Enquiry-based learning Back in January I attended a symposium exploring instances of enquiry-based learning in the engineering-related curriculum. The presentations are now available from the engCETL website. It was enjoyable day with people turning up to share their experiences and learn from others. Participants came from a number locations, including colleagues from Ireland and a visiting Carrick Fellow from Australia. They key impressions that I took away was that enquiry-based learning took a fair bit of planning and persuation (both with students and fellow staff) but that the outcomes were impressive - students raised their game to produce much better, thoughtful outputs - and a lot more fulfilling for those involved.

For more information about enquiry-based learning and related educational theories see:

• James Atherton's definitions
• CEEBL CETL
• Handbook of Enquiry and Problem-based Learning
• Problem-based learning - University of Brighton hosted site, HE Academy Centre for Legal Education compiled resources
• Activity-based learning, also see Macdonald, Janet and Twining, Peter (2002) Assessing activity-based learning for a networked course. British Journal of Educational Technology, 33 (5). pp. 603-618. ISSN 0007-1013

Labels: activity-based learning, CETLs, enquiry-based learning, problem-based learning

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