Post Graduate Mentors
We work with a wide range of postgraduate students at the University to produce collaborative online and face-to-face sessions with academics for our young members. We could do a presentation session involving a few of our postgraduate student mentors to share the work they have been doing with academics and the IGGY community.
Case-Based Learning: Collaboration in action
Active student engagement in learning is essential for excellent outcomes but how can we ensure we achieve this?
Warwick Medical School’s MBChB curriculum has recently been redesigned around a case-based learning (CBL) programme with clinical cases forming the central focus for medical students’ learning from day one of the course. CBL is a learner-centred method of teaching and learning that we regard as ‘directed discovery’, a type of inquiry-based learning. We have adopted this approach to help students build on prior knowledge and experience, integrate learning across disciplines, develop their problem solving, communication and team working skills and become effective self-directed learners and reflective practitioners.
In CBL, students work in small groups which they run themselves. Cases unfold over successive CBL sessions. In year 1, cases are run over three sessions each week (called Commence, Consolidate, Conclude) with progressive release of information. Two specific student roles are central to the effectiveness of the process: Chair and Scribe. Each group also has a trained staff CBL Facilitator who can guide the group but must not teach. This approach gives students a central and active role in directing their own learning.
Collaboration, between learners and between learners and facilitators, is important for success. The responsibility for directing and managing learning lies with the group and they must work together to achieve this. The group agrees their own learning outcomes for each case and determine how they will meet these, drawing on self-directed learning supported by other timetabled learning opportunities. The student Chair is responsible for managing these group processes and the student Scribe records them for the group. Every student will take on these roles at least once during the year. Thus, students take on many of the more traditional teacher-facilitator’s roles. This approach is rewarding but can also present challenges for facilitators who may be more used to a traditional teaching role.
In this session we will discuss our experience of implementing a case-based learning approach. We will explore facilitator and student feedback on the ways in which case-based learning, and students’ active participation in the process, has impacted on learning and teaching. Students and facilitators will share their experiences with the group and colleagues will have the opportunity to discuss the benefits and challenges which CBL and other inquiry-based approaches offer for learning and teaching.
Sensing Our World Workshop
Margaret Low (Warwick Manufacturing Group)
The Technology Volunteers (http://warwick.ac.uk/techvolunteers) is an example of a student and staff collaboration. It’s a student led Warwick Volunteers project, where students and staff work together to run technology based workshops in local schools. These workshops and resources have also been shared with teachers and educators at regional, national and international events. This session will give a brief overview of the technology volunteers project, and we’ll then run a short workshop session to illustrate our activities. Examples of our resources are available at http://warwick.ac.uk/scratchresources
The Sensing Our World workshop will give participants the opportunity to explore the fun of physical computing and challenges the notion that computer interfaces are always keyboards and monitors. We’ll use the sensing capabilities of the Scratch Picoboard, and readily available materials to build some simple sensors and interfaces. The aim is to help build an understanding of modern high tech devices work, and to gain an insight the relationship between hardware and software. Example worksheets can be downloaded from http://warwick.ac.uk/scratchresources
To take an active part in the workshop, bring a laptop with Scratch 1.4 (http://scratch.mit.edu/scratch_1.4/), and the usb drivers installed(http://www.picocricket.com/picoboardsetupUSB.html)