A Practitioners Guide to Enquiry and

Problem-Based Learning:
Case Studies from University College Dublin

Edited by
Terry Barrett and Diane Cashman

Editors: Barrett, T., Cashman, D.

Publisher: UCD Teaching and Learning,
Woodview House,
University College Dublin,
Belfield,
Dublin 4.
Website: www.ucd.ie/teaching/resources/innovative teaching/small groups/EPBL Guide.pdf
ISBN: 978-1905254 - 45-3
Recommended Citation: Barrett, T., Cashman, D. (Eds) (2010) A Practitioners Guide to Enquiry and
Problem-based Learning. Dublin: UCD Teaching and Learning
Funded by: Higher Education Authority (HEA) Ireland Strategic Innovation Fund

(CC) 2010 Released under Creative Commons Attribution NonCommercial-Share-Alike 3.0 License

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Contents
About the Editors
pg 2

UCD Enquiry and Problem-based Learning (EPBL) Project

pg3

Introduction to EBL & PBL

pg 5

Integrating Information
Literacy into EBL & PBL
pg 12

Case Studies

Inter-professionalism in Health Care Education

pg15
"Hands on" experience in the PBL Biosystems Engineering
Design Challenge
pg 19
Lecturers as Problem-based Learning Students
pg 25
Linking Theory to Practice in Applied Developmental
Psychology Using Enquiry-based Learning
pg 28
Engaging 500 First Year Students of English Through
Enquiry-based Learning
pg 32
Integrating and Applying Key Knowledge and Key Skills
Through Problem-based Learning Modules
pg 36
A PBL MSc in Ultrasound for a Changing Profession
pg 40

Resources and References

pg 44

About the Editors

Dr. Terry Barrett
Terry Barrett is a Lecturer in Educational Development at the Centre for Learning and
Teaching, at University College Dublin. She has fifteen years experience of working with PBL
as an education developer, programme co-ordinator and tutor. She has worked in the
design of PBL initiatives in a range of disciplines including: nursing, physiotherapy,
ultrasound, English literature, business and policing. She is joint coordinator of the Enquiry
and Problem-based learning Project (Strategic Innovation Fund, Ireland) led by University
College Dublin. Her doctorate thesis focused on what we can learn about problem-based
learning from listening to how PBL students talked about PBL in tutorials. She has presented
keynote PBL papers at conferences in Ireland, England, Australia and Finland. She has published in the areas of academic development, problem-based learning, creativity in higher
education and peer observation of teaching. She was lead editor (with Iain Mac Labhainn
and Helen Fallon) of Handbook of Enquiry and Problem-based Learning: Irish Case Studies and International Perspectives Galway: National University of Ireland Galway and AISHE
(2005) Avaliable at www.nuigalway.ie/celt/pblbook. She co-edited (with Sarah Moore)
New Approaches to Problem-based Learning: Revitalising Your Practice in Higher Education
which will be published by Routledge in November 2010.
Diane Cashman
Diane Cashman is an Educational Support Specialist for the Veterinary Sciences Centre, in the
School of Agriculture, Food Science and Veterinary Medicine at University College Dublin.
She has several years experience in the development of elearning across a range of
disciplines in the Higher Education and private sector. Diane is currently developing taught
graduate programmes for the veterinary profession that capitalises on educational
technologies to deliver off-campus part-time education. Similiarly for the veterinary
undergraduate programmes Diane assists module enhancement projects by implementing
blended learning strategies to support student learning. She manages the design and
implmentation of the veterinary curriculum evaluation strategy and finally assists staff in
teaching and learning development.
Diane graduated from the Cork Institute of Technology with an Hons degree in Multimedia;
and more recently completed a Graduate Certificate in University Teaching and Learning,
and an MSc in Applied eLearning. Her thesis focused on processes of collaborative
development of teaching resources and how technology supports can support
collaboration.

UCD Enquiry and Problembased learning (EPBL) Project

We hope that those of you new to enquiry and
problem-based learning (EPBL) will find this
practitioners guide useful in helping you design
and implement new initiatives. For those of you
familiar with EPBL we hope you will get some
novel ideas to develop your modules or
programmes.
Terry Barrett and Geraldine ONeill
This guide is part of the Enquiry and Problem-based Learning Project funded by the Strategic
Innovation Fund of the Higher Education Authority Ireland. Dr Geraldine ONeill and Dr Terry Barrett
from UCD Teaching and Learning were joint coordinators of the project. Project partners were: Probell
(The Finnish PBL Network) and the Centre for Excellence in Enquiry-based learning in the University of
Manchester. We are very grateful for their contributions to the quality of the project
outcomes.
This guide contains some case studies from participants of the project and two case studies which
were implemented before the project commenced.. We appreciate the contributions from authors of
the case studies. These will be inspiring and useful to other enquiry and problem-based learning
practitioners. We also thank ine Galvin for proofreading the text.

The objectives of the Enquiry and Problem-based Learning Project were to:

Increase the ability of students for enquiry-based tasks

Develop students self-directed skills

Develop students ability to work and function in groups

Develop students research and information retrieval skills

Prepare students for 4th level

Develop staff skills and knowledge in EPBL module and programme design

Develop lecturer/tutor skills in facilitation of group work

Develop of a centre of excellence in UCD for EPBL

Disseminate best practice in EPBL nationally and internationally

Enquiry and Problem-based Learning Case Studies

Thirty three new enquiry and problem-based learning (EPBL) modules were designed and implemented
as part of the EPBL project in UCD. Five of the case studies presented in this guide were part of this project
namely: Collaborative Learning for Health Professionals, Applied Developmental Psychology, English
Literature 1 and 2; Problem-based Learning in Higher Education; and MSc in Ultrasound. We also include
two case studies of initiatives that were developed in UCD before the project namely: Biosystems
Engineering Design Challenge and A Model of Problem-based Learning in Veterinary Education.
The first 4 case studies give examples of integrating EPBL in one module. The 5th and 6th Case Study
provide examples of using EPBL in more than one module in the programme. The 7th and final case study
is an example of using PBL for a full programme.

