Approach to learning
The IDIBL approach to learning is based on the following pedagogical model.
The diagram identifies five key elements of the IDIBL approach to learning, and in addition the importance of internet infrastructure. It was informed through 4 years of work developing the Ultraversity project.
1. Personalised learning
Learners identify subject knowledge that is relevant to their own work context and needs. Through a process of negotiation with learning facilitators, the learner develops a set of learning activities recorded as Individual Learning Plans (ILPs) or inquiry proposals.
2. Inquiry-based learning
This methodology has an emphasis on critical reflection on an individual’s work practices and inquiry into their work context. This leads to an inquiry focus that is identified by the student, and an action that is planned, implemented and evaluated with the intention of making a positive impact in their work context.
3. Online community of inquiry
Online ‘community of inquiry’ offers a rich experience of challenge and debate, support, sharing findings, critical feedback, and conversations with invited experts. The facilitation team intentionally create an environment where trust and critical friendship can grow and contribute to the development of the community, anticipating a successful environment for deep learning.
4. Assessment for learning
There are no timed examinations with assessment being based on a patchwork of accumulated elements of work culminating in a critical commentary that accounts for the learning journey in relation to the set module learning outcomes. Students’ academic voice is developed through encouragement to creatively use alternate genre, rich media and technology such as video, audio, websites and blogs.
5. Exhibition for dissertation
Towards the end of the programme, learners are required to construct an exhibition of their findings primarily based upon the final year of their studies but drawing on the whole three-year experience. The exhibition is given to an informed audience identified by the learner, wherever possible in their place of work. Critical evaluation of the exhibition by the audience helps validate their findings.
6. Internet infrastructure
Students are required to develop their understanding of the use of emerging Internet technology for collaboration and learning preparing them for a future of self-directed, life-long learners. Interaction between students and learning facilitators is entirely online with no face-to-face meetings.