Projects matching your search criteria
An Integrated Model of EBL in Practice
Previous development work will be evaluated using appropriate custom-designed instruments. This will help identify defining principles and describe working relationships that give access to the current experiences of students. From this the project will activate and embed EBL in the teaching programme and devise approaches to formal assessment.
Project Team: David Pottage Faculty: Medical and Human Sciences
Funding year: 2005
Keywords: design, medicine, psychiatry, postgraduate, individual, practice based, presentation, evaluation
Case Study (PDF, 69.4Kb)
Enquiry Based Learning in Museums: A Mechanism for gallery evaluation
This project asks the question “What is the relevance of Classics to the 21st Century?” with Manchester students to encourage debate and regeneration of Classics though enquiry-based learning. Using a mixture of field work and project planning, the student cohort will develop key transferable skills. Students will devise approaches to formal assessment and evaluation of galleries, by directing their own investigations at key cultural sites in the UK. By encouraging students to take an interest in classics we are enabling them to enquire, question and debate, to be aware of the huge influence of the ancient world on their own lives and the ways in which it has been interpreted over the years.
Project Team: Bryan Sitch, Ella Louise Sutherland, Janet Tatlock, Kathryn McTavish Faculty: Humanities
Funding year: 2006
Keywords: manchester, museums, gallery, classics, culture, widening participation, schools, teamwork, evaluation, debate
Case Study (PDF, 817Kb)
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
Refining EBL for Scientific Problem Solving
This project aims to provide a deep evaluation and refinement of a scientific skills course, which was changed to an EBL format in 2006-07, so that the module may develop in ways that enhance student learning. Students' experiences and opinions in the 2006-7 and 2007-8 cohorts will be analysed to improve not only delivery but the ways in which student feedback is obtained. The barriers to wholehearted student participation and learning will be identified, in the expectation that they can be decreased so that all students find effective ways of improving their confidence, knowledge and skills. The current set of activities will be critically assessed to determine whether they can be improved or replaced. The insight gained will be disseminated such that it can assist others wishing to use EBL for scientific topics.
Project Team: Dr Michele Warren, Dr Paul Connolly, Dr Alison Pawley, Susan Gregory Faculty: Engineering and Physical Sciences
Funding year: 2007a
Keywords: science, experience, evaluation
