Projects matching your search criteria
Using Participatory Image Based Research to Inform Teaching and Learning about Inclusion in Education
Images can play an important role in developing skills in critical reflection, both in schools and universities. Working with school students to take their own photographs as a way of exploring their school and its culture has great potential as an EBL approach. As such, University students in Education stand to gain invaluable skills in learning and engaging with this participatory methodology. This project will engage with six LEAs in the North-West to develop a 15 credit course unit which will also be available as an online resource. Aspects of the unit will be piloted in the second semester with PGCE students.
Project Team: Susie Miles, Ian Kaplan Faculty: Humanities
Funding year: 2005
Keywords: education, images, research, participatory, teacher training, image-based, postgraduate, teamwork, inclusion
Case Study (PDF, 257.2Kb)
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)
Embedding Interdisciplinarity: Developing a Generic Undergraduate EBL Team Project Module
Global and societal issues are best addressed by
interdisciplinary teams. This requires graduates to be able to communicate their knowledge and skills across interdisciplinary boundaries. Building on previous work, this project will develop an undergraduate interdisciplinary EBL module which will be open to all disciplines across the university. 24 students from 5 disciplines will work together and provide feedback on their experiences of the module so as to identify institutional issues, including support for WebCT.
Project Team: Julia McMorrow, Charlotte Woods, Isobel Braidman, Susana Lorenzo, Caroline Bowsher Faculty: Humanities, Medical and Human Sciences, Life Sciences
Funding year: 2005
Keywords: interdisciplinary, undergraduate, webct, medicine, geography, spanish, languages, education, biology, teamwork, poster
Case Study (PDF, 137.4Kb)
An Enquiry-Based Learning Approach to Drug Development and Design
In this enquiry-led exercise, groups of students will use data to select therapeutic targets and screening methods and will evaluate simulated results from screening experiments and clinical trials to identify drugs to bring to market. They will present their findings in a poster. Three suitable clinical targets will be identified and simulated datasets will be generated for the trial during semester 2.
Project Team: Richard Prince Faculty: Life Sciences
Funding year: 2005
Keywords: drug development, design, pharmaceuticals, clinical trials, data analysis, teamwork
Case Study (PDF, 79.5Kb)
Pedagogic Development - Enquiry-Based Learning for Constructed Textiles
Learning how to weave can be problematic for designers. The discipline demands the visualisation of 3D structures and manufacturing processes. Weave design has traditionally been taught through a technology-based route using lectures, laboratory classes and written exams. Observations and analyses of exam results have shown that the design students find constructed textiles difficult to master. Through this project we will translate some of the lectures from TX2009 Weaving for Designers into Problem Based Learning.
The aims of this project are to:
- Match the teaching methods more closely with the learning style of the students
- Promote deep and holistic learning
- Promote a more vibrant and stimulating learning experience
- Ensure students are at the centre of the learning environment
These aims will be met by creating an EBL environment for constructed textile design through a blended learning approach, converting weave design lectures into PBL, and creating a WebCT portal in which curriculum objectives and study techniques are clarified.
Project Team: Kate Sayer Faculty: Engineering and Physical Sciences
Funding year: 2005
Keywords: textiles, design, visualisation, 3d, manufacturing, process, weaving, webct, pbl, undergraduate, teamwork
Case Study (PDF, 98.4Kb)
Application of Chemical Knowledge to the Clinical Understanding of Medicines
The aim of this project is to encourage pharmacy students to take an integrated approach to their learning across the subject areas of this multi-disciplinary degree. The objectives are for groups of pharmacy students to select a therapeutic area and select four drugs, complete an information retrieval and processing exercise and apply knowledge of their chemical properties to appreciate their clinical effectiveness. The desired outcome is the development of generic skills (databases, IT, teamwork) and enthusiasm for self-learning which will support them through their degree and in a career committed to CPD.
Project Team: Sally Freeman Faculty: Medical and Human Sciences
Funding year: 2005
Keywords: chemistry, clinical, medicine, pharmacy, pharmaceuticals, teamwork, poster, drugs, processing, CPD, first year
Case Study (PDF, 69.7Kb)
Using j-Dorama in EBL language study in Japanese
This project is to develop and trial materials to foster a (2 or 3 student) team EBL approach to grammatical and socio-cultural issues that must be addressed in understanding and ‘translating’ texts (Japanese TV dramas). The aim is assist learners in becoming confident and autonomous in both group and individual study. The development of higher level skills in using dictionaries, online, human and other resources is expected to emerge as part of the outcome of a group presentation project.
Project Team: Jonathan Bunt Faculty: Humanities
Funding year: 2006
Keywords: japan, japanese, languages, j-Dorama, translation, translating, drama, television (tv), grammar, video, teamwork, undergraduate
Case Study (PDF, 139.8Kb)
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)
EBL for EBL: Enquiry-Based Learning for an End to being Bored with Language Learning
To encourage students to engage actively with continuous independent language-learning, particularly the perfection of grammar and mastery of pronunciation in French, and to reflect upon their own learning process.
Project Team: Julie Lawton, Annie Morton, Catherine Franc Faculty: Humanities
Funding year: 2006
Keywords: french, languages, grammar, phonetics, pronunciation, undergraduate, teamwork, first year
Case Study (PDF, 154.2Kb)
An Enquiry-Based Chemical Engineering Design Project for First Year students
The aim of the project is to create a new Chemical Engineering Design Project that incorporates relevant aspects of today’s process industry with an enquiry-based approach. The objective is to design an open-ended task based on a real industrial problem in which students will use all mechanisms of enquiry to elicit a solution. The main purpose is to change the approach from a fixed and sometimes contrived process design with very restricted alternatives and solutions to a more open-ended problem in which students can explore different routes, make decisions and find different solutions depending upon those decisions. The project will look at real industrial questions and will set an engineering working environment by using role-playing. The work will be carried out in small teams with a team leader and also a chief engineer and a manager. The academics will act as consultants to the teams and a representative from industry will provide students with relevant information about the problem at hand.
Project Team: Dr Robin Curtis, Dr Esther Ventura-Medina Faculty: Engineering and Physical Sciences
Funding year: 2006
Keywords: chemical engineering, design, project, industry, process, role-play, first year, undergraduate, teamwork, professional
Case Study (PDF, 85.2Kb)
Life Sciences Enterprise Projects
Development of a new type of final year project in the Faculty of Life Sciences. Students will identify an area of life sciences in which there is potential for a hypothetical new product. After receiving didactic and EBL-based training in business methodology from the Manchester Science Enterprise Centre (MSEC), teams of students will conduct market research and formulate a business plan for their product. We anticipate that this will improve students' understanding of how businesses are structured and the skills required to be an entrepreneur and develop students' independent learning and decision making skills.
Project Team: Dr Maggie Fostier, Dr Tracey Speake, Dr Martin Henery Faculty: Life Sciences
Funding year: 2006
Keywords: science, enterprise, msec, final-year, project, product development, market research, business, teamwork
Case Study (PDF, 111.6Kb)
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
Development of team-based simulation of retail sourcing decisions
Development of a retail sourcing simulation tool to enable students to work in role-playing teams to develop a range of complex retail buying skills. Student will compile Reflective Journals alongside the simulated activity.
Project Team: Professor Margaret Bruce, Dr Alison Ashton, Dr Charles Cui, Pierre-Luc Emond Faculty: Humanities
Funding year: 2008
Keywords: retail, business, simulation, teamwork, role-play, journals
