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18 May 2010, 10-16.30
Venue: CEEBL, C24 Sackville Street Building
This one day event will bring together staff and students across the university to discuss and recognise the research undergraduate students are taking part in. This event will give undergraduate students a rare opportunity to present their work to an interdisciplinary audience of students and staff.
The event will begin with a keynote from Alan Jenkins, Emeritus Professor at Oxford Brookes University, a fellow of the Reinvention Centre for Undergraduate Research at Warwick University and Oxford Brookes, and a consultant for the Higher Education Academy on links between teaching and research. The day will also showcase presentations from undergraduate researchers, including CEEBL’s six Undergraduate Research projects. The event will close with an interactive plenary run by the CEEBL Student Interns.
Dr Peter Kahn
12 May 2010, 13.00-16.00
Venue: CEEBL, C24 Sackville Street Building
This workshop will take a hands-on approach to ensuring wider awareness, understanding and take-up of projects that develop learning and teaching. It begins by addressing issues around disseminating such activity, then focusing more specifically on dissemination through writing for publication. The workshop will thus include an initial activity to create a dissemination plan, before taking in exercises on where to publish, the academic basis for writing in this field, and the writing process. Participants are encouraged to bring a sample of their writing, whether an early draft or outline, to share in the workshop. The workshop is aimed at CEEBL small project holders, as well as others involved in developing teaching and learning. It is designed to assist you maximise the impact of project work on learning and teaching.
Dr Peter Kahn co-directs the MA in Learning and Teaching in Higher Education at the University of Liverpool, where he is an Educational Developer. In his earlier role at the University of Manchester he was part of the team that secured the funding for CEEBL. He has written seven books on higher education, including Developing your Teaching (2006) and Collaborative Working in Higher Education (2009), both from Routledge.
28 April 2010, 12.15-16.00
Venue: CEEBL, C24 Sackville Street Building
This workshop is specially targeted at postgraduates who run seminar groups/ tutorials/ small group exercises e.g. Graduate Teaching Assistants, etc., who want to improve their skills as facilitators. This workshop will provide practical training on how to design and deliver EBL-style exercises activities, in particular "triggers", which serve as prompts and encouragements to get students more involved in the learning process. It will demonstrate the effectiveness of EBL as a teaching method and encourage you to use it effectively in your own teaching. It is structured around the EBL process itself – and includes a focus on small group work, facilitation, and independent, as well as collaborative learning.
Presentation:
Designing Tutorial Exercises: Triggers
21 April 2010, 12.15-16.00
Venue: CEEBL, C24 Sackville Street Building
The workshop is specially targeted at postgraduates who run seminar groups/ tutorials/ small group exercises e.g. Graduate Teaching Assistants, etc., who want to improve their skills as facilitators. The workshop will provide practical training on EBL facilitation and small group communication as well as more general tips on overcoming difficulties and improving group dynamics in small group activities. It will provide you with tools and techniques to diagnose how well a group is functioning and effectively facilitate group processes. It will also encourage you to empower your students to take responsibility for and deal with their group issues, such as conflict. It is structured around the EBL process itself; you will learn techniques by doing them. You will have a chance to share your experiences and tackle any concerns or anxieties.
Presentation:
Group Dynamics
31st March 2010, 12.00–16.00pm
Venue: Manchester Business School West
This showcasing event is an opportunity to introduce the Manchester Business School to the types of Enquiry-Based Learning (EBL) that have been taking place within MBS and other Faculties. The showcase will be an opportunity to:
A Showcase from the Centre for Excellence in Enquiry-Based Learning, Norman Powell, Research Associate
Presentations:
Paul Dewick, Manchester Business School
Introducing EBL to second year undergraduate module in organisations, management and technology.
Katja Stuerzenhofecker, School of Arts, Histories and Cultures
Students facilitating and validating peerlearning.
