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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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Some examples
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

Some examples

Occupational Therapy

Computer Science

Materials Engineering

Electrical Engineering

Eighteenth-Century Poetry


First year, 10 credits, 3 weeks

First year, 20 credits, 24 weeks

First year, 10 credits, 12 weeks

Second year, 20 credits

Third year (final), 10 credits, 12 weeks

Whole course (5 years)

First year occupational therapy
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

General outline of organisation
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)

Some examples


Discussion board on blackboard

3 strands



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

Computer science support for first year enquiry based learning
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

First year computer science
First Year Computer Science Learning

Build application

Demos and poster

Group report

Individual reflection

World-wide what?

Group application

Presentations and poster

Phase 4: 11 weeks

Phase 3: 6 weeks

Ethics: killer robot

Group presentation

Select framework

Phase 2: 3 weeks

Phase 1: 2 weeks

Software patents

2 teams in debate

Phase 0:

2 hours


skills and group ground rules

A whole-year, ‘phased’


Projects with materials engineering students
Projects with Materials Engineering students Learning

  • 1.First year -

  • Disaster management, engineering processes

  • 2.Third year -Case study:

  • Polymers and composites

Materials engineering first year
Materials Engineering - first year Learning

  • 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

Electrical engineering
Electrical Engineering Learning

  • 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

Some examples

One 12-week module, second semester Learning

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

Eighteenth-Century Poetry

Final year of undergraduate study

Eighteenth century poetry
Eighteenth-Century Poetry Learning

Facilitator available for consultation

Week 12

Exam Consultation

Weeks 8-11

Resource session

EBL session

Third problem (choose from range)

Written outcome

Assessed – 40%

Weeks 4-7

Resource session

EBL session

Second problem

(choose from range)

Oral outcome

Assessed – 20%

Non-assessed, oral reports

Weeks 1-3

Tutor-led session

EBL session

First problem

Dentistry Learning

  • 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

Chemical engineering ventura medina garforth lue and holmes
Chemical Engineering Learning(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

Some examples

  • What they had.... Learning

    - 10 modules

    - traditional lectures

    - large tutorial classes (tutorial:lecture 1:2)

    - labs

    - project work

  • EBL integrated format

    - 1st and 2nd year

    - topics linked with –

    intended learning outcomes

    other subject knowledge along and across years

    - 3rd year modular (specialisation)

    - 4th year (MEng)integrated (research project)

Some examples

  • Problem Solving Sessions Learning

  • 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

Overview of the eco house project
Overview of the eco-house project Learning

•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

Student working party
Student Working Party: Learning

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

Links to other levels
Links to other levels Learning

  • 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

Assessment Learning

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

1.evaluate and reflect on the impact of their decisions

2.relate to the values and perspective of others

3.Apply a systemic, holistic approach to decision-making

4.approach problem-solving in a non-reductionist manner effectively with others in inter-disciplinary teams

6.respond creatively and imaginatively to challenges

7.providing pragmatic, long term solutions

8.bridge the gap between theory and practice

9.engage in self-reflection (both personal and professional)

10.manage and evaluate the outcomes of change

An ebl activity led learning warm up
An EBL activity led learning 'warm up' Learning

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.


–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

Electrical engineering1
Electrical engineering Learning

  • 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.

Some examples

  • The Problems Learning

  • •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

The business tiber fdtl project
The Business - TIBER FDTL project Learning

  • Rationale/objectives

  • Need to make Quantitative Techniques interesting

  • Develop ICT skills

  • See business in a holistic way

  • Integrate modules

The business tiber fdtl project1
The Business - TIBER FDTL project Learning

  • 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)

The business
The Business Learning

  • 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')

Some examples

4 Websites: Learning



company intranet

project website

Fully functioning, independent company

rental fee for services:

car parking, stock delivery/unloading

waste disposal

toilets etc.

The Mall company

The business

Head office









Logistics plc

Receives deliveries from UK and overseas suppliers to distribution centres

Quality check

Receive orders daily from stores

pick overnight

delivery next day

remove packaging


Distribution centres


Logistics plc

Overseas suppliers

Supply chain

UK suppliers

How does it work
How does it work? Learning

  • 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

How does it work1
How does it work? Learning

  • 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.

Pharmaceutical chemistry

Pharmaceutical Chemistry Learning

EBL 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

The task
The Task Learning

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.

Format Learning

  • 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