Project Sustainability
It was critical for the project team to ensure that the initiative was sustainable, therefore a number of
initiatives were implemented in addition to producing this guide:
1. Modules, case studies and potential mentors have been developed in a wide range of disciplines to
support new initiatives in the future.
2. Educational development expertise has been developed in UCD Teaching and Learning which will
facilitate ongoing support to existing and new EPBL initiatives.
3. A staff development module on PBL in Higher Education has been desiged and delivered to UCD staff
as part of the UCD Graduate Certificate / Diploma in University Teaching and Learning.
4. A new book - New Approaches to Problem-based learning: Revitalising your Practice in Higher
Education, edited by Terry Barrett and Sarah Moore will be published by Routledge in November 2010.

Image by UCD Media Services 2010

Introduction to Enquiry and

Problem-based Learning
Terry Barrett

This introduction gives an overview of the following questions:

What is enquiry-based learning?

What is problem-based learning?
Why use enquiry and problem-based learning?
What are tutor and student roles in PBL?
What does a PBL tutorial process guide look like?

What is enquiry-based learning?

In the UCD Strategy for Education and Student
Experience 2009-2013 there is a commitment to
supporting the students Journey of Discovery as
they advance through higher education. There is
a requirement that in all our education activities,
we focus on developing the students capacity for
enquiry, independent learning, innovation and
critical discourse p.4. In this guide enquirybased
learning is used as a broad umbrella term that
includes all forms of learning stimulated by
enquiry including: project work, small-scale
investigation and problem-based learning.
In this guide there are two case studies of undergraduate enquiry-based learning one in
Psychology and one in English literature, supporting the early stages of this journey of discovery.
They combine the use of lectures with group work in tutorials. They share the following common
characteristics of enquiry-based learning:

Engagement with a complex problem or scenario, that is sufficiently open-ended to

allow a variety of responses or solutions.
Students direct the lines of enquiry and the methods employed.
The enquiry requires students to draw on existing knowledge and to identify their
required learning needs.
Tasks stimulate curiosity in the students, encouraging them to actively explore and seek
out new evidence.
Responsibility falls to the student for analysing and presenting that evidence in
appropriate ways and in support of their own response to the problem (Kahn and
ORourke, 2005 p.2).

Approaches to learning covered by the term Enquiry-Based Learning (EBL)

Kahn and ORourke 2005 p.4

Problem-based
Learning

Pure PBL

Field Work

Hybrid PBL

Case Studies

Small-Scale
Investigations

Workshops

Individual & Group Projects

Research Activitty

Project Work

Four different approaches to organizing group work for enquiry-based learning are represented
visually and discussed by ONeill and More 2008 p.79
(http://www.nairtl.ie/documents/EI2wholebook.pdf ) namely:
1.
2.
3.
4.

Independent sub-groups from a large group

The roving tutor
Training the trainers
Combining the roving tutor and train the trainer

These approaches are illustrated on page 7. The practitioners in this guide use or adapt one of these
approaches depending on their context and resources.

Independent sub-groups from a large group

ONeill and More 2008 p.79

Large Student Group

Facilitator

The roving tutor

ONeill and More 2008 p.80

Training the trainers

ONeill and More 2008 p.81

Facilitator

Assistant
Facilitators

Student Groups

Combining the roving tutor and train the trainer

ONeill and More 2008 p.82

Assistant
Facilitators
&
Student
Groups

Facilitator

What is problem-based learning?

Problem-based learning is a specialised form or subset of enquiry-based learning. The classical definition of
problem-based learning is:
the learning that results from the process of working towards the understanding
of a resolution of a problem. The problem is encountered first in the learning
process (Barrows and Tamblyn 1980: 1).
In designing problems for PBL initiatives it is important to involve a range of stakeholders in designing
problems that focus in key concepts and align with learning outcomes. Variety of problem formats is
important for student learning. This guide shows examples of a variety of problem types including:
scenarios, DVD clips, dialogues and cartoons.
Problem-based learning is a total approach that has four interrelated dimensions:
1.

An ill-structured challenging problem is presented to students at the start of the learning

process. The sequencing of presenting the problem before any other curriculum inputs is
a key and distinguishing characteristic of PBL.

2.

Students work on the problem in small PBL tutorial teams generally with 5-8 students
per team. The role of the PBL tutor is to facilitate the learning process. Ideally there is one
tutor per group. Where resources are more limited a roving tutor moves between teams.

3.

PBL compatible assessments aim to ensure that authentic assessments are aligned with
learning outcomes and the problem-based learning process.

4.

PBL is underpinned by a philosophy of higher education that focuses on students

learning rather than teachers teaching. In each context it is underpinned by a
philosophical understanding of the nature of the specific discipline/profession.

This inter-relationship is outlined in a 7 Step PBL Process Guide used by the PBL Masters in Ultrasound on
page 9. All the PBL case studies in this guide share these four key dimensions. Their specific strategies for
designing and implementing PBL are discussed.

Name the key issues that you need

to study further

Formulating Learning Issues

Formula
Fo

B
Barrett, ON
ONeill,
ill SStanton and
dC
Cashman
h
2009
2009. Ad
Adapted
d ffrom B
Barrows 1989 and Schmidt 1983

Discuss the problem

Summarise what you currently know
about key themes

Discuss and
d Synthesise
S nthe
Sy

Responses and examples in

relation to your experience

Brainstorm
storm
m

3
Ideas / explanations

The
PBL
Process

Initial ideas

Define the Kernel of the

Problem / Trigger

Underline and clarify key or unknown

terms / facts

Read the Problem / Trigger

T

Synthesise critically what

this means for the
problem

Set the Climate

Assign roles
Make / review ground rules
Review thinking and learning processes

Work on learning issues

Independe
Independent
Study

Summarise the learning as it relates to the

problem and professional practice

Debate learning issues from the literature and

professional practice

Professional Practice Debate

bate

7 Step PBL Process Guide

Why use Enquiry and Problem-based Learning?

