Projects matching your search criteria
Improving the PBL Experiences for First Year Nurses
Staff contact with students will be modified to bring about a change in stimulus for learning. Variations in students' backgrounds results in some feeling unchallenged whilst others are confused, discouraged and fall behind. This along with a full curriculum, leads to tutors falling back into a didactic approach to facilitation. The new weekly format will offer an introductory lecture and time for students to undertake some self study before they come together for group discussions around a PBL case.
Project Team: Ingrid Gouldsborough, Elizabeth Sheader Faculty: Life Sciences
Funding year: 2005
Keywords: nursing, pbl, self-study, case, medicine, anatomy, first year, facilitation
Case Study (PDF, 156.2Kb)
Innovative Student Assessment in EBL
The aim of this project is to make students full partners in the teaching and assessment of an EBL engineering mathematics course. The objective is that students will work in small groups using EBL to specialize on a particular part of the course syllabus. They will then teach their specialist part to their peers and formulate a suitable assessment question by which their peers' learning will be gauged. The desired outcome is to empower students' learning through having them experience the entire 'life cycle' of a taught course module, from preparation, through delivery to final assessment.
Project Team: Paul Grassia, Grant Campbell Faculty: Engineering and Physical Sciences
Funding year: 2005
Keywords: assessment, chemical engineering, engineering, mathematics, groups, peer, syllabus, question writing, teamwork
Case Study (PDF, 151.3Kb)
Being a Student: An Ethnographic Perspective
The use of ethnography to teach a course in ethnographic methods exemplifies the project's commitment to a research-led approach to learning. Students will learn about qualitative research methods by researching their own learning and university environment. The approach will identify and challenge the students' own notions of responsibility and learning. In this way, students will learn about ethnography and will become more aware of how their own learning works.
Project Team: Alberto Corsin-Jimenez Faculty: Humanities
Funding year: 2005
Keywords: ethnography, reflection, reflexivity, ethnographic, research, diary, individual, undergraduate, qualitative
Case Study (PDF, 75Kb)
Assessment and Enterprise through EBL
The aim is to development a robust method of assessment based upon the application of enterprise skills to an investigation. It is difficult to devise fair assessment when learning is characterised by a lack of rigid structure as in EBL. The project will develop a guiding structure for EBL assessment. This will provide some guidance and constraint to the lines of enquiry being followed and yet still allow students considerable freedom when making their investigations.
Project Team: Tim Jones Faculty: Engineering and Physical Sciences
Funding year: 2005
Keywords: enterprise, assessment, project, individual, undergraduate, engineering, report writing
Case Study (PDF, 129.6Kb)
Manchester Access Programme: EBL Masterclasses
This project aims to engage non-traditional FE students with the process of enquiry-based learning through a series of masterclasses. The masterclasses will focus on the theme of sustainability and will touch on various curriculum areas. The masterclasses will be facilitated by trained University of Manchester students and will take place in Spring 2006. Year 12 students participating in the masterclasses are involved in a wider series of activities aimed to support and encourage their application to The University of Manchester. Involvement with the Centre for Excellence in Enquiry-Based Learning at a pre-University level will benefit both the institution and the students by better preparing them for the alternative learning and teaching methods practiced at the University.
Project Team: Patricia Clift, Stephanie Lee
Funding year: 2005
Keywords: widening participation, further education, sustainability, pbl, presentation, facilitation, sixth form, inclusion, diversity
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Case Study (PDF, 70.9Kb)
Medical Assessment via EBL
The integration of a new self-assessment function will capitalise on the MedLea Virtual Learning Environment (VLE), which provides online resources for electronic PBL casebooks in order to support EBL. The new function (MAEBL) will enable students to contribute to a sustainable, formative self-assessment resource as well as enhance their own understanding of the subject of study.
Project Team: Andrea Owen Faculty: Medical and Human Sciences
Funding year: 2005
Keywords: medical, medicine, assessment, self-assessment, MedLea, VLE, case, question writing, MCQs, pbl
Case Study (PDF, 70.2Kb)
Embedding Enquiry-Based Learning in the First Year Curriculum
The aim of the project is to incorporate enquiry-based learning in the delivery of the first year curricula of the undergraduate courses of Chemical and Petroleum Engineering. The objective is to promote and develop critical thinking and problem solving skills as well as encourage students to be more independent in their learning by changing the focus of the course delivery from traditional lectures and tutorials in modules to an integrated format of lectures and enquiry-based learning sessions. Students will be given real and stimulating problems to solve as part of a team so that they will be encouraged and motivated to gather information, apply concepts and develop working skills. Learning resources such as lectures material, course notes and IT will also be available for the enquiry-based sessions.
