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.
In this module the coordinator required the students to do the following:
This Level 1 module engages students in IBL in the following ways:
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)).
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.
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