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CEEBL event

Academic Year 2009-10

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CEEBL Undergraduate Symposium

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.

Dissemination and Writing for Publication

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.

CEEBL Postgraduate Workshop "Designing Tutorial Exercises: Triggers

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.

Designing Tutorial Exercises: Triggers

CEEBL Postgraduate Workshop: "Group Dynamics"

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.

Group Dynamics

A showcase from the Centre for Excellence
in Enquiry-Based Learning

31st March 2010, 12.0016.00pm
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:

About the Programme

A Showcase from the Centre for Excellence in Enquiry-Based Learning, Norman Powell, Research Associate

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.

(Un)sustainable users in (un)sustainable buildings:
implications for pedagogy, design, policy and the rest of us.
An Interactive Workshop with Ralf Brand

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.

Synchronizing Science and Technology diagram
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.

Writing in the Disciplines

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.

Group Coaching & Leadership Workshop

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.

CEEBL Postgraduate Workshop "Help! I've got a tutorial"

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.

Generative Learning Objects (GLOs) Seminar

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)


"OurSpace" Celebrating Global Citizenship: A project for rural and urban schools

16 December 2009, 12.30-16.00
Presented by Karen Wilson, OurSpace (

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.

Aligning collaborative learning theory with technology

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.

Presentation and support material from 'Aligning collaborative learning theory with technology' workshop


Engaging Students in Learning Statistics

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.

Prof Loek Halman and Prof Paul Dekker
Using Statistics to Examine Civil Societies in a European perspective
European Values Study website:
Assignments for secondary school students:

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

CEEBL Postgraduate Symposium

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.

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)

SIGSE: Challenging our 'green' solutions: a workshop with Ken Webster

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.

EBL in Action: 4th Annual Symposium

25th June 2009
This symposium showcased the CEEBL-supported small projects for the 2008-09 academic year. The even also featured a keynote talk by Alan Jenkins (Emeritus Professor at Oxford Brookes University; Reinvention Fellow at the Reinvention Centre for Undergraduate Research at University of Warwick and Oxford Brookes University; and Consultant for the Higher Education Academy) entitled Undergraduate research and inquiry for all students?

Engaging Students in Large Cohorts

27th May 2009
In an age of 'mass education' how can the more interactive and personalised forms of learning be delivered to large cohorts of students? A number of approaches to this dilemma were shared during this workshop.

Teaching Ethics across the Disciplines

26th May 2009
Facilitated by Chris Megone and Dave Lewis, University of Leeds
This workshop demonstrated and provided examples of how ethics training can be delivered to students from different disciplines, from the Arts to Science and Engineering, with a particular focus on the Life Sciences and Engineering.  It showcased the different teaching methods that can be used (e.g. case studies, interactive lectures, debates) and how this teaching can be assessed, if required.  The potential for cross-Faculty interdisciplinary provision was also explored.

EBL Skills Development and Lifelong Learning

20th May 2009
This workshop focused on how Enquiry-Based Learning can be used as a tool to equip students with the necessary skills for successful life long learning.  This facilitated session drew upon staff and students who have worked with EBL across Faculties and using Cultural Assets.

Writing and Dissemination

13th May 2009
Workshop delievered by Peter Kahn, University of Liverpool
This workshop took a hands-on approach to ensuring wider awareness, understanding and take-up of projects that develop learning and teaching. It began by addressing issues around disseminating such activity, then focused more specifically on dissemination through writing for publication. The workshop also included an initial activity to create a dissemination plan, before taking in exercises on the writing process and where to publish. Participants were encouraged to bring a sample of their writing, whether an early draft or outline, to share in the workshop.

Sustainable Education: Growth, Responsibility, and Positive Change

22nd April 2009
Facilitated by Stephen Sterling, Centre for Sustainable Futures, University of Plymouth
This presentation will look at the concept of 'sustainable education' as change of educational culture appropriate to the times we live in. From exploring the context, theories and implications of sustainable education, the presentation will draw on the experience of the Centre for Sustainable Futures at the University of Plymouth, and of the HE Academy ESD Project, in looking current challenges and ways forward.

Enhancing assessment and feedback: an evidence-based response

March 11th 2009
Presented by Chris Rust, Oxford Brookes University
The importance of assessment, and especially feedback, and its effect on student learning, and their approaches to learning is widely acknowledged in the literature.  But it is also clear, not least from the National Student Survey, that our current assessment practices are generally not very good in this regard.  This interactive workshop provided a theoretical model underpinning the importance of student engagement with assessment, and then proceeded to consider a range of practical examples and case-studies of how to put this model into practice.

Enquiry-Based Learning in Lanuages

26th September 2008
To mark the occasion of the annual European Day for Languages on 26 September 2008, the School of Languages, Linguistics and Cultures (SLLC) at the University of Manchester, in partnership with LLAS, hosted a day-long conference on one of the most innovative teaching and learning methodologies in languages in recent years. Enquiry-Based Learning (EBL) has been growing steadily across all sectors as a way to enhance students' independent learning, encourage intellectual curiosity, develop valuable transferable skills and increase overall motivation. EBL firmly places learners at the centre of the learning experience engaging them in an active role, making them responsible for their own learning and, where applicable, for that of their fellow students. The conference at Manchester explored the role of EBL in language learning and teaching, an area still quite new to EBL and which requires extensive investigation and research.


3rd Annual Symposium: Projects 2007/08

24 June 2008
This symposium showcased the CEEBL-supported projects from the 2007-08 academic year.

PBL in Chemistry: what is the problem?

19 March 2008
This session involved presentations and discussion dedicated to implementing Problem-Based Learnng (PBL) in the discipline of Chemistry.