Lindsay Rigby, School of Nursing, Midwifery and Social Work
Making My Experience Count – an experiential Enquiry-Based Learning approach in Mental Health Education.
Wednesday 24th March 2010, 12.00 – 4.00pm
Venue: CEEBL, C24 Sackville Street Building
Presented by Ralf Brand, The University of Manchester
This workshop will familiarise the participants with the concept of a co-evolution between social and technical change in the context of sustainable buildings and cities. Participants will learn about many best- and worst-practice examples from around the world, leading up to a presentation of Brand's experience with a student-led Post-occupancy Evaluation of an allegedly sustainable building in Manchester he organised in 2009. Equipped with such background knowledge, all participants will then be asked to conduct an on-the-spot sustainability evaluation of Sackville Street Building (focussing mainly on energy, water, recycling and mobility) and how its users, janitors, security personnel etc. engage with it. After their 60 minute data gathering mission with digital cameras and notepads the participants will present and categorise their findings and scrutinise their experience for potential implications for pedagogy, design, policy and for their own everyday life.
Participants are encouraged to bring their own digital camera (+ card reader / data transfer cable) to the workshop.
Ralf Brand is lecturer in Architectural Studies at MARC, the Manchester Architecture Research Centre. His area of expertise is the mutual relationship between, generally speaking, the social and the technical. In practical terms, this relates to the way how and why people shape buildings in certain ways and the way how people relate to and behave in these buildings. This approach has proven particularly useful to better understand the performance (and failure) of “sustainable buildings”. Brand's research led to the conclusion that sustainable development requires a “synchronisation between social and technical change” which he developed in his book, which is mentioned as key background document in the UK Government's Foresight Report on Energy in Buildings.
22 March 2010, 12.30-16.00
Venue: CEEBL, C24 Sackville Street Building
Presented by Alex Baratta, School of Education, University of Manchester
This presentation focuses on academic writing from a threefold perspective: the implications for students’ writing development in the US Freshman Composition class, which arguably approaches academic writing from a generic perspective, thus not accommodating a variety of academic ‘majors’; second, the implications for how the essay’s argument (or ‘thesis’) might be taught within the UK context; finally, how students, in the absence of a nationally-prescribed writing class, might come to better understand what is meant by ‘good’ writing within their own discipline, especially given a somewhat generic approach to the subject on Study Skills websites.
Alex Baratta is the director for the Language, Literacy and Communication (LLC) programme in the School of Education. He has created a new academic writing course unit, Introduction to Academic Writing, as well as running the LLC Writing Centre.
Part 1: Wednesday 10th February 2010 - lunch at 12.00pm, workshop from 12.45-5.00pm
Part 2: Wednesday 3rd March 2010 - lunch at 12.00pm, workshop from 12.45-5.00pm
Venue: CEEBL, C24 Sackville Street Building
Presented by Lynn Scott
Group coaching generates significant expansion of the capacity and capability of leaders and their teams. The purpose of group coaching is to help a group to manage itself and move systematically towards goal achievement. The relationship between group coach and the group is a collaborative one. The group coach is not there in ‘expert’ mode but is there to ask questions which prompt the group to develop a greater understanding of the task at hand, and to take responsibility and ownership for the outcome or results.
Whilst an expert is there to impart knowledge and teach, coaching is concerned with supporting and encouraging the process of self-reflection and insight which are deemed to be important metacognitive processes which facilitate goal attainment (Zeus and Skiffington 2002).
A group coach needs a variety of skills – not least the ability to ask searching questions, to challenge and support the group, to manage group dynamics and to encourage a ‘can do’ approach in the group. He or she must have leadership presence and impact.
A group coach cannot learn his or her trade by reading a book. It must be learnt by ‘doing’, reflecting and receiving feedback. Group coaching skills can be used in meetings, as an aid to facilitation and as a way of engaging all types of group.
This highly experiential and participative workshop is run as a live group coaching session so that delegates have an opportunity to experience it first hand as a group member. They will also have the opportunity to practise the skills of group coaching.
