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  • Working paper LbQ ENni Passey

    Final published version, 352 KB, PDF document

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Learning by Questions (LbQ): Outcomes from Uses in Schools in Northern Ireland

Research output: Working paper

Published

Standard

Learning by Questions (LbQ): Outcomes from Uses in Schools in Northern Ireland. / Passey, Don.
Lancaster: Lancaster University, 2019.

Research output: Working paper

Harvard

Passey, D 2019 'Learning by Questions (LbQ): Outcomes from Uses in Schools in Northern Ireland' Lancaster University, Lancaster.

APA

Passey, D. (2019). Learning by Questions (LbQ): Outcomes from Uses in Schools in Northern Ireland. Lancaster University.

Vancouver

Passey D. Learning by Questions (LbQ): Outcomes from Uses in Schools in Northern Ireland. Lancaster: Lancaster University. 2019 Jul 1. Epub 2019 Jul 1.

Author

Passey, Don. / Learning by Questions (LbQ) : Outcomes from Uses in Schools in Northern Ireland. Lancaster : Lancaster University, 2019.

Bibtex

@techreport{384497147e8149b5a5dc49056ba1fc08,
title = "Learning by Questions (LbQ): Outcomes from Uses in Schools in Northern Ireland",
abstract = "This working paper provides a background context to the uses of a specific software resource, Learning by Questions (LbQ), piloted in 6 schools across Northern Ireland, from October 2017 to July 2018. There has been continued use in those schools since the end of the pilot. The LbQ resource has similarities with previous software resources used in schools in the 1990s, called Integrated Learning Systems (ILSs). This paper compares the contemporary LbQ resource with these previous ILS resources, highlighting some fundamental differences that the LbQ resource offers. Case vignettes from four schools provide evidence of outcomes arising in practice. It is clear that uses are affecting and shifting both teacher and pupil behaviours. Importantly, some of these behavioural shifts are not only positively affecting learning and teaching, but also teacher wellbeing. Implications are considered.",
keywords = "Information and communication technologies, ICT, schools, teaching and learning, teaching behaviours, learning behaviours, teacher wellbeing",
author = "Don Passey",
year = "2019",
month = jul,
day = "1",
language = "English",
publisher = "Lancaster University",
type = "WorkingPaper",
institution = "Lancaster University",

}

RIS

TY - UNPB

T1 - Learning by Questions (LbQ)

T2 - Outcomes from Uses in Schools in Northern Ireland

AU - Passey, Don

PY - 2019/7/1

Y1 - 2019/7/1

N2 - This working paper provides a background context to the uses of a specific software resource, Learning by Questions (LbQ), piloted in 6 schools across Northern Ireland, from October 2017 to July 2018. There has been continued use in those schools since the end of the pilot. The LbQ resource has similarities with previous software resources used in schools in the 1990s, called Integrated Learning Systems (ILSs). This paper compares the contemporary LbQ resource with these previous ILS resources, highlighting some fundamental differences that the LbQ resource offers. Case vignettes from four schools provide evidence of outcomes arising in practice. It is clear that uses are affecting and shifting both teacher and pupil behaviours. Importantly, some of these behavioural shifts are not only positively affecting learning and teaching, but also teacher wellbeing. Implications are considered.

AB - This working paper provides a background context to the uses of a specific software resource, Learning by Questions (LbQ), piloted in 6 schools across Northern Ireland, from October 2017 to July 2018. There has been continued use in those schools since the end of the pilot. The LbQ resource has similarities with previous software resources used in schools in the 1990s, called Integrated Learning Systems (ILSs). This paper compares the contemporary LbQ resource with these previous ILS resources, highlighting some fundamental differences that the LbQ resource offers. Case vignettes from four schools provide evidence of outcomes arising in practice. It is clear that uses are affecting and shifting both teacher and pupil behaviours. Importantly, some of these behavioural shifts are not only positively affecting learning and teaching, but also teacher wellbeing. Implications are considered.

KW - Information and communication technologies

KW - ICT

KW - schools

KW - teaching and learning

KW - teaching behaviours

KW - learning behaviours

KW - teacher wellbeing

M3 - Working paper

BT - Learning by Questions (LbQ)

PB - Lancaster University

CY - Lancaster

ER -