1 Some examples Occupational Therapy Computer Science Materials Engineering Electrical Engineering (stamp Olympiad) Eighteenth-Century Literature Dentistry.

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Some examples

• Occupational Therapy • Computer Science• Materials Engineering• Electrical Engineering (stamp Olympiad)• Eighteenth-Century Literature• Dentistry• Chemical Engineering• The ECO-house• Embedded systems (electrical engineering)• The Business• Pharmaceutical Chemistry

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Occupational Therapy Computer Science

Materials EngineeringElectrical Engineering

Eighteenth-Century PoetryDentistry

First year, 10 credits, 3 weeksFirst year, 20 credits, 24 weeksFirst year, 10 credits, 12 weeksSecond year, 20 creditsThird year (final), 10 credits, 12 weeksWhole course (5 years)

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First year Occupational Therapy

• First year, 10-credit module, first semester– 3 weeks full time, exclusive

• Students come with little confidence in Blackboard– See it mostly as a repository for information

• Opportunity to involve third year students– Recap on first-year work– Provide support for first year students

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General outline of organisation

• 6 groups of students, 8-10 per group• 3 weeks (short and fat)• 7 hours formal contact per week

– 1 lecture (1 hour), 2 EBL sessions (2 hours), 1 workshop (2 hours)• Students are presented with a client referral

– One of 3– E.g. dementia of alzheimer’s type 2 years ago

• Fire in flat, unkempt and malnourished• ?progression of dementia?• assess function and future care needs• Provide programme of structured activity to increase socialisation

• Year three volunteer students role play (carer, warden, client)• Academic staff role play Multi-Disciplinary Team (MDT)

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The scheme

Week 1 Week 2 Week 3

EBLsession 1

Students receive and analyse referral.

Develop questions.Interview MDT

‘Consultant’ calls emergency meeting.Assessment findings presented

EBLsession 2

Discuss with 3rd years (in role)Identify gaps in understanding (OT language and principles)

Consolidate what known and what to investigate*

Students present a treatment plan to consultant(goldfish bowl)*

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Consolidation• Discussion board on

blackboard• 3 strands

– MDT– Patient– Group decision-making

Goldfish bowl• 2 reps per group• Consultant in centre• Rest of group act as

supporters/provide information during ‘time outs’ as requested

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Computer Science – Support for first-year Enquiry-Based Learning

• Introduction to EBL and skills for effective group-work• Intensive staff consultation and development sessions • Small group sizes (6-8 students)• EBL facilitator is also personal tutor to group members• Students eased into EBL experience gradually through a

series of increasingly challenging activities• Regular feedback• Key lectures to inform and inspire

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Phase 4: 11 weeks

Build applicationDemos and poster

Group reportIndividual reflection

First Year Computer Science

A whole-year, ‘phased’ approach

Phase 3: 6 weeks

World-wide what?Group application

Presentations and poster

Phase 2: 3 weeks

Ethics: killer robotGroup presentationSelect framework

Phase 1: 2 weeks Software patents2 teams in debate

Expectations, skills and group ground rules

Phase 0:2 hours

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Projects with Materials Engineering students

• 1.First year -• Disaster management, engineering processes

• 2.Third year -Case study:• Polymers and composites

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Materials Engineering - first year

• Class of 50– groups of 3

• Selected one topic in a 12-week module– 3 weeks

• Rationale– autonomy, teamwork, creative problem solving,

communication

• Disaster management– produce a multi media presentation to explain the

disaster• from a materials perspective

• One-day student conference

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Electrical Engineering

• The STAMP Olympiad• Second year students (80) in groups of 20• Four 'Olympic events'

– sprint, high jump, javelin, basketball

• Each team to build a robot to compete in each event– sub-divided team into 4 sub-teams

• weekly team meeting with tutors as consultants– minutes, shared learning, plans, feedback

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• One 12-week module, second semester