Lynn Scott is a group coach for Chief Executives and their teams in a variety of organisations and brings her real world experience and knowledge to the workshop.
10 March 2010, 12.15-16.00
Venue: CEEBL, C24 Sackville Street Building
Taking a tutorial group for the first time can be a daunting experience. Enquiry Based Learning (EBL) is often used in tutorials and other small groups to increase student enthusiasm and participation, and has been shown to lead to better learning outcomes. The tutors’ role in EBL is as a facilitator, setting goals and providing triggers to enable students to complete the task. This workshop is specially targeted at postgraduates who run seminar groups/ tutorials/ small group exercises e.g. Graduate Teaching Assistants, etc., who want to improve their skills as facilitators.
24 February 2010
The seminar intended to demonstrate and investigate the flexibility and pedagogical richness of GLOs and some of the ways in which they may be used within Virtual Learning Environments (VLEs) to support personalised learning.
GLOs, the Pedagogical Underpinning, Eleanor Okell (University of Leeds) GLOs were initially developed within disciplines which have definite answers to questions. However, Humanities questions have a wide variety of answers and students need support in both recognising this and in negotiating the range of possible answers. This does not mean that GLOs are irrelevant because engagement with these learning objectives has led to identification of a powerful pedagogical pattern for use, re-use and adaptation within a number of Humanities disciplines; this is eMI - 'engaging with multiple interpretations'. |
Values and Worth GLOs, Janet Tatlock (University of Manchester) Using the eMI GLO as a starting point the GLO authoring tool has been used to develop three GLOs which introduce students to some of the ways in which they will be required to contribute to scholarly debate at University. This has been partly funded by a CEEBL small project grant and has been supported by colleagues at The RLO- CETL at London Metropolitan University. Through an approach based on Enquiry- Based Learning (EBL) principles students explore the ways in which objects may be invested with value and who or what may determine value. |
Using GLO in an MA Module - Kate Cooper and Jamie Wood (University of Manchester) This presentation describes a project that investigated the utility of a GLO (or GLO-like) framework for an MA module at the University of Manchester. The project was funded by the Higher Education Academy Subject Centre for History, Classics and Archaeology. It aimed to develop a digital learning framework that would help students to engage with and carry out enquiry activities into the numerous papyri fragments that are preserved in the John Rylands University Library at Manchester. We will describe the project and its findings and will report on evaluations which we have carried out with students this winter. |
GLOs in Combined Studies, PhD student(s) (University of Manchester) Combined Studies students at Manchester select two areas of study; each area of study is based around a central discipline but students may select from a range of related disciplines. A number of PhD students have produced GLOs based on the eMI pattern which explore the differing ways in which these related disciplines may investigate an object or concept. This has been funded by the LearnHigher CETL. |
Recent & Future Developments, Tom Boyle (RLO-CETL; London Metropolitan University) |
16 December 2009, 12.30-16.00
Presented by Karen Wilson, OurSpace (http://www.ourspace.uk.com)
The workshop introduced the audience to the work being carried out by Karen Wilson and her team at OurSpace. Their current project involves bringing together children from different cultural backgrounds through residentials and bespoke workshops for schools. As part of their programme for raising children’s cultural awareness, students are asked to consider the following questions:
The programme is targeted at some of the particularly segregated communities in North and West Yorkshire and also Lancashire. It is based on premise that giving children in the latter stages of primary school the chance to interact and make friends with children from different cultural backgrounds will give them a different perspective if they encounter social and/or racist segregation in their social interaction at high school.
To assist the children in answering these queries, the OurSpace team has developed a set of innovative activities that enable the students to explore these topics, e.g. ‘Who do we think we are’, Kashmiri cooking, ‘Sing around the World’ and cooperative team challenges.
The OurSpace programme has existed in different forms for nearly 7 years and during that time has explored a variety of modules to explore identity and diversity in fun but effective ways with young children.