Project Team: Dr Esther Ventura-Medina, Dr Ted Roberts, Dr Leo Lue Faculty: Engineering and Physical Sciences
Funding year: 2006
Keywords: chemical engineering, critical thinking, pbl, first year, problem solving
Case Study (PDF, 83.7Kb)
An enquiry-based student-led project to develop a learning module on cultural competency for patient-centred communication
To develop an enquiry-based student-led learning module on patient-centred cultural competency; to enable Phase 2 medical students to demonstrate awareness of and respect for cultural diversity when communicating in the workplace.
Project Team: Valerie Wass, Maria Ahmed, Jo Hart Faculty: Medical and Human Sciences
Funding year: 2006
Keywords: student led, project, cultural, competency, patient-centred, communication, medical, medicine, diversity, workplace
Case Study (PDF, 578.4Kb)
Development of an Enquiry-Based programme for exploring the scientific method
We will develop an enquiry-based programme that will provide first year students with the skills to critically evaluate the scientific method and scientific knowledge. The programme will be delivered in a series of tutorials, where students will elaborate hypotheses, collect data, and draw conclusions from (sometimes) conflicting evidence. Students will also research databases, give an oral presentation, and write an essay. The course will culminate with a seminar by a leading researcher from outside the University. The programme will help students develop a critical understanding of the facts, and the need for alternative hypotheses, enabling them to grapple more rapidly and effectively with units which require a greater degree of independent thought. We will focus on the question “What is the origin of humans?”, using different kinds of data (e.g. DNA sequence and morphological data).
Project Team: Paula X Kover, Matthew Cobb, Henry McGhie Faculty: Life Sciences
Funding year: 2006
Keywords: scientific, method, critical thinking, evaluation, knowledge, data collection, hypothesis, research, dna, presentation, hypotheses
Introducing EBL to second year undergraduate module Organisations, Management and Technology
By applying a robust EBL method and assessment to 2nd year undergraduate Organisations, Management and Technology, students will learn to apply their knowledge of innovation studies to investigate specific issues. In addition to exercising the students' application of their knowledge, the EBL method and assessment will contribute to their wider intellectual and transferable skills. For example, self-organisation, team work, delegation, presentation skills.
Project Team: Dr Paul Dewick, Evita Paraskevopoulou Faculty: Humanities
Funding year: 2007a
Keywords: MBS, organisations, management, technology, business, assessment, quantitative, qualitative, knowledge, data analysis, teamwork, presentation
Information Technology Management for Business
This project involves the introduction of EBL to new degree, 'BSc IT Management' developed in collaboration with e-Skills UK. EBL will become a core part of the curriculum, through which business will set a problem to be solved by student teams. Students will role-play business and technical roles and seek to deliver systemic solutions that meet the combined needs of business, people and technology. Business partners will participate through setting problems and by acting as mentors for student teams. Students will also use collaboration tools to interact with students from University of Arizona, School of Management and IT.
Project Team: Professor Linda Macaulay, Dr Victor Gonzales, Dr Nikolay Mehandjiev, Dr Ilias Petrounias, Dr Sri Kurniawan Faculty: Humanities
Funding year: 2007a
Keywords: IT, business, management
Life Sciences go to the movies
This project aims to develop problem-based learning exercises based around popular movies to support level 1-3 tutorials in Life Sciences degree programmes. Students will work in tutorial groups to view carefully selected films, discuss their content (with tutor as facilitator). They will then conduct research and meet without their tutor to devise and produce group oral or poster presentations suitable for peer and/or non-scientist audiences, concerning the scientific and ethical content of the film. Examples of suitable films include Awakenings (Parkinson's disease and the ethics of human experimentation) and GATTACA (human genome project and eugenics). It is anticipated that the use of movies as a teaching medium will engage students due to its novelty and entertainment value, will stimulate discussion of a broader range of topics than might be elicited by a conventional text-based PBL scenario, and will act as a stepping stone to criticism of 'more serious' scientific writing.