• One year development stage, two years implementation and evaluation

• 15-20 students

• Self-selecting groups of 3-4

• Opportunities to change group with each new problem

• Weekly 2-hour facilitated EBL session, weekly tutor-led session in tutor’s office

Final year of undergraduate study

Eighteenth-Century Poetry

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Week 12Exam Consultation

Facilitator available for consultation

Eighteenth-Century Poetry

Weeks 8-11Resource session

EBL sessionThird problem (choose from range) Written outcome

Assessed – 40%

Weeks 4-7Resource session

EBL sessionSecond problem

(choose from range)

Oral outcomeAssessed – 20%

Weeks 1-3Tutor-led session

EBL sessionFirst problem

Non-assessed, oral reports

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Dentistry

• Five year programme• Based on 5 years experience of PBL through a

common curriculum with Medicine• 120 students• Year themes and academic themes• PBL exercises in two forms:

– In-class workshops – 3 hours– 2-weekly problems

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Chemical Engineering (Ventura-Medina, Garforth, Lue and Holmes)

Why change the curriculum?- the profession has changed- globalised working environment- key skills required- student attitudes and backgrounds

• Incorporation of EBL across both semesters of the first year in order to- provide increased opportunities for interaction with others

- motivate and engage the students- develop critical thinking and problem-solving skills- promote links between lecture material and practical work- encourage independent learning- stimulate active rather than passive learning

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• What they had....- 10 modules

- traditional lectures- large tutorial classes (tutorial:lecture 1:2)- labs- project work

• EBL approach....an integrated format

- 1st and 2nd year- topics linked with –

intended learning outcomesother subject knowledge along and across years

- 3rd year modular (specialisation)- 4th year (MEng)integrated (research project)

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Problem Solving Sessions

•Groups of 11-12 students (tutor-selected, mixed)

•Post-grad facilitator per group

•One academic supporting 12 groups

• Weekly PASS sessions (optional, student-led)

•Question booklet- closed and open problems- integration- different levels of difficulty

•Environment www.engcetl.ac.uk/events/ivanmoore_jan08

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Overview of the eco-house project

•An ‘eco-house’ learning and teaching environment to facilitate the development of sustainability literacy

•A context for applying engineering knowledge to analyse the efficiency and effectiveness of renewable energy systems

•Working at a 1/5th scale brings a number of advantages, and challenges

www.engcetl.ac.uk/events/ivanmoore_jan08

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Student Working Party:

Meet the team•Babur Hussain: Green Roof and natural fibre insulation•James Parker: Underfloorheating and solar water heater•Rob Simmonds: Air-source heat pump•Sebastian Schweer: Passive solar heating and natural

ventilation•Marcel Gathmann: Wind turbine electrical power generation•AgatheGrenier: Photovoltaic electrical power generation •Dave Farmer: Internal and external environment monitoring•Simon Blackburn: Integrated control systems•SenanHaddad: Integrated power supply•Gus Evans: Coordination and fabrication•Nick Jones: Architectural design

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Links to other levels

• Engaged as ‘technical experts’in level-5 learning sessions

• •Volunteer ‘consultant’students at level-7 from other disciplines

• •Maximises the number of• learners linked to the projectPromoting

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Assessment

• Developed assignments focused on analysis and design of elements of the key systems

1.evaluate and reflect on the impact of their decisions2.relate to the values and perspective of others3.Apply a systemic, holistic approach to decision-making4.approach problem-solving in a non-reductionist manner5.work effectively with others in inter-disciplinary teams6.respond creatively and imaginatively to challenges7.providing pragmatic, long term solutions8.bridge the gap between theory and practice9.engage in self-reflection (both personal and professional)10.manage and evaluate the outcomes of change

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An EBL activity led learning 'warm up'

Embedded Systems Project (ESP)–Major 2ndyear student-centred

activity –first introduced in 2004-05.–Approx. 140 students work in small

teams of 4 to 5 throughout semester 2.

–Design and build a microcontroller-based product.

•Evaluation–Students encountered a number of

problems in carrying out their first team project.

