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Enquiry-Based Learning (EBL) in Humanities at Manchester Julia
Enquiry-Based Learning (EBL) in Humanities at Manchester Julia
Summary Slide
Summary Slide
Context
Context
Centre for Excellence in Enquiry-Based Learning (CEEBL)
Centre for Excellence in Enquiry-Based Learning (CEEBL)
Whats in a name: EBL
Whats in a name: EBL
Why use EBL
Why use EBL
Why use EBL
Why use EBL
EBL transferable skills
EBL transferable skills
Devolution of process and content
Devolution of process and content
EBL in Humanities at Manchester
EBL in Humanities at Manchester
Some CEEBL projects at Manchester
Some CEEBL projects at Manchester
UG Interdisciplinary Team Project
UG Interdisciplinary Team Project
UG Interdisciplinary Team Project
UG Interdisciplinary Team Project
PG interdisciplinary module
PG interdisciplinary module
French EBL for EBL phonetics scenario
French EBL for EBL phonetics scenario
2nd year MBS, Organisations Management and Technology scenario
2nd year MBS, Organisations Management and Technology scenario
2nd year MBS, Organisations Management and Technology EBL project
2nd year MBS, Organisations Management and Technology EBL project
English Literature yr 3 PBL
English Literature yr 3 PBL
What students think of EBL
What students think of EBL
Further information: CD
Further information: CD
Some discussion points
Some discussion points

: Enquiry-Based Learning (EBL) in Humanities at Manchester. : CLIP45 development team. : Enquiry-Based Learning (EBL) in Humanities at Manchester.ppt. zip-: 817 .

Enquiry-Based Learning (EBL) in Humanities at Manchester

Enquiry-Based Learning (EBL) in Humanities at Manchester.ppt
1 Enquiry-Based Learning (EBL) in Humanities at Manchester Julia

Enquiry-Based Learning (EBL) in Humanities at Manchester Julia

McMorrow Centre for Excellence in Enquiry-Based Learning (CEEBL) Faculty of Humanities Coordinator Geography, School of Environment and Development The University of Manchester julia.mcmorrow@manchester.ac.uk

2 Summary Slide

Summary Slide

Context Whats in a name? PCL, PBL, EBL Why use EBL EBL in Humanities at Manchester What students think of EBL Further information Discussion issues

3 Context

Context

The University of Manchester

Largest single HEI site in UK >34k students (26k UG) >500 UG degree programmes, mostly specialist 3 yr 23 Schools, 4 Faculties; largest is Humanities (44% UGs) 11.7k staff (3.8k academic, 1.9k research) Britains only half billion ? university; ?637m income pa 40% = external research income

4 Centre for Excellence in Enquiry-Based Learning (CEEBL)

Centre for Excellence in Enquiry-Based Learning (CEEBL)

1 of 74 government-funded Centres of Excellence in Teaching & Learning (CETLs), 2005-2010 Aim: enable enquiry-based learning methods to be developed widely across the University at UG and PG levels 6 Core staff and 4 part-time Faculty coordinators Student sabbatical officer & Faculty interns Flexible learning spaces

Run workshops Fund 1 major project per Faculty and 10-13 small projects pa Online resources

http://www.campus.manchester.ac.uk/ceebl/

5 Whats in a name: EBL

Whats in a name: EBL

EBL / IBL

=

Some Humanities team-based examples

Task-based Learning (TBL) crisp problem

Problem-based Learning (PBL) messy problem

Small-scale empirical investigations

Projects and Research, often bibliographic

Phonetics fieldwork 160 1st yr Linguistics learn how to elicit, transcribe and analyse SWADESH words in live interviews with native-speaker participant informants

Client-based Green City projects 3st yr Planning, etc work with Manchester City Council on sustainable development projects. Interdisciplinary community of practice compares strategies.

6 Why use EBL

Why use EBL

(1)

In practice, most people learn.

10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they talk over with others 80% of what they do in real life 95% of what they teach somebody else

Lectures Passive learning

EBL Active learning

Biggs [1999], p78 UCLAN http://www.uclan.ac.uk/ldu/resources/toolkit/lrg_groups/index.htm

7 Why use EBL

Why use EBL

(2)

Deeper learning; higher levels of Blooms taxonomy of cognitive educational objectives

Greater responsibility for own learning; student-centred Improved motivation, especially when real-life examples Improved confidence; authentic mastery, self efficacy Social interaction, teamwork Skills development; employability, learning to be researchers

Bloom, B.S. (ed.) (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook I, Cognitive Domain. New York: Toronto: Longmans

8 EBL transferable skills

EBL transferable skills

Student-centred learning Tutors facilitate

REFLECT

http://www.campus.manchester.ac.uk/ceebl/resources/general/guide_to_fac_v1_bookletlayout.pdf

Apply whats been learnt

Define the problem

Identify whats already known

Collate research

Do individual or joint research

Allocate tasks to fill gaps

FINAL PRESENTATION /SOLUTION

TOPIC

TRIGGER

9 Devolution of process and content

Devolution of process and content

Process

Content

STUDENT-led

TUTOR-led

STUDENT-led

TUTOR-led

Experience of EBL process?