Developing specialist knowledge

Students are motivated to learn specialist knowledge

Students learn specialist knowledge in context
Students link prior knowledge to new knowledge
Students elaborate new knowledge in small groups

Developing key transferable skills for work and social life

Critical thinking skills

Problem solving skills
Research skills
Creative thinking skills
Communication skills
Teamwork skills
Information literacy skills

Enhancing the student experience

Engaging students, especially first years

Students identifying with discipline/school/profession
Improving student retention
Students making friends, having fun and enjoying challenging learning
experiences

Linking research and teaching

Students engage in research-led learning by: identifying the kernel of the

problem, clarifying what they know, naming research questions, identifying
sources of information, evaluating resources, synthesising information,
marshalling evidence to support an argument and presenting findings
Having experienced this research activity students are well prepared for
further research including masters by research and doctorate work

10

What are tutor and student roles in PBL teams?

The role of the tutor is to:

Facilitate the PBL process, not to give a

mini-lecture
Listen very attentively to what students are
saying and the learning that is taking place
in the team
Encourage a welcoming and challenging
learning climate
Ask questions that encourage critical
thinking
Encourage student to link theory and
practice
Encourage students to be responsible to
complete high quality independent
learning
Facilitate students to reflect on their
learning, the development of key skills and
the performance of the team
Facilitate the review section of the tutorial

Write the learning issues that the team

decide to work on clearly
Work both verbally and visually on the
whiteboard and invite other team
members to write on the whiteboard if
they want to illustrate a point
Summarise and synthesise the learning
from the problem on the whiteboard

The role of the reader is to:

Read the problem aloud at the start of

the process
Re-read the problem again when the
team decide this is useful
Draw the teams attention to key
elements of the problem

The role of the timekeeper is to:

Students all work on the problem and in addition
some students take on the roles of: chairperson,
scribe, reader and timekeeper.

Help the team to manage their time in

tutorials
Remind the team appropriately about
how much time they have left in the
tutorial

The role of the chairperson is to:

Encourage the participation of all team

members
Not necessarily to talk first and certainly
not to talk at length
Facilitate the team to make and work
within agreed ground rules
Stimulate the debate by encouraging
discussion of different viewpoints and
asking questions
Use the PBL process as a scaffold for the
team to work on the problem
Ensure that someone summarises at the
end of a tutorial
Check that everyone is clear what learning
issues the team has decided to work on.

The role of the scribe is to:

11

Record the ideas of the team on the

whiteboard so that this can be used as a
shared learning environment

In different contexts it is decided to use other

roles e.g. observer, photographer or roles that
mirror specific professional situations.
In PBL students are often given a PBL tutorial
process guide of steps to act as a scaffold for
learning. Page 9 shows a PBL process guide used
by students on a masters programme in
ultrasound in UCD. PBL itself needs to be
problematised, adapted and re-invented for
different contexts and professions.

The best way to

learn PBL is to do it!

Collaboration and Sustainability:

Integrating Information Literacy
into Enquiry and Problem-based
Learning Initiatives in UCD
Lorna Dodd

The development of generic skills is often cited as one of the benefits of

introducing both enquiry and problem-based learning. One of these skills
is information literacy, which is the ability to identify, find, evaluate and
use information in an ethical way. Not only do students develop this skill
as a result of participating in enquiry and problem-based learning, it is
necessary for them to be able to become effective information seekers in
order to successfully negotiate their way through the process. So it is
important for academics and librarians to work together at all stages of
any initiative.
Integrating information literacy into the
curriculum is the most effective way to
allow students to develop these skills.
Although there can often be challenges
such as finding space in a busy
timetable, the collaboration required
between academics and librarians can
result in a productive and long lasting
relationship between faculty and library,
resulting in a sustainable partnership.
Moreover, the
opportunity to develop information
literacy enables the student to gain skills
which can be applied not only to their
other academic courses but also to their
work life into the future.
There are several ways in which
information literacy can be integrated
into a problem-based or enquiry-based
curriculum. The method chosen will be
influenced by factors such as the number
of students, the available facilities and the

available space in the timetable. However,

any change in educational approach
requires all aspects of student instruction
to adjust accordingly and this includes the
delivery of information literacy instruction.
Some approaches to this are outlined in
the poster on the next page.
In UCD, information literacy has been
integrated into both problem-based and
enquiry-based curricula. One of the key
features of this success has been
collaboration between academics and
librarians. This collaboration has meant
that the library and schools have worked
together in partnership, designing and
evaluating each initiative. The collaboration
between library and faculty continues and
it is this that has brought about
sustainability in delivering and supporting
these initiatives.

12

Case Studies from

University College Dublin

14

Inter-professionalism in
Health Care Education
Tara Cusack
Inter-professional education can be defined as occasions when two or more
professions learn from and about each other to improve collaboration and quality
of care (Centre for the Advancement of Inter professional Education. www.caipe.
org.uk). Inter-professional education is crucial to the development of mutual
professional respect and trust. It was considered that inter-professional education
could be best introduced by means of problem based learning module.

Current Health Service Executive (HSE)

policy concerns the development of health
offices that provide/will provide Primary
Community and Continuing Care (PCCC).
This means that health and social services
are/will be provided in health facilities and
communities all over Ireland. The multidisciplinary nature of these facilities (medicine,
physiotherapy, nursing) will necessitate
health care professionals working together
in an even more integrated way than ever
before. This initiative was sparked by the
realisation that despite the fact that the

Module Coordinator:
Tara Cusack
[email protected]
Curriculum Development Team:
Marie-Louise Butler
Kathryn Smith
Cliona O Sullivan
Catherine Blake
Ann Sheridan
Geraldine ONeill

15

Health Science Disciplines in UCD had

been accommodated in a state of the art
facility, we had not as yet followed the
lead of our international counterparts and
established a mechanism by which interprofessional learning could be achieved.
In order to improve inter-disciplinary
communication it is important to
introduce cross discipline interaction
during the undergraduate education years.
A module on Collaborative Learning for
Health Professionals was designed for first
year students.