The warm-up•To develop student skills in:–Team working–Project planning–Group presentations

•Structured series of EBL activities:–Organised as part of semester 1

tutorial scheme –Group sessions facilitated by tutors–Tutors monitor and assess student

progress

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Electrical engineering

• EBL Scenario

• •Based on a hypothetical decorative tile company, Baked Earth.• •The company has become aware of inconsistencies in the quality

of a new high-temperature glaze.• •Working in partnership with Euro-Tunnel Kilns to find solutions to

the problem.• •Need to measure temperature profile in the kiln using portable

temperature sensors.• •Agency for Consultancy in Electronics (ACE) has been

commissioned to design the electronics.

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• The Problems• •Problem 1–Design a circuit for a thermistorsensor to

interface with a PIC microcontroller system

• •Problem 2–Review the choice of sensor –thermocouples

• •Problem 3–Produce a viable project plan

• •Problem 4–Redesign the sensor amplifier –practical considerations

• •Problem 5–Prepare a group presentation

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The Business - TIBER FDTL project

• Rationale/objectives• Need to make Quantitative Techniques interesting• Develop ICT skills• See business in a holistic way• Integrate modules

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The Business - TIBER FDTL project

• Background/overview• First year module, 800 students in two streams of

400. Two tutors.• 4 blocks of 2 weeks, alternating: workshop week 1,

seminar week 2• Students work in 100 teams of 4 • Each block addresses a problem (enquiry)

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The Business

• A replica retail company with 9 department stores (branches)– some in city centre locations– some in out-of-town shopping malls

• All branches have the same structure - 10 departments, each with 3 or 4 sections– e.g. clothing department with 4 sections: men's, women's,

boys', girls')

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Head office

Logistics plc

Store

Store

Store

Store

Store

Store

Store

Store

Store

The business The Mall company

UK suppliers

Overseas suppliersSupply chain

Distribution centres

Services

Fully functioning, independent companyrental fee for services:car parking, stock delivery/unloadingwaste disposaltoilets etc.

Logistics plcReceives deliveries from UK and overseas suppliers to distribution centresQuality checkReceive orders daily from storespick overnightdelivery next dayremove packaging

4 Websites:customerlogisticscompany intranetproject website

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How does it work?

• Huge database• Semester 1• 4 issues/problems• e.g. Annual review of store, each department to report

on last year's business for analysis at head office– compare with other departments in same store– compare with same department in other stores– compare with other stores

• Poster presentation at end of semester– accurate analysis, well presented, but with a 'good' spin

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How does it work?

• Semester 2• Extended enquiry• 14 Staff tutors to facilitate 40 groups• preparation:• week 1, lecture: scene setting• week 2, workshop in computer lab• week 3 onwards, seminar in classroom

• Task:• The company has a surplus. We can refurbish or expand.

Each department to provide an analysis ad recommendations to head office for their product range.

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Pharmaceutical ChemistryEBL approach adopted in order to

– encourage students to take an integrated approach to their learning across a multi-disciplinary degree

– help students understand the pivotal role played by Chemistry in the use of medicines

– motivate and engage students

– Respond to graduate skills requirements set out by the Professional Body

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The Task

The group members negotiated a therapeutic area (e.g. cancer, heart attack, depression, psoriasis) on which to focus their enquiry, and chose three drugs from the British National Formulary (BNF) to apply to their chosen condition.The therapeutic areas were allocated on a ‘first come, first served’ basis, with a maximum of two groups for each condition. In addition, the group had to decide on a team structure with defined roles and responsibilities linked to their action plan.

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Format

• Core module for 190 first-year Pharmacy students• Students work in personal tutorial groups• Introduction to EBL and group work in first week of the

module• Students required to email tutor with an outline of the

proposed investigation by week two• Drop-in session led by subject specialists between weeks 3-7• EBL tutorial scheduled for week six• Groups present research posters and a full report in week

nine • Students required to give feedback on group processes

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