Academic Writing and Tacit Knowledge

20 February 2008
Presented by Professor Lewis Elton
Prof Elton argued that the development of the academic writing abilities of students cannot be done separately by either discipline or writing specialists: it requires a collaboration of both on equal terms, the former because much of the relevant disciplinary knowledge is tacit, the latter, because the development of writing skills is a discipline of its own. After a brief introduction of the concept of ‘tacit knowledge’, he discussed the nature of words - the basic building blocks of writing - and explore issues of the meaning and use of words, of translation, of the meaning of academic argument and of the assessment of academic writing. In conclusion, Prof Elton suggested that students can perhaps in part learn some of the tacit knowledge from practical experience in the discipline and that enquiry-based learning approaches may be helpful in this.

CEEBL Project Holders Workshop

16 January 2008
This workshop was held for CEEBL-supported project holders for the academic year 2007-08. The project holders discussed topics such as assessment, dissemination, evaluation, groupwork and facilitation.

PBL in Maths & Physics: what is the problem?

14 November 2007
The workshop was comprised of three sessions that were centred around the following themes: 'Shapes and Sizes of PBL', 'Using EBL to improve mathematical skills' and 'Introducing the Problem-based Learning Approach in Physics Education – The Benefits and Obstacles'. The first session looked at a range of choices available when implementing PBL (problem-based learning, a member of the EBL family of methodologies).  How can PBL fit alongside or within existing teaching?  How much time should an activity take?  How can we engage students in thinking about the meanings and implications of their results?  Is there a ready-made template for PBL we can use? The presenters described various types of implementation, commented on their benefits and resource costs, gave examples of maths and physics problems, and discussed how strategies can be adapted to suit existing curricula.

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.

Promoting Effective Teaching/Research Links

3 October 2007
Presented by Mike Bradford & Alan Jenkins
For many of us effective links between teaching and discipline-based research are what makes Higher Education higher. Yet the research evidence is clear that such links are not automatic and need to be purposefully shaped by course teams, departments and institutions. This workshop was aimed at staff with leadership roles at any of these levels. After putting research and teaching links in the more general context of complex change, the workshop involved participants in drawing up a strategy for their individual contexts and presented a range of international strategies for ensuring effective links between (staff) discipline-based research and the university curriculum.

2nd Annual Symposium: Projects 2006/07

Thursday 28 June 2007
This symposium showcased CEEBL-supported projects from the academic year 2006-07.

Critical Thinking: Defining the Concept, Promoting the Practice

28 March 2007
Presented by Susan Jamieson, Faculty of Medicien, University of Glasgow
Many HE institutions claim to produce graduates who are critical thinkers; this is often explicitly stated in institutional or course documentation. It's often less clear how and whether this outcome is achieved. This workshop encouraged participants to explore the concept of critical thinking; and identify means of promoting critical thinking in the classroom.

Reflection: a critical and transferable thinking skill - CEEBL Masterclass

27 March 2007
Presented by Christine Bundy and Lis Cordingley, School of Medicine, University of Manchester
This masterclass was an opportunity for a small, interdisciplinary discussion group with more experience of critical thinking to examine the topic in depth and in the context of Enquiry-Based Learning. Critical thinking and the ability to use reflection effectively are core academic skills and valued transferable skills. Few academics are given explicit instruction on how to develop these cognitive skills as part of professional development and it appears that few teach students how to develop them. This special interest group workshop was an opportunity to consider how best to embed reflective practice in our selves and our students.

Publishing about a development in your own teaching

7 February 2007
Presented by Peter Kahn
This workshop took a hands-on approach to publications on learning and teaching, with exercises on the writing process and where to publish. The process was in part designed to encourage participants to give and receive feedback on their writing.

Making Evaluation Work: Planning a useful approach

13 December 2006
Presented by Professor Murray Saunders
This workshop introduced some of the approaches and tools that are beginning to emerge with the new Centres for Excellence in Teaching and Learning (CETLs) to evaluate the innovative teaching methods being developed.

Engaging Our Students by Linking Enquiry-Based Learning, Learning Journals and Reflective Thinking

8 November 2006
Presented by Dr George Allan, Business, Management, Accountancy and Finance (BMAF) Subject Centre
This workshop was intended for academics in their role as university lecturer/teacher and addressed how we can get people to maximise their learning through the use of Reflective Thinking and Learning Journals. Two main components are: how to develop our students' reflective thinking; and strategies for getting students to Think and use Learning Journals.

Developing 'Graduate Skills' through Problem-Based Learning

25 October 2006
Presented by Jenny Blumhof, Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences (GEES)
Problem-Based Learning (PBL) is both a student-centred philosophy and a teaching method that starts witha problem-query or puzzle that the learner needs to pursue. Students are guided through a learning process that has the potential to be stimulating and challenging. Developing PBL is not problem-free but some additional benefits of PBL are that it is:

Can You Assess Enquiry-Based Learning?

4 October 2006
Facilitated by Val Wass (University of Manchester) and Pat McArdle (Tufts University, Boston, USA)
Assessment drives student learning. CEEBL is at the forefront of promoting Enquiry-Based Learning, but there is little evidence on how this is best assessed. Should we be looking at process or outcomes? The workshop explored these issues and made some suggestions about how to approach assessment of EBL-delivered courses.

Project Symposium - CEEBL Small Projects 2005/06

30 June 2006
This symposium showcased CEEBL-supported projects from the academic year 2005-06.

Learning through Enquiry: Theory and Practice (LTEA Conference)

29 June 2006
This event was the inaugural conference for the Learning through Enquiry Alliance of CETLs.