Beginning the initiative

Informal discussion took place initially at the Life
Sciences Teaching and Learning Committee.
Inter-disciplinary meetings took place between the
Heads of Teaching and Learning of the disciplines that
had agreed to participate in the module. The module
outcomes were established through this
inter-disciplinary discussion group. UCD Teaching and
Learning advised that a student-centred, collaborative
approach to learning would be achieved by means of
problem based learning.
The problems were designed by means of an
inter-disciplinary group of academics and clinical nurses,
physiotherapists, radiographers, doctors, students and
librarians. The development of the problems was
facilitated by educational developers Geraldine ONeill
and Terry Barrett from UCD Teaching and Learning. The
problem design group was initially given an
introduction in terms of the requirements of good
problems and constructing problems in different media.
The module learning outcomes were used as the basis
for problem development. A matrix was established
to ensure that the module learning outcomes were
achieved by the problems included in the module. The
development of this module commenced nine months
in advance of the module being offered for the first
time.

Module Name
Collaborative Learning for Health
Professionals [PHTY 10130]
Type of EPBL
Problem Base Learning Module
Discipline
Cross discipline Health Sciences module:
Nursing (Midwifery, General Nursing,
Childrens and General Nursing, and
Psychiatric Nursing), Physiotherapy, Medicine, Diagnostic Imaging.
Level
UCD Level 1 (Elective Module)
College
UCD College of Life Sciences
Student Numbers
50
Learning Outcomes
On completion of this module students will
be able to:
- Clearly articulate the role of their
discipline and that of others.
- Demonstrate the ability to work
collaboratively as a simulated health care
team.
- Differentiate between healthy and
unhealthy health care team functioning in
areas of, communication, decision making,
conflict management, leadership.
- Demonstrate emergent team building skills,
and an appreciation for the role and value of
other health care disciplines.
- Make recommendations for teambuilding.
- Examine the potential impact that
differing professional and personal values,
and codes of ethics have on team
functioning.
- Develop ideas in relation to how a
multidisciplinary team interacts with other
agencies.
- Be information literate and be able to search
for identify and retrieve relevant information,
evaluate the usefulness and quality of the
information and use the information in an
ethical way.

16

Using the Learning Outcomes as a Basis for Designing Problems

The second problem is a case-based problem

building on the learning achieved in problem
one where students develop their
understanding of their role as a health care

professional within a multi disciplinary team

and addressing the issue of communication
directly. A case-based respiratory problem is
used as the third problem and is detailed
below. The fourth problem concerns
Synchronous Teamwork and Asynchronous
Teamwork. The final problem is a progressive
disclosure problem whereby students receive
a letter from their principal asking them to
return to their school to deliver a health
sciences career talk for transition year
students. Students are encouraged to work
together to develop their presentation using
interesting and varied media that would be
both engaging and educational for
individuals in transition year.

Problem 3: Breath Taking...

Tutor Guidelines

Part 1
At 9.30 pm on 16th October the junior hospital doctor (JHD) was bleeped by the duty staff
nurse to see a patient admitted earlier that
evening. Her patient notes are as follows:

1. Encourage students to consider this

ladys condition.

In all, five problems were used to achieve the

learning outcomes of this module. The first
problem When I Grow Up.. encouraged
students to reflect upon their choice of
profession and role they see for themselves in
the future. This problem arose through
discussions with students who identified that a
number of students may for example have found
themselves doing physiotherapy, diagnostic
imaging or nursing when in fact their first choice
may have been medicine.

On arrival in the ward the JHD sees the

following:
65 year old lady admitted complaining of
respiratory difficulty. She was on 6 litres /
minute of humidified oxygen via nasal airway.
On Examination:
Respiratory rate: 32 breaths per minute
Heart Rate 112
O2 Saturation: 78%
Breath sounds: crackles left lower lobe
Weak non productive cough
Temperature: Normal
BP: 110/57.
Neurological status: sleepy
Part 2
www.youtube.com/watch?v=9C5RFb1qWT8&f
eature=related

17

2. Briefly consider what the elements

identified in the Drs report mean for the
patient..
3. What part would each member of the
team play in this ladys recovery.
4. Encourage students to consider the role
of other team members other than their
own.
5. In terms of being a MDT who will they
need to liase with prior to planning this
ladys discharge? Particular consideration
needs to be given to other individuals and
agencies outside the acute hospital setting.
6. What components of teamwork are
essential to ensure that this ladys admission proceeds seamlessly.

What did the students say?

Was good...

Needs improvement...

Getting feedback early in the semester

Very time consuming

The ability of the group to decide on their

own learning outcomes

Less assignments

Interaction with students from different

classes
mixing with other health-care
professions, I am not as timid with other
students now
That you got to learn how to research
articles and books effectively

Timing of assignmentsit was quite

hard to get the information and do the
assignment in such a short time frame
Maybe different problems in relation
to each area in health care
There should be strict rules pertaining
to attendance

Reflections of a Module Coordinator

In my opinion what is hard about this module:

In my opinion what is great about this module:

Encouraging students to believe what they

already know is valuable and worth sharing

Working with and getting to know students and

staff from different disciplines

Encouraging students to seek information for

themselves

Student-centred and student-directed

approach to learning

Encouraging students to engage with the library

resources

Learning is being undertaken by students in

and outside face-to-face contact time...

Encouraging students to look for good quality

resources to inform their learning outcomes

Encourages attendance...

Encouraging the chairperson to lead the

group
Handing over control & staying quite myself

Encourages good practice for continuing

professional development...
Seeing progression in students learning through
their written assignments...

Being a good facilitator

18

Hands-on experience in the

PBL Biosystems Engineering Design Challenge
Tom Curran

Its a really good experience that wont disappoint anyone, you get real
hands-on experience in everyday world problems. You get to learn how
to be part of a team which will also look good on your own CV and you
get to make new friends.
[Student Quote]

The Biosystems Engineering Design

Challenge (BEDC) gives an early
opportunity to Stage One Engineering
students to get hands-on experience on a
relevant real-world problem. The initiative
was launched originally as a competition
to coincide with the first intake of students
to the Biosystems Engineering
degree programme in 2004. It provided a
platform to highlight the connection
between engineering and biological
systems. Due to its initial success and
positive student feedback, it was
decided to offer it as an academic module
in 2005/06 in the new semesterised
system. It also aligns well with the
Universitys policy to introduce
alternative teaching and learning
strategies compared to the conventional
lecture and examination. The module now
runs in both semesters.

