Religions & Theology

1. Finding your own Way: Inquiry-Based Learning in Theology, Religious Studies and Biblical Studies Students facilitating and validating peer-learning Anna Snape & Katja Stuerzenhofecker 21 May 2008 Religions & Theology

2. Project Aims to give students the skills and awareness they need to be able to facilitate and engage in peer-learning activities effectively without involvement from teaching staff, including student facilitation of group work and classroom discussions, active participation in peer-learning activities and validation of the outcomes Religions & Theology

3. Evaluation Aims Appreciative Inquiry: • Anna's aim: better to understand her higher achievement on this course than on other courses • Katja's aim: better to understand how to help more students to have Anna's positive experience Religions & Theology

4. Module Content Religion, Culture & Gender • A single module delivered over 11 weeks. • Focusing on cultural aspects of gender within religion e.g. Fundamentalism and the position of women. • Emancipatory focus on gender • Emancipatory learning style and mode of enquiry e.g opportunity for independent research within a prescribed framework i.e. Research Guide to a self selected topic. • Anna's topic “Women in Religious Orders in Catholicism” • Literature review + self-directed visit to Convent Religions & Theology

5. Module Delivery • Lectures with small and large group discussions • Seminars as Student-led Discussions • Compulsory course readings • VLE for course documentation & submission of assignments Religions & Theology

6. Module Assessment Guide 40% Learning Journal 25% Reading Log 25% Self-assessment of Student-led Discussion 2.5% Response to formative assessment of early Learning Journal 2.5% Specific sections of Learning Journal 5% EBL essay equivalent Structured & continuous reflection on learning Group presentation, posing questions & discussion facilitation Opportunity for improvement strategy & reassurance Before/After logs & epistemology question Religions & Theology

7. Benefits of peer-learning • Learning by teaching • Positive & negative experiences of different students Religions & Theology

8. Benefits of peer-learning Contradiction in some students' perception of peer-learning: engaged but not learning Religions & Theology

9. Benefits of peer-learning Peer-learning highlighting peer diversity This embodies diversity in course materials and legitimates different perspectives Religions & Theology

10. Benefits of peer-learning Peer-learning linked to Learning Journal Religions & Theology

11. Student facilitation & active participation in student-led discussions Problem: limited group of active participants linked to quality of facilitation Religions & Theology

12. Student facilitation & active participation in student-led discussions Student self-assessment of facilitation: • many students felt that they had not done a good job • many did not know before the activity what to expect and what was expected • many did not know afterwards how to do it better Religions & Theology

13. Student facilitation & active participation in student-led discussions Problem: controversial course content barrier to active participation? Religions & Theology

14. Student facilitation & active participation in student-led discussions Many students noted that discussions were conducted with respect for others. Many felt that the controversial course content caused tensions in discussion. Some felt that this was constructive. Some felt that the potential for tensions made them hold back. Religions & Theology

15. Student facilitation & active participation in student-led discussions Many students who didn't participate in discussions often had a lot to write in their Learning Journals Religions & Theology

16. Student facilitation & active participation in student-led discussions Solution: emotional intelligence & facilitation workshops? Religions & Theology

17. Religions & Theology and Inquiry-based Learning R&T perceived as traditional academic subject: students surprised by 'innovative' IBL Religions & Theology

18. Religions & Theology and Inquiry-based Learning IBL helps to make real life connections Religions & Theology

19. Religions & Theology and Inquiry-based Learning Briefing on IBL in introductory lecture leading to high self-selection rate: student numbers down by 30% Religions & Theology

20. Religions & Theology and Inquiry-based Learning Briefing on IBL in introductory lecture ensuring buy-in to contents and methods among remaining students Religions & Theology

21. Religions & Theology and Inquiry-based Learning No drop-outs later in the course Most students rated their learning on the course higher and more memorable than on other courses Most would recommend the course in spite of the workload and the unfamiliar learning & assessment style Religions & Theology

22. Religions & Theology and Inquiry-based Learning Insert AS-KS interview slide31 what have we learnt? Religions & Theology