Enquiry Skills in a Virtual World: Difference between revisions

Becta awarded research grants to a wide range of organisations and across sectors. The grant programme aims to:

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In her foreword to the Department for Education and Skills document ‘Harnessing Technology: Transforming Learning and Children’s Services’, Ruth Kelly encourages the imaginitive use of ICT ‘to engage more learners in the excitement of learning’ (2005, p3). Findings from this research study in the federated schools of Bedlingtonshire Community High School and West Sleekburn Middle School between March 2008 and March 2009 provide evidence that the innovative use of ICT can provide such an outcome.

To study the development of the enquiry skills we created a new environment in Teen Second Life. Here the pupils worked in a virtual learning environment on an island. Within this world, they carried out enquiry-based tasks similar to work carried out in the classroom. This research study compares the differences and similarities in the development of enquiry skills particularly in relation to pupil interaction and independent learning.

* It is possible to demonstrate enquiry skills in a virtual world

* An e-learning approach which requires technical knowledge and support beyond the scope of the ICT support department in school can lead to effective collaboration with external agencies

The enquiry based learning model which provides the framework for this research study is based on sixteen habits of mind (Costa and Kallick, 2000) as well as metacognitive skills and knowledge. This model has been developed in collaboration with teachers and pupils in the federated schools of Bedlingtonshire Community High School and West Sleekburn Middle School since January 2008.

The self-assessment framework takes the form of a module created using Real Assess software. It requires pupils to identify and gather evidence of examples of habits of mind (Costa and Kallick, 2000) and metacognitive skills and knowledge during enquiry based learning tasks. Evidence is in the form of photographs, video, or a voice recording. It is then uploaded into a personal digital portfolio which can be shared with teachers and other pupils.

This research study has three main questions;

Inevitably, there must be scope for recommendations concerning further work, whether they include warnings of the pitfalls involved or actual suggestions as to how we might progress with this research study. Findings and areas for development will be identified at the end of this report.

The research study involved eight pupils who were in Year 8 at West Sleekburn Middle School in March 2008. They are now in Year 9. The sample size appears to be very small however it represents more than ten percent of the year group. It includes four male and four female pupils from across the ability range. The involvement of parents was encouraged however only two pupils did this.

Participants’ experience of Teen Second Life involved four main stages;

Although pupils were asked to reflect on their use of the habits of mind (Costa and Kallick, 2000) and metacognitive skills and knowledge, during and after their enquiries, they also completed a short questionnaire designed to formalise their experiences of Teen Second Life in relation to interaction and enquiry.

# Had you heard of Second Life prior to our visit to Middlesbrough City Learning Centre?

# Had you been on it?

# I can see how we can collect evidence to show we have used enquiry skills in Teen Second Life.

* Two pupils had heard of either Second Life or Teen Second Life prior to our induction and orientation visit to Middlesbrough City Learning Centre

* One pupil had been into either of the worlds (Teen Second Life)

However, it is necessary to state that not all of the eight pupils involved in the research study completed the questionnaire. The sample size for this is seven.

Figure 1: Pupils who had heard of or been on either Second Life or Teen Second Life prior to the visit to Middlesbrough City Learning Centre (n=7)

Figure 2: All pupils enjoyed working in the in-world environment of Teen Second Life (n=7)

Figure 3: All pupils preferred working in the in-world environment of Teen Second Life compared to the school environment (n=7)

Figure 4: Most students stated that they had used enquiry skills in-world (n=7)

Figure 5: Most pupils stated that the in-world learning environment of Teen Second Life has helped them to become more independent learners (n=7)

Finally, most pupils mentioned the collaborative work with Middlesbrough City Learning Centre as a major factor in their success. Indeed, the Centre Assistant Manager made all the necessary administrative arrangements for the research study to take place, and took a lead in the induction and orientation day. This must be recognised here.

It is clear that there are many advantages to exploring the virtual world as an environment for enquiry based learning however there are also a number of potential barriers to progress;

There are also issues related to teachers and pupils. It might be argued that one reason for the success of this research study is its novelty: most students had not heard of or been on either Second Life or Teen Second Life. It was new to them and therefore held their interest. This same issue might prevent a number of teachers from being involved in similar work in the future. Indeed, the project researchers found that there were significant gaps in their knowledge and understanding of in-world functionality and behaviour. This was relieved by the enquiry based learning approach both my teachers and pupils: they were all learning together, with each other and from each other.

The Harnessing Technology Strategy has five high-level outcomes;

By far the most significant impact of this research study is in terms of the improved personalised learning experiences it offered the pupils who took part.

This small scale research study shows that the virtual world of Teen Second Life can increase interaction and the use of enquiry techniques. Ideas for further research and development include;

* Developing the collaborative partnership with Middlesbrough City Learning Centre with a research study focus

Final acknowledgements must go to Mark Mullis at Middlesbrough City Learning Centre and each of the pupils involved in the research study. Mark made sure that all pupils and staff involved in the research study had appropriate access to Smart Island. The pupils took part in the study in their own time, at home, often late into the evening. This must be commended here.

Becta (2008) Harnessing Technology Review 2008, Coventry, Becta