, where all those taking part value and respect their own, as well as

contributions from others.

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The session will include the screening of a film and website created for the Creative Industries project atKingston University, where an MA suite which combines creative studio practice modules with modules offeredby the Business School has been developed. Students enrolled on the new MA Creative Industries courses willdevelop their self-awareness by means of personal profiling and sharing perceptions in a supportive workshopenvironment. They will then work alongside creative practitioners on art and design, studio-based courses toproject manage, add another dimension or reflect upon the activity taking place. This is facilitated by means of aLearning Contract, whereby each student takes responsibility for their own learning and manages their own

activities on the MA programme. By taking individual responsibility and recognizing the value of teamworking, thestudents will be well prepared for working in the Creative Industries.

Activities5 minutes participatory session in which the audience reflects individually, then in pairs, on what is meant bythe Creative Industries5 minutes feedback session reflecting on what we perceive to be the Creative Industries and also whether itwas easier to arrive at a definition alone or in pairs.15 minutes presentation which explores the importance of teamwork in the Creative Industries and viewing ofdedicated website on the Independent Group.5 minutes showing of a film made by Anne Wealleans and River House Productions about the sculptor,Eduardo Paolozzi and his work with the Independent Group.5 minutes follow-up questions about the website and film10 minutes outline of approach taken on the MA Creative Industries suite at Kingston University as one

possible approach to developing creative teamwork5 minutes opportunity for concluding remarks and discussion.

1http://www.culture.gov.uk/what_we_do/Creative_industries/. Accessed 30th March 2007.1 Anne Massey, Developing Creativity for the World of Work: A Case Study, Art, Design & Communication inHigher Education, Volume 4, No 1, 2005.

17 Dynamics of a process model - enabling integrated learner development for a complex worldArti Kumar CETL Associate Director and National Teaching Fellow University of BedfordshireWorkshop: Disciplinary enquiry and pedagogy

This workshop will introduce SODiT - an integrated model you can use flexibly to facilitate students through acoherent and continuous process of integrated personal, professional and academic development. SODiT is anacronym for Self, Opportunities, Decisions, information and Transitions: all essential and dynamically inter-linked elements within the model. Engaging students with these elements, using EBL, PDP and careerdevelopment learning approaches, can lead to wide-ranging benefits for students, institutions, employers andfor society at large. Many of us are looking for effective ways of ensuring we provide such wide benefits throughthe curriculum. This workshop does not say why we should but shows how we can.

SODiT is not meant to compete with existing initiatives rather to provide a complementary rationale and aframework within which students can construct personal real-life relevance. The acronym itself well, somethink it is irreverent (my apologies!) and others like it because its memorable and adaptable: you can animate itwith appropriate facilitation within any curriculum, contextualise it to suit your subject field, and students canpersonalise it to suit their circumstances and aspirations, through inbuilt requirements for reflection, analysis andlateral thinking.

The SODiT model can provide solutions for key issues in learning for a complex world: bridging across what seem like disparate and competing agendas such as PDP, employability, career

management skills and academic requirements; meeting the needs of different stakeholders (staff, students, employers); providing a structure for facilitating students through a process (rather than teaching a subject) clearing conceptual confusion, which often acts as a barrier to productive partnerships; delivering holistic learner development leading to lifelong learning and (graduate) employment; integrating learning initiatives that engage both staff and students in PDP-CPD processes.

I will draw on my experience of responding to such issues over the past 10 years, and currently writing a bookon the topic. This session will demonstrate a model that is both theoretical and applied, and its associatedlearning tools have worked in practice with staff and students across many disciplines in different universities.

Activities Welcoming and introductory activities, conceptually and practically exploring the defining features of the

model, creating shared understanding around key terms, concepts and intentions (20 minutes).


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Evaluating practical learning tools and methods associated with SODiT in different contexts (in small groups)20 mins.

Conference Programme Final June 12

Documents

Transcript of Conference Programme Final June 12