19

The great thing about this course is that it is hands on and that it
provides a great opportunity to meet people from other courses.
[Student Quote]

Curriculum Design
The main focus is to simulate a situation where a
multi-disciplinary team must work on solving a real-world
problem within particular constraints such as time, budget,
device dimensions, materials and system performance. It
was also vital to have a problem relevant to the discipline of
Biosystems Engineering; the initial objective was to design,
build and operate a biologically-based, bench-scale system
to treat domestic greywater but the specified problems
changed each semester.
It is considered important to start with an initial introduction
to the technical specifications, principles of teamwork and
time management. Guidelines are drawn up on a timeline
of expected activities each week. It is also important to align
with Engineers Ireland accreditation criteria on developing
problem-solving and research skills within a team
environment.

Biosystems Engineering Design

Problems
Since the introduction of the module the following problems
have been presented to students.
Design, build and operate a bench-scale device for:
1.

Treatment of greywater from domestic buildings;

2.

Water-driven electricity generation;

3.

Biofiltration of malodours from food waste.

Assessments
The assessment criteria include teamwork, minimisation of
expenditure, device design, innovation, operational safety,
system performance, project journal, poster design, report
writing and appropriate use of biological and recycled
materials. Three external experts (engineers and scientists)
visit UCD in the final week of the semester to meet the
teams and mentors, and examine the devices and posters;
cash prizes are awarded to the best teams. Subsequently,
individual academic grades are awarded based on feedback
from the external adjudicators and discussion between the
mentors and the co-ordinating committee.

Module Name
Biosystems Engineering Design
Challenge
[BSEN 10010]

Type of EPBL
Problem Based Learning
One module runs in both semesters

Discipline
Biosystems Engineering

Level
UCD Level 1

College
UCD College of Life Sciences

Student numbers
Started as an academic module
in 2005/06 with 23 students.
Current academic year 2009/10
has capacity of 56 students per
semester = 112 per academic
year.

Learning Outcomes
- Describe the principles of engineering design, time management and teamwork.
- Solve a practical engineering
problem.
- Locate materials, construct and
operate a working bench-scale
device.
- Use effective communication
skills in writing a group report
and presenting a poster.

20

Implementing the Module

Although our team finished joint fourth I wasnt disappointed because I

knew how hard the other teams worked to make their projects a success.
[Student Quotes]

A mentor is allocated to each group of up to seven

students. Guidance is given to new mentors about
their responsibilities. All information is provided
electronically though presentations and guidance
documents. Groups are given a budget of 50 euro
each for materials used to construct the devices.
Posters are submitted electronically and printed in
UCD by the module co-ordinator. The waste
management company Greenstar

sponsor these costs and prize money for best

teams. Blackboard is used to provide
information. Students tend to use direct email
correspondence for discussion rather than
online boards. Students must submit individual
project journals each week on Blackboard. The
module is run in both semesters. There are two
weekly 50-minute slots per semester with a total
capacity of 16 teams per academic year.

An innovative module allowing students to come up with imaginative, creative and functional designs. I look forward to seeing the final projects each
year. [Dr. Enda Cummins, Lecturer]
This module enables students to develop practical solutions to engineering
problems. It challenges the students to work in teams towards a common
solution in a structured learning environment. I enjoyed working through
the students solutions. [Dr. Kevin McDonnell, Lecturer]

2009 Winners - Clearwater

21

It is now well known that early

exposure to design is essential for
successful outcomes in engineering education. The BEDC provides
students with an exciting introduction to engineering design
that provides motivation and
encouragement for the rest of
their studies.
[Prof. Nick Holden,
Head of Biosystems Engineering]

Teamwork is essential. Without it, we would never have succeeded as we did.

Working alone would have been a failure on so many levels, and again, I
think this is relevant to our futures...be they social or professional, or both.

Schedule of Learning Activities

The Challenge Management Committee strongly encourages each team to pay close attention to the
following suggested schedule.
Week Number

Milestones to be met

Initial meeting, start team formation

Information skills seminar

Define problem; Brainstorming for alternative designs

Development of alternatives completed

Critique alternatives, select final design

6/7

Parts sourced, construction plan made

Start assembly of prototype (Engineering Workshop 020, UCD

Engineering and Materials Science Centre)

Prototype ready (Engineering Workshop 020)

10

Final changes made to assembled unit (Engineering Workshop 020)

11

Performance testing of device

12

Electronic version of report and poster submitted by email to Tom

Curran

Developing The Module Over The Years

In the early years, the mentors were academic
staff but later graduate students took over these
roles. A weekly online project journal was
developed to track individual student learning.
Another recent change in the module was an
early introduction to literature research because
students tended to depend too much on the
internet for references in their reports rather than
on textbooks and scientific journal articles.

It is considered that having graduate students as

mentors works better with them being able to
relate well with undergraduates and also relieving
pressure on academic staff time. Positive feedback
has been received on the mentoring scheme and
the opportunity to adopt a hands-on approach to
problem solving. Students said that they liked not
having to take a written exam at the end of the
semester.

A discussion now takes place in the middle of the

semester to evaluate the group process dynamics
with a view to improving team performance for
the remaining period. Guidance is also given at
this stage on report writing and poster
presentation students reflect on the
personality traits they bring to their teamwork.
The most recent change was the introduction of
an online personality profile assessment.

The experience to date would suggest that

assessment appears to be one of the main
concerns in problem-based learning. Further
efforts have been made to be more concise in
allocating marks to the various assessment criteria
to allow the process become more transparent
and clear to the students, mentors and external
adjudicators.

