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Some Queen's examples

Below are some examples of how IBL has been developed at Queen’s and how these map on to the CILASS matrix.  If you know of other examples that may be shared with colleagues please contact Dr Anne Jones, Centre for Educational Development.

  • ACC1004 Accounting Information Systems

    In this module the coordinator required the students to do the following:

    1. Complete questions given based on an existing article (indentifying (information-responsive))
    2. Investigate and present back on issues raised by one article (pursuing (information-active))
    3. To question and debate the issues in the tutorial (authoring (discovery-active))
  • HIS1001 History and Historians

    This Level 1 module engages students in IBL in the following ways:

    1. The tutorial online journal entries are expected to identify key themes, arguments and points of interest with controversial or contested points identified.  Where popular media is used there should be a contrast of the themes and ideas presented with that in the academic literature.  These journal entries are uploaded on QOL for the whole tutorial group to see.  Students are expected to talk about their ideas in the tutorial.  (Indentifying (information-responsive))
    2. The week 8 tutorial addresses the broader historiographical issues linked to the ideas explored in the first part of the course.  Small groups within each tutorial choose a theme/idea (related to the one of those covered in the lectures) which they can develop into a public history project and presentation.  This is followed in week 9 with lectures on developing a project. (pursing (information-active))
    3. Students work on their group projects under the guidance of the tutor.  Students develop a project proposal for a public history project.  Each group also makes a presentation.  (authoring (discovery-active))
  • PSY2055 Methods and Group Project

    Towards the end of Semester 1, the students individually generate ideas for a project.  These are presented to the group, the pros and cons of each are discussed and each group decides, with supervisor guidance, which project will be taken forward.  They seek ethical approval, generate the data, analysis the data and come to conclusions The work is assessed by a group poster, a group presentation in a student conference, an individual report written as a scientific paper (of up to 5000 words), tutor and peer evaluations.  (pursuing (information-active) and authoring (discovery-active)). 

  • Healthy Urban Planning

    Project was a partnership between Belfast Healthy Cities, the Centre for Excellence in Interprofessional Education, the School of Planning, Architecture and Civil Engineering and the School of Medicine, Dentistry and Biomedical Sciences.  Other external agencies have included the highway authority, City Council and Belfast Hills Partnership (waste management). Project topics vary from year to year.

    This example would fit into the pursuing (information-active) and authoring (discovery-active) categories in the CILASS matrix.