Projects matching your search criteria
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)
Learning about Patient Safety and error from tutors and peers: What can students learn from asking tutors about error?
To develop an 8 week module that uses enquiry as a central tool in sharing learning experiences involving both system and personal error. Phase 1 will explore the potentials and drawbacks of student enquiry about personal error. Phase 2 will explore the integration of inter-personal learning with clinicians alongside student led enquiry into systems error. The intended outcome is to develop an effective Enquiry-Based Learning method that uses the apprenticeship model in conjunction with recognised tools, group work and reflective writing to meet a range of Patient Safety ILOs.
Project Team: Mark Perry, Aneez Esmail, Caroline Boggis, Tom Sanders, John Sandars Faculty: Medical and Human Sciences
Funding year: 2006
Keywords: patient, safety, error, tutors, peers, personal, clinic, clinicians, system, apprenticeship, mentoring, postgraduate, workplace
Case Study (PDF, 641.3Kb)
Students Facilitating and Validating Peer-Learning
This case study describes the challenges encountered in engaging students in the facilitation and validation of peer-learning on the level-two module Religion, Culture and Gender.
Project Team: Katja Stuerzenhofecker Faculty: Humanities
Funding year: 2007
Keywords: Peer-learning, Religion, Culture, Gender
Case Study (PDF, 170.7Kb)