22

The students get an opportunity to

develop and display their skills in
many ways from solving a practical
engineering problem to designing a
poster. I feel their talents should never
be underestimated.
[Dr. Tom Curran, Module Coordinator]

Extract From Guidance for Student Teams Document

Team Building Hints:
A team is comprised of individuals, each of whom
possesses different strengths and weaknesses.
Whether the team is a design team of engineers, a
sports team of footballers, or a sales team of
marketing specialists, each team member has as
his or her highest priority the accomplishment of
team goals. It is relatively easy to put people
together to form a group; but is can be relatively
difficult for a group to behave as a team. Being
able to work effectively as a team member is an
essential skill every engineer must acquire. It is
rare indeed that engineers work alone. More likely
than not, engineers do their work as a member of a
team. Frequently, team members include
non-engineers, too.
An essential element for any successful team is
respect. Team members must respect each other
and especially their individual strengths and
differences. Truly great teams arise when diversity
is genuinely appreciated, for it is from diversity of
ideas and skills that come inspired performance,
whatever the goal. Team members that
complement (and compliment!) each other are a
coherent group. To be effective as a team, each
team member must contribute to an atmosphere
where each members contributions are valued.
Likewise, each team member has the responsibility
to his / her colleagues to do their share of the work.

23

The sequence of team building has been

described as one of forming, storming, norming, etc. In the forming process, people with
different talents come together for an agreed
reason. In the storming stage, team members
get to know each other better,
sometimes through heated (or stormy)
conversations. As team members learn each
others strengths and weaknesses and become
more comfortable with each other, the team
matures to the norming phase, in which
everyone gets on with the work to hand as a
normal routine. The performing stage happens
when the team begin to achieve the objectives
of the group. Committees are one type of team
with which almost everyone can relate. In the
engineering profession, engineers are often
members of project teams or quality circles.
Project teams are assembled to develop or
significantly modify a product or process.
Quality circles are used within industry to
promote continuous improvement. Engineers
also serve on teams called task forces, as experts
with specialist knowledge to help make
in-depth enquiries or studies.
Regardless of the type of team or its purpose,
all teams have a leader, if for no other reason
than to facilitate decision-making by the team.
A leader usually possesses the ability to work
easily with others and is comfortable accepting

responsibility. Leaders vary widely in the styles by

which they operate. Although a leader is necessary for effective teamwork, equally necessary is
the commitment and participation of every team
member. After picking a leader, deciding who is
going to be responsible for what is a teams next
biggest piece of business. The ability to share
responsibility among team members is one of the
key reasons that teams exist. However, as said time
and again, teams are only effective if each team
member does his / her part in the teams work.
Time, like money, is a scarce resource and always
limited in supply. Whether it is a football match or
a design challenge, teams always must work within
a given allotment of time. So, together with
deciding what must be done and who is going to

do it, a team must set a schedule that will allow

them to achieve their objectives within the
allotted time available. One approach to
scheduling is to first identify the tasks to be
accomplished and then assign dates to when
these tasks will be completed. Although this is
a somewhat arbitrary approach (because it may
not take into account the time actually required
to do something), it is a good starting point. In
real life, engineers make use of much more
sophisticated methods of planning a project.
You will learn about these as you progress from
year to year at UCD. Of course, to be really
successful, a schedule must be followed, i.e.
intermediate deadlines (or milestones) must be
accomplished on time, meaning, when
scheduled.

Building on the Success of the Module

The students who participated in the Challenge
in 2005/06 were invited to submit a paper for the
UNACOMA Vision Award, an event organized by
the European Society of Agricultural Engineers
(EurAgEng) to provide an opportunity for younger
people to demonstrate their vision of agricultural
and biological systems engineering in the future.
Eight of the students came forward to co-author a
paper Integrating Engineering and Biology The
Final Frontier. The students demonstrated a
significant commitment to the task by meeting
several times during the summer vacation to
discuss their collected literature. The submitted
paper dealt with how the Biosystems Engineering
Design Challenges on treatment of greywater and
polluted air could be used in the design of closed
loop environmental control systems in a space

station. The proposed model contained four

components in the life support system:
Controlled Environment, Regenerating and
Resting, Eating and Drinking, and finally Working and Energy Production, (C.R.E.W). It was
suggested that each module should specifically
cater for one need but also provide overlap for
other regions to maximise recycling potential
between modules.
The paper was presented by one of the UCD
students to an audience of over 200 delegates
at the World CIGR Conference closing ceremony
in Bonn, Germany in September 2006 and
finished a highly commended runner-up in the
UNACOMA Vision Award. All eight students
travelled to Bonn courtesy of UCD and
thoroughly enjoyed the experience.

Module Coordinator:
Tom Curran
[email protected]
Curriculum Development Team:
Ms. Colleen Doyle, (Student Adviser)
Dr. Enda Cummins,
Dr. Kevin McDonnell,
Prof. Nick Holden

24

Lecturers as Problem-based
Learning Students
Terry Barrett
Participants learn about problem-based learning by becoming PBL students for
this module. They work in small PBL teams on a problem about problem-based
learning. They experience how the PBL tutorial process works. Thus both the
content and the process are problem-based learning. The experience of having
been PBL students for a module gives participants a strong basis for designing
and facilitating PBL initiatives for their own students.

Why a Problem-based
Learning Module in Higher
Education?
Problem-based learning has been characterised
as the most important innovation in the
education of the professions in the last few
decades (Boud and Felletti1997). There are
many PBL initiatives in Ireland at module and
programme levels. This module facilitates
students taking development and leadership
roles in PBL practice and research.
The aim of this module is to empower students
to design, facilitate and evaluate

Module Coordinator:
Terry Barrett
[email protected]
Curriculum Development Team:
Terry Barrett
David Jennings
Geraldine. ONeill
Lorna Dodd

25

problem-based learning initiatives in ways that

are informed by research, best international
practice and students understandings of their
own education contexts together with the
creativity of their curriculum teams. The
module also aims to facilitate students
exploring potential PBL research projects.
This module is taken as part of a Postgraduate
Certificate or Diploma in University Teaching
and Learning. Lecturers from a
variety of schools in UCD and some lecturers
for other institutions undertake this module.
Some students take this module as part of
their doctorate programme.

How is the module assessed?