Project Team: Dr Richard Prince Faculty: Life Sciences
Funding year: 2008
Keywords: film, critical writing, ethics, presentation, pbl, scientific
EBL supporting student dialogue and collaboration across faiths, genders, sexual orientations and other diversities in Religion & Theology
This project aims to support students’ experiential learning of issues and challenges in inter-faith dialogue and other inter- dialogues on course unit ‘Religion, Culture and Gender’. Outcomes include student development of research-based approach to projects, finding complex solutions through group work and harnessing diversity for induction and knowledge creation.
Project Team: Katja Stuerzenhofecker, Elaine Graham Faculty: Humanities
Funding year: 2008
Keywords: theology, religion, gender, culture, diversity, groupwork
Engaging with Early Christian Communities: An Enquiry-Based Learning approach
Development and evaluation of two different models for introducing EBL to ‘The Rise of Christianity’ course unit. Model 1 is a series of ‘Contentions’, bibliographically supported packages of primary and secondary source material that students can use to understand and contribute to ‘classic’ debates. Model 2 is that of source analysis, a presentation (oral and web-posted) of analytical description of primary source material. The project will develop templates for each model that can be cascaded to other disciplines and will contribute to the on-going development of strategies for supporting independent research by students in the History of Christianity area.
Project Team: Kate Cooper Faculty: Humanities
Funding year: 2008
Keywords: christianity, history, research, resources, theology
Enhancing Postgraduate Employability through EBL: Academia-Industry Collaboration in Subtitler Training
This project will develop a new EBL component for delivery of subtitler training on the MA in Translation and Interpreting Studies with a view to bridge the academic/professional divide and enhance the employability of postgraduate trainees. The project seeks to encourage a research-based approach to the management of professional performance within a highly client-centred fragmented industry.
Project Team: Dr Luis Pérez-González Faculty: Humanities
Funding year: 2008
Keywords: subtitling, translation, employability, postgraduate, professional, research-based
Green City Projects: facilitating cross-faculty communities of practice in environment and sustainable development research for Manchester City Council
This project seeks to foster cross-university collaboration between dissertation and team research project components of taught masters and other level 4 programmes. Students will use EBL as research-based learning to develop solutions independently or in discipline teams on real projects for the City. Disciplines will share experiences in online action learning sets and compare results in a plenary.
Project Team: Professor Colin Hughes, Julia McMorrow, Peter Smyntek, Jonathan Sadler, Mark Baker Faculty: TEAM, Engineering and Physical Sciences, Humanities
Funding year: 2008
Keywords: TEAM, green city, Manchester, sustainable development, environment, research, projects, groupwork, interdisciplinary
Group Intelligence, Creativity and Learning
The B.Sc. Information Technology Management for Business (ITMB) is a new type of degree designed to meet the needs of major employers in the business-led IT sector. Employers identified the need for graduates who understand IT within a business context and who can work creatively within an ever-changing environment. This report presents the results of the first-year Enquiry-Based Learning (EBL) project reporting on how it assisted in meeting employer objectives of greater student creativity and participation in team work.
Project Team: Linda Macaulay, Yin Leng Tan and Rico Chow Faculty: Humanities
Funding year: 2007
Keywords: Business,ITMB,Thinktank, brainstorming,
Case Study (PDF, 763.9Kb)
Enquiry-Based Learning Use of Papyri in the Teaching of Classical Studies
This project formed part of a new core course entitled ‘Theories and Mythology’ and involved the production of new digital images of papyri and manuscripts from the John Rylands University Library (JRULM).
Project Team: Emma M. Griffiths Faculty: Humanities
Funding year: 2007
Keywords: Classical Studies,literary theory, ,
Case Study (PDF, 140.1Kb)
Linking Teaching and Research: Using Research Seminars to Enhance Enquiry-Based Learning Activities in Faculty of Life Sciences Tutorials
This project aimed to link teaching with cutting-edge research in the biological sciences by using Faculty research seminars as a basis for the development of enquiry-based tutorial activities, incorporating video clips of the seminars.
