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Bite-sized EBL

Bite-sized EBL. Dr. Susan Jamieson Senior University Teacher Faculty of Medicine. Possible constraints on using EBL in your teaching?. time class size accommodation resources course structure. What is the minimum requirement for EBL?. learning that is based on enquiry to enquire:

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Bite-sized EBL

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  1. Bite-sized EBL Dr. Susan Jamieson Senior University Teacher Faculty of Medicine

  2. Possible constraints on using EBL in your teaching? • time • class size • accommodation • resources • course structure

  3. What is the minimum requirement for EBL? • learning that is based on enquiry • to enquire: • To seek information/To ask for information/To make a search or investigation [Collins Dictionary] • learning that is based on seeking/asking/searching for information • Infers active learning/infers use of resources

  4. Propose: I It should be possible to incorporate the basic principles of EBL in most, if not all, teaching. T The learning may, to a degree, be less student-directed than in more open-ended EBL … … but the elements of enquiry, learning, fun, and use of resources (other than the teacher) should still be achievable.

  5. Bite-sized EBL should: • include some form of enquiry by the students • facilitate learning • be fun and/or interesting (to motivate) • encourage students to identify & use resources for learning

  6. Experience of Bite-sized EBL on Infectious Diseases • Choose a topic for your group (pick a number from 1-5) • Identify someone to record the group’s answers and someone to feed these back to the class • Share out relevant articles/items amongst group members • Scan your allocated articles/items and highlight anything that answers one of the questions in the handout; and anything else you find useful/interesting/informative, etc. • Record answers to the questions • Briefly feedback to class

  7. Questions • What infectious disease are you learning about? • Which famous person suffers/ed from this disease? • What causes the disease? • What is the effect of this disease on the tissues/organs/ systems of the body? • Is there a cure and, if so, what is it? • How big a problem is this disease? (public health stats/ curability?) • What was the most/least useful resource? Why? • What was the most/least reliable resource? Why? • Identify at least one topic for further exploration/one unanswered question

  8. Length of session No. Accommodation Topic 1 hour 1 None Structure & function of a human cell 2 hours 3 Large room with moveable seating Human embryonic development 3 hours 60 Computer cluster Genetic inheritance Successive 1 hour slots 250 Lecture theatre (fixed seating) Professionalism in a scientist Successive slots of 2-3hr 800 Laboratory Self-directed learning Or a teaching challenge personal to you Teaching challenges: Using EBL

  9. Thank you for participating! susan.jamieson@clinmed.gla.ac.uk

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