There are two summative assignments for this module:
1. A team presentation
2. An individual resource review
These are both Pass/Fail grade.

ASSIGNMENT 1:
Team Presentation
( Based on the PBL Problem, page 27)
The presentation is for 30 minutes and you are free
to use any media. It will be followed by questions.

ASSIGNMENT 2:
Resource Review
Each person should identify a PBL issue that is interesting to them and phrase it as a question. The
resources used to address the question should include journal papers, web resources and PBL practitioners. Each resource review should include a
concept map. The word count is 4000-5000 words.

Module Name
Problem-based learning in
Higher Education
Type of EPBL
Problem-based learning
Module
Discipline
Higher Education
Level
4
College
Human Sciences
Learning Outcomes
On completion of this module, students
should be able to:
Critically reflect on what they have
learned from the experience of being
PBL students
Design authentic, engaging, creative,
deliberately ill-structured problems/triggers/scenarios in a variety of media
Compare and contrast the role of the
PBL tutor with other teaching roles
Debate current issues in problembased learning research and practice
Suggest possible PBL research projects
Identify their own learning issues and
resources to work on these issues
Debate the philosophical principles
underpinning PBL
Critique and adapt PBL processes for
their own contexts
Decide on specific transferable elements of the PBL process that they wish
to integrate into their other teaching
strategies.

26

What learning processes are used in this module?

As problem-based learning students, participants
experience PBL tutorials. They set the ground rules
for effectively working as a team. They define the
problem. They brainstorm their ideas about the
problem. They identify what they dont know about
the problem and need to research. They phrase
these learning issues as questions. Between
tutorials they research these learning issues as they
relate to the problem. Teams share the research
they have done and work together towards a
resolution of the problem and to produce the
product required. See opposite page for the
problem trigger students from the last cohort were
presented with.
In addition to these PBL tutorials students
participate in workshops that help their work on
the problem and in designing PBL initiatives for

their own students. These workshops included:

problem design, embedding education
technology and evaluation. Students also have
the opportunity to listen to PBL case studies
presented by PBL module and programme
co-ordinators. They saw these people as an
important resource and asked them questions
about the team problem and their own PBL
initiatives. Key resources on the research on
PBL were presented in the module handbook.
Lorna Dodd (the librarian) facilitated information
literacy sessions on accessing research
literature on PBL. Terry Barrett facilitated a
session on trends in PBL research and presented
some of her own PBL research. Each student
worked on a question on PBL they were
interested in through working on a resource
review. Some students submitted this as a paper
to a journal.

Interested in finding out more about this module?

The first cohort of students completed this module in 2009. If you are interested in getting more
information or registering for this module when it is offered again or in completing other modules on the
Certificate or Diploma in University Teaching and Learning contact:
Contact:
[email protected]

26

27

Hold on... Where are we

going to find the additional
finance required, who exactly
will design the online
components, how do we
cope with the need for
additional tutors, and
how on earth are we to meet
the deadline for the review
group and for the students?
We don't have the staff!

Oh this is the perfect

opportunity to
recognise our students
as the digital natives
they are by embracing
the use of Web 2.0
technologies, to let
our students develop
their critical and
creative thinking,
to let us re- energise
our own
teaching practice.

Let's just pause a moment...

and look at the facts. We have to have the new
Programme Document ready to send the
professional body by February 2010. So we need
each module team to present a full PBL module
package at the meeting

Oh this is simply just wonderful!

I can't wait,
we'll be able to work
with professionals to design
challenging and interesting
problems that will appeal
to our students and develop a full
PBL programme

Ahh c'mon, this is the

first time we have had the
chance to implement
radical change, that we
have talked about for
so long... this should
benefit ourselves, our
learners, the
profession and
promote our school,
We have to go for it!

Here it is :
we need to
develop our
programme
in response to
the professional
body's demands.
They want
graduates
with key skills
in addition to
specific
knowledge.
What suggestions,
ideas or issues
do you have?

One misty Friday morning in October 2009, at a secluded location, the elite team came together over steaming coffee and chocolate croissants to plan the design of a new PBL programme. . .
The deadline for the the review meeting of 20th November, where a sample full PBL module package will be presented loomed large. . .

Linking Theory to Practice in

Applied Developmental
Psychology Using
EnquiryBased Learning
Suzanne Guerin and Eilis Hennessy
We introduced an enquiry-based learning (EBL) approach to overcome the
difficulties some students had in linking theory and practice in developmental
psychology. The aim was to encourage independent student research into
topical issues relevant to childrens lives. We wanted to provide an opportunity
to facilitate small group interaction in undergraduate students.

Curriculum design was informed by an

analysis of past students experiences and
learning in an existing module that had been
co-taught for a number of years previously.
This analysis was based on a review of and
reflection on essays, student feedback and
class discussion and indicated that students
had difficulties in linking theories in
developmental psychology with applied
research topics. We were, therefore,
looking for an approach to curriculum design
that would help students to bridge the gap
between their understanding of theories of
child development and the research studies
that they were reading about.
Enquiry based learning seemed to offer
students a way of working in small groups to
formulate links between theory and
research. Also, given the applied nature of the
module we were aware that students would
be able to draw on their own
knowledge of the module topics in
studying the area. In addition, the group
format of enquiry-based learning seemed to

28

offer the possibility of encouraging students

from different disciplinary backgrounds the
opportunity to learn from one another. The fact
that the module was a popular choice as an
elective for students from outside the
single honours degree in Psychology had
given rise to this feature of the module.

Curriculum Design
The module was offered in the first semester of
the academic year and planning began mid way
through the second semester of the previous
academic year with initial meetings between
the staff involved as well as additional
discussions with experts in EBL. Geraldine ONeill
from UCD Teaching and Learning worked with
academic staff on the initial design of the
module.
The module was delivered by two full-time
members of academic staff and a graduate
student provided administrative support in
keeping track of assignments. The module also

involved one session from the School of

Psychology liaison librarian who brought students
through the databases used in Psychology, an
introduction to how to critique web-based material
and information on how to source APA referencing
guidelines
The module focused on three themes that are central
to applied developmental psychology:

The contribution of theories of human

development to research on childrens lives.

