Reviews

Photo purchased by author from www.istock.com

Photo purchased by author from http://www.istock.com

Catching up with colleagues!

Initial blog review – claireesb71 – 3rd September, 2014

Your graphical conundrum at Hadrian ’s Wall reflects the proclivities of conducting scholarly searches. I found your ‘musings’ on conducting advanced searches highly informative. In particular your mind map hit me between the neurons. It was my AHA moment! I’ve been trawling the same databases you mentioned with little to no success on unearthing the definitive references in my areas of interest. The mind map highlighted a couple of aspects I’ve not addressed. I’m looking for articles which discuss post secondary education and specifically adults in LLN classes, and realise my search terms for post secondary need to be reorganised – ESL, workplace literacy, vocational, community colleges (hoping more research has been conducted in the USA than Australia). It also reminds me to locate terminology used in the UK for post secondary training and education.

I would like to make one suggestion which relates to the results from your searches. You noted you located 7 articles of interest from the A+ Education search and one article from Pro Quest (even though it related to primary school). Formatting the results you found of interest in a table or listing them would provide your readers with a great resource. Stating level of education it related to would be a bonus to readers interested in this topic, and specifically high school gifted and talented learners.

Thanks for reminding me to construct maps rather than scattered notes.

Initial Blog Review – Gabrielle Mizzi – 22nd  September, 2014 

Hi Gabrielle,

Your blog, in my opinion, is like watching ripples on water. From your initial thoughts and questions which formed the nucleus (that is, point of impact of the stone) of these ripples, and the ripples continued to expand as you revealed the research findings which demonstrated a broader understanding of Inquiry Based Learning. From your research it was clearly evident why you came to pose your questions. I have also utilised your references, Hygate and Lupton, to pursue aspects of my research.

The inclusion of the Glog was highly informative in two ways – one for the information contained and two because I now have a clear understanding of the term and it’s purpose. It is a pity the width of the Glog was just beyond the parameters of this format. I’m wondering if you have investigated how to rectify this issue?

Thanks Gabrielle for a clearly planned blog. I found the use of heading and bullets points very effective in this writing as it resembled the ripples of inquiry, an ever expanding action resultant of your discovery and analysis of new data and material.

Initial blog comments – Sacha – 16th September, 2014

I’ve read your blog a couple of times now, and can clearly visualise your transition from “what the” is IBL to a “penny dropping AHA moment”. Your blog lays bare the phases of learning you experienced at the time of writing, which culminated in your questions. In particular, I am very interested in the literature you located which discusses engagement and age groups. Having worked with adults in LLN programs for a number of years I have anecdotal evidence to support IBL but no hard data to support the learning outcomes.

The inclusion of the Student Ownership Framework is like finding a corner piece to a jigsaw puzzle as it provides me a quick reference for exploring learners’ interaction with the topic/problem when introducing IBL. I found this rubric clarified and demonstrated the progression a learner can experience when undertaking different IBL frameworks. This structure has provided me with a springboard for one of my questions relating to the scaffolding required to effectively implement IBL. The ‘scholarly goal of the activity’ is a guide for underpinning skills which need to be covered to successfully and competently engage learners.

Thank you for exploring these aspects of IBL and I look forward to future blogs.

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