Learning design twofold strategies for teacher-led inquiry and/nstudent active learning

Hernández Leo, Davinia; Moreno, Verónica; Peig Olivé, Enric

Learning design twofold strategies for teacher-led inquiry and/nstudent active learning

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Hernández-Leo D, Moreno V, Peig i Olive E. Learning design twofold strategies for teacher-led inquiry and student active learning. Paper presented at: Teacher-led Inquiry and Learning Design: The Virtuous Circle Workshop; 2013 Jan 28-30; Villard‐de‐Lans, Vercors

Abstract

This workshop paper states that fostering active student participation both in face-to-face lectures / seminars and outside the classroom (personal and group study at home, the library, etc.) requires a certain level of teacher-led inquiry. The paper presents a set of strategies drawn from real practice in higher education with teacher-led inquiry ingredients that promote active learning. These/npractices highlight the role of the syllabus, the importance of iterative learning designs, explicit teacher-led inquiry, and the implications of the context, sustainability and practitioners’ creativity. The strategies discussed in this paper can serve as input to the workshop as real cases that need to be represented in design and supported in enactment (with and without technologies).