Karen Wilson heads up the OurSpace project. Karen has a BA hons in Theatre, and after a career in performing has used theatre as a medium to teach Ecology at the Devon based “Schumacher college” and as a tool of communication for students with multiple disabilities at the Henshaws School for the Blind and in a variety of similar projects for other schools and community groups. She also ran the groundbreaking intercultural project, ‘Mythbusters’, in North Yorkshire.
9th December 2009
Presented by Adele Aubrey, Mark Jasper and Anna Verges
This workshop was aimed at academics and academic-related staff who wish to use Virtual Learning Environments and other online tools to support enquiry-based learning, collaborative learning and group work. The goals of the workshop were to enable participants to apply key theories of collaborative learning to activity design; appreciate why group work and collaborative learning are important; and select and implement appropriate online tools to support collaboration and group work. The theories that were explored were zone of proximal development, Social Interdependence, Cognitive Development Effect, Connectivism and Cognitive Elaboration Perspectives.
11th November 2009
Statistics has an important place in the research methodologies and knowledge generation of many subjects, including both the social sciences and the sciences. Students can struggle to engage with statistics when they first encounter it, since they do not always recognise the relevance of this to their disciplines until later when they are doing their final year project. There are also potential barriers in students engaging in a technical and mathematical subject when it does not appeal to their interests and skills. Different approaches to engaging students with statistics are presented in this workshop.
Presentations:
Prof Loek Halman and Prof Paul Dekker
Using Statistics to Examine Civil Societies in a European perspective
European Values Study website:
www.europeanvaluesstudy.eu.
Assignments for secondary school students: www.atlasofeuropeanvalues.eu.
Gillian Lancaster
Service teaching statistics to non-statisticians: opportunities and challenges – Case Study: Biological Sciences
Svetlana Tishkovskaya
Service teaching statistics to non-statisticians: opportunities and challenges – 3 Case Studies in Social Sciences
Mark Brown
Encouraging UG sociology students to use secondary analysis of survey data in their dissertations
Alun Owen
Supporting non-statisticians to learn statistics
John Marriott
Using a problem-solving approach in teaching statistics to non-specialists
Colin Steele and Peter Neal
Supporting non-mathematicians doing statistics: the resource centre and other approaches
Peter Neal
Statistics for non-statisticians
21st October 2009
This symposium offered Postgraduate students who are involved in small group teaching the chance to share and discuss their experiences. The symposium focused on improving teaching and learning techniques through enquiry-based learning methods. The event also examined the Teaching Research Nexus, linking research with teaching practice.
Presentations:
Keynote: John Cowan
Presentation (PPT)
My Beliefs about EBL: Amplified (Word)
Safa Jambi
Personal Experience of Facilitating Enquiry-Based Learning in a New Programme (PPT)
23rd September 2009
Presented by Ken Webster
Much of the day’s activities were based directly on Webster’s and Johnson’s book (Sense and Sustainability), and as such the day aimed to make participants think differently around the issues of how education and sustainability come together. Sense and Sustainability demonstrates that most so called solutions like recycling, efficiency and exhortations such as ‘if everyone walked/cycled etc...’ are deeply problematic. The book insists that the education system needs something of a revolution in its approach to green issues to keep pace and to dispel some common myths.
The workshop was an opportunity to
Ken Webster works internationally and is a former teacher and INSET provider. He was also involved for three years in the Economics Education 14-16 Project at the University of Manchester.
PowerPoint presentations and other support material are available for some of the following events upon request. Please contact CEEBL to enquire about archived event information.
The second session looked at how the School of Mathematics has introduced the Mathematical Workshop to their first year curriculum to improve problem solving in groups and individually, written and oral communication of mathematics and familiarity with mathematical software.
The final session looked at the following topics: description of a PBL Physics Course; essential elements of the PBL approach; the benefits of the PBL approach as highlighted by evaluation; and the obstacles to PBL.