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)
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)
Using EBL to improve the teaching of science, technology and innovation policy in a business school context
The proposal aims to explore the use of EBL to improve the quality of the teaching of science, technology and innovation policy studies in MBS (and thus to improve the learning outcomes and employability of students taking those courses) by building upon our strong tradition of multi-disciplinary, research-led teaching and by consolidating existing ad-hoc practice of EBL into a more systematic use of multiple teaching methods to improve recruitment and retention onto STI policy course units and pathways. The outcome will be to increase the uptake of EBL in our teaching thereby improving the quality of teaching provision. Staff and student evaluation of course units and the pathway/programme will indicate the extent to which we succeed, as will the extent to which we are able to maintain/increase student numbers and at the same time improve student learning.
Project Team: Dr Kieron Flanagan, Dr Elvira Uyarra, Ms Kate Barker, Dr Michael Keenan, Prof Philippe Laredo Faculty: Humanities
Funding year: 2006
Keywords: MBS, science, technology, innovation, business, policy, multi-discipline, enterprise, case, undergraduate