Project Team: Tristan Pocock, Carol Wakeford and Ian Miller Faculty: Life Sciences
Funding year: 2007
Keywords: seminars,tutorial activities,biological sciences, Final Level projects
Case Study (PDF, 240.2Kb)
Critical Project Development Skills in the History of Science, Technology and Medicine
We have developed a short course using an enquiry-based approach to orient final-year students, some of whom have little or no prior experience, in techniques of archival research, critical source investigation, and the management of an extended writing project in the history of science, technology and medicine.
Project Team: James Sumner, Flurin Condrau and David Kirby Faculty: Life Sciences
Funding year: 2007
Keywords: archival research, medicine, technology, science, science writing, public policy
Case Study (PDF, 219.9Kb)
Becoming Global
The project aims to design, develop materials and establish an eLearning environment for the enquiry-based Becoming Global course (10-credit, Level 1 undergraduate course) in readiness for trialling in the 2010-11 academic year. The course will provide students with a structured understanding of intercultural dialogue; a stimulating set of diverse case studies exploring key 21st century issues from multiple perspectives in keeping with the principles of intercultural dialogue, education for intercultural citizenship, and internationalisation of higher education; and a substantial collaborative enquiry-based project experience in which they explore a key issue in the context of the institution, a local community, a nation or globally. To achieve this, the team will use a blended-learning approach in the design of the Going Global course unit that will also consider the implications of the Web 2.0 agenda. The project will also work collaboratively with the team from the Global Citizenship and Community Learning project in order to develop a shared eLearning resource entitled Intercultural Dialogue. It is anticipated that this resource will eventually be made more widely available.
Project Team: Richard Fay, Susan Brown, Xiaowei Zhou, Caroline Whitehand, Sarah Hubbard and Kate Sapin Faculty: Humanities
Funding year: 2009
Keywords: global citizenship
Community Engagement, Inter-Cultural Dialogue and Global Citizenship
The project involves developing and piloting a University of Manchester accredited unit of study with a working title of Community Engagement and Global Citizenship with funding from CEEBL and contributions from Global Xchange (a British Council/VSO partnership). The intention is to develop a unit that will be available to students from across the university and that will involve small groups of students working together in teams with local community workers/leaders on community-led projects. It is hoped that the unit will not only be of interest to community workers, volunteers and community leaders locally but across the globe. This global reach is intended to enrich the learning experience of students, develop a potential external funding stream and further enhance the international reputation of the University. It is also anticipated that the partnership with Global Xchange will enable further discussion to take place regarding the potential for our students to engage in their international exchanges, perhaps as an optional follow-on to the unit.
Project Team: Kate Sapin, Ann Shacklady-Smith, Tom Miscioscia, Richard Fay, Joanne Tippett and Susie Miles Faculty: Humanities
Funding year: 2009
Keywords: global citizenship
Embedding EBL in MMT: Using Web 2.0 to address Sustainable Fashion and Textiles
The intrinsic nature of the fashion and textiles industry, which is driven by the need to persuade consumers to frequently buy-in to a new trend, poses many sustainability challenges. As such the Management and Marketing of Fashion Textiles (MMT) programme team is tasked with addressing the issue of sustainability in fashion, from a subject point of view, as well as developing the creative, collaborative, problem solving skills required by our graduates. Although each of these issues is currently addressed to varying degrees in the programme, there is a need to provide a cohesive focus on these issues. The introduction of EBL techniques into the programme, with a particular focus on sustainable fashion, intends to fill this gap and offers the programme the opportunity to develop a strategic point of difference to differentiate from other undergraduate programmes in the same/similar sector. Thus the general aim of this project is to enhance the taught provision of the MMT programme by offering a model for the use of EBL in other areas of the programme; facilitating change in the structure and delivery of the programme; improving cohesion and integration across subjects in this multidisciplinary programme; strengthening the credibility of the programme by incorporating current themes and using techniques reflective of the industry; and responding to student feedback by offering a more student-focused style of learning. Students will be encouraged to make their own decisions in problem solving activities and encouraged to make decisions about how and when they engage in their learning. The use of the virtual Web2.0 environment as an EBL tool offers this autonomous learning approach.
Project Team: Liz Barnes, Lucy Ting, Omera Khan and Stephie Tsai Faculty: Engineering and Physical Sciences
Funding year: 2009
Keywords: fashion sustainability web2.0