Projects, capstone dissertation

Student decides content, tutor decides process

Student decides content & process

Scaffolded EBL

Lectures

Whole curriculum TBL/PBL

Tutor decides content & process

Tutor decides content, student decides process

10 EBL in Humanities at Manchester

EBL in Humanities at Manchester

Extent of usage hard to quantify because inherent, often not explicitly called EBL Very diverse Not whole curriculum, but most programmes include full EBL or blended modules e-EBL common Appropriate pedagogy for interdisciplinary work where transferrable skills paramount

11 Some CEEBL projects at Manchester

Some CEEBL projects at Manchester

Process

Content

STUDENT-led

TUTOR-led

STUDENT-led

TUTOR-led

Client- based project

12 UG Interdisciplinary Team Project

UG Interdisciplinary Team Project

Week 1: Icebreaker Introduction to course, teams and WebCT Week 2: Topic statement; students selected topics Week 3: Key problems and questions Week 4: Storyboard Week 5: Symposium Posters with oral presentations Week 6: Question Time and Plenary Cross-discipline briefing Peer and faciltator assessed

Scaffolded process; WebCT posting required for each stage, Worked AIDS example for each. WebCT for all documents, poster archive, etc. Discussion Board for group interaction & feedback

13 UG Interdisciplinary Team Project

UG Interdisciplinary Team Project

1 semester generic module with 5 disciplines - Geography, Medicine, Education, Spanish & Biological Sciences - across 4 Faculties First 6 weeks, students worked in small interdisciplinary teams of 3 or 4

Self-selected, negotiated topic for (largely) bibliographic research. Required to be of societal or environmental relevance and have a role for each discipline. Learning outcomes skills-based; especially appreciation of other disciplines ways of working, teamworking, negotiation, communication, creativity, reflection. Used enquiry-based learning to prepare a team poster, abstract, oral presentation and responses to questions Cross-discipline briefing encouraged interdisciplinary dialogue; briefed by team mates to answer on topics outside own discipline.

14 PG interdisciplinary module

PG interdisciplinary module

Invited PGs Geography, Medicine, Life Sciences, PREST, Education (6 international) compared solutions to 2 contrasting water quality scenarios PBL over 4 weeks, WebCT to ease timetabling, as with UG IDTP

15 French EBL for EBL phonetics scenario

French EBL for EBL phonetics scenario

You work for an export company. You have noticed that even if your colleagues somehow master the French language, they are still making the type of pronunciation mistakes which stop them being fully understood by their French speaking customers who do not speak English. Your boss has asked you to help them improve their pronunciation. You have noticed that they particularly mispronounce the following groups of letters: qu, gn,gu. Give a short presentation to explain the pronunciation of these letters and their phonetic transcriptions. Provide a series of exercises to help your colleagues recognise and work on these letters.

Contact: annie.morton@manchester.ac.uk, catherine.franc@manchester.ac.uk

16 2nd year MBS, Organisations Management and Technology scenario

2nd year MBS, Organisations Management and Technology scenario

You are a technology management team advising the Board of Directors on the technology strategy of the firm. You have been asked to produce a report on the following issues: The drivers for change in the industry; The role of technology in responding to change; and The opportunities and challenges of adopting/developing a specific technology. It should draw recommendations (supported by an appropriate theoretical framework) for the firm about whether or not to invest in a specific technology.

Contact paul.dewick@mbs.ac.uk

17 2nd year MBS, Organisations Management and Technology EBL project

2nd year MBS, Organisations Management and Technology EBL project

Students select a technology management scenario and formulate their own research topic Boundaries of process (e.g. seminars, team work) and final report spelt out up-front and supported with documents and WebCT links Students examine the resources they need to research the topic and acquire knowledge Learning is student centred, with an emphasis on group work, time management and organisation Keep it real report underpinned by theories and tools covered in lectures and informed by student research Emphasis on firms strategy rather than the technology (business rather than engineering students) Report assessed by group, but individual marks weighted by contribution (determined by students) Contact paul.dewick@mbs.ac.uk

18 English Literature yr 3 PBL

English Literature yr 3 PBL

Preparing a broadcast for Yesterdays Books Today The producers of BBC Radio 4s Open Book are planning a new series of 25 minute programmes each of will focus on one work of literature and will be presented by a different team. General aims of the series are: to convey to a present-day audience the significance and interest of literature of the past to provide the audience with information that will help them to understand and appreciate the literature to encourage the audience to read the literature for themselves The producers of the series invite potential teams to present to them a script for a programme on one of Samuel Johnson's works.

Contact Bill.Hutchings@manchester.ac.uk

19 What students think of EBL

What students think of EBL

I felt that I was at university rather than at school [UG IDTP]

This has been a very demanding course in terms of how challenging the work has been. [PG IDTP]

We didnt have any teaching. We had to learn it ourselves! [Comp Sci]

Learning independently and presenting what youve learnt is very exciting, although can be nerve-racking [French TBL]

I found this very frustrating but have come away with some positive things [French TBL]

You had to plan and so you learnt so much.it was work you WANTED to do because YOU CHOSE to do it [UG IDTP]

*

20 Further information: CD

Further information: CD

http://www.campus.manchester.ac.uk/ceebl

julia.mcmorrow@manchester.ac.uk

21 Some discussion points

Some discussion points

Does EBL/PCL dilute the discipline? Quality over quantity of content? External accreditation Transferable skills over subject knowledge? Implications for assessment Process as well as product Team or individual mark Managing academic staff expectations Teaching styles differ Learning to let go; facilitation training Managing student expectations We had to learn it ourselves Learning styles differ, cultural expectations, student interns Good teamwork is not a given Resources Learning spaces Materials Staffing

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