The importance of research in guiding practice in

these areas.

The value of adopting a developmental

perspective on applied research on childhood.
Three applied topics were selected to form the basis of
the module content, and these were considered in
relation to the three themes outlined above:

Adoption and early deprivation

Children and advertising

Module Name
PSY30060: Applied Issues in
Developmental Psychology

Type of EPBL
Enquiry based learning, one module,
delivered as part of the Psychology
Major and Minor structures on the BA
programme and also available as an
elective module.

Discipline
Psychology

Level
UCD Level 3

College
UCD College of Human Sciences

Module Evaluation and

Development
The staff developed a Learning Experiences Survey for
students, which was completed at end of the module
(n = 38). It had qualitative and quantitative components
which looked at Engagement & Social Interaction,
Knowledge & General Experience and
Satisfaction. Student ratings were very positive with
marks on most areas in the high range (>7/10)
In addition to positive comments for the students as exemplified by some of their quotations in the case study
the feedback also highlighted a number of limitations
such as the way in which the group process worked for
some groups and the number of assessments.
Geraldine ONeill from UCD Teaching and Learning
observed both staff teaching at their request. Feedback
from this external peer observation in the first year of
the sessions highlighted the clarify of instructions and
the staffs comfort with small groups but stressed the
need for staff to be supportive of group discussion
without influencing the processes too much.

Student numbers
50

Learning Outcomes
On completion of the module students
should be able to
- Evaluate the contribution of theories of
human development to issues relevant
to childrens lives.
- Evaluate the importance of research in
guiding practice in these areas.
- Assess the value of adopting a
developmental perspective on applied
research on childhood.
- Critically review relevant research.

29

Problems to Stimulate Students Linking Theory to Practice

The topic on adoption and early deprivation used a press cutting from the Daily Mail (23/4/1998)
detailing difficulties an adopted child was experiencing.

The topic on children and television advertising used a clip from the film Jingle all the Way which
shows parents desperate to find a particular toy as a Christmas present.

The topic Cyberbullying used a press cutting from the Irish Times (30/10/2006) discussing steps
taking by the social networking site Bebo to combat bullying, and an excerpt from a focus group
with second-level school pupils on Cyberbullying.

The topics that we covered were very interesting and I

think were very relevant to contemporary society.
[Student Quote]

Trigger for Adoption and Deprivation Topic

CASE STUDY: Cezarina Adopted from Romania Aged 10 Years
To a stranger Cezarina seems pretty, polite, charming but, most of all, normal. Yet her hidden
handicaps pose both dangers and disadvantages.
Jean, her mother says: She understands the survival instinct and fear, but not affection or love.
Her relationships are entirely superficial and she doesnt attach to people. If a potential friend
comes round, she cannot get it into her head that she has to include her in some activity.
Instead she carries on with whatever she is doing. Nor can she conceive that her friend might
be upset. Cezarina is also unable to process information. She cannot follow more than one
instruction at a time. If you tell her to dry the dishes, then put the milk bottles out, she will
manage only one of the tasks. She has no sense of the passing of time and takes everything
literally. The first time I told her to get up at 7.30am she stayed up all night waiting for the
clock hands to go round. Even after nearly seven years of daily nagging, she still cannot
remember to turn off taps. The fact that she is intelligent, and that she is going to take eight
GCSEs, makes it all the more frustrating.
Jean describes when she first met Cezarina in the orphanage in Bucharest: She was about the
size of a five-year-old and weighed just under 3st. Shed had Hepatitis B and TB, was obviously
starving. She dragged her leg, was cross-eyed and had a chronic ear infection. Shed also been
physically, sexually and emotionally abused. Cezarina remembers the orphanages clearly.
They were dirty and unfriendly. I was hit a lot with a stick on the soles of my feet and my arms.
I also had to sleep with a blanket over my face.
Based on an article published in DAILY MAIL (London). April 23, 1998

30

This Enquiry-based Learning Module in Practice

The format each week was the same with one of the lectures being devoted to a large group session
(lecture or whole class discussion) guided by the staff members and the second devoted to students
working in their own small groups (approx. 5-6 in each group).
The module involved three topics, which were split between the two academic staff. Each topic covered
three weeks, and for each topic week 1 involved the students working through the process guide in small
groups, week 2 involved a lecture in which the staff member presented some of the current issues in
research, while week 3 involved a guest lecture from an individual working/researching in the topic area.
There were short assignments to be delivered each week either from individual students or from each small
group. This meant that all small group work was focused on a particular activity. Staff circulated among the
groups and entered into discussion about the group process.

Student Assessment
The assessment strategy was grouped into individual and group assignments.
The group assignments focused on the three topics and for each topics students had to work in small
groups to complete three tasks:

2.

To identify three questions relevant to the topic to be answered by the group and three articles
that could help answer those questions (5% per topic)
To write a short 150 reflection on the application of the modules three core themes to the
current topic (10% per topic)
In addition the groups were asked to complete a group reflection task midway through the
mod ule that encouraged them to consider the key strengths and limitations they had noted in
their group work and, importantly, to propose solutions to any difficulties in advance of the next
task (5% overall).

Individual assessment strategies included a major essay that focused on one of the three topics of
the module (accounting for 45%), and a short individual reflection on the nature of applied
developmental psychology which was set in Week 1.

The group work. People often dont want to speak out in a large class. I think
when in a group it is easier to interact and give your thoughts on the topic
and hear others thoughts. [Student Quote]

1.

Module Coordinators:
Suzanne Guerin
[email protected]
Eilis Hennessy
[email protected]

31

Engaging 500 First Year Students

of English Through Enquirybased Learning
Danielle Clarke

We wanted students to forge lasting relationships (social and intellectual) with their
peers, and thus for them to develop a disciplinary identity as students of English
engaged in shared academic endeavour and to challenge the individualist model of
much work in the humanities. We wanted students to achieve some traditional
outcomes (a sense of chronology; an understanding of genre; a realisation that texts
are produced and made, and that this process changes over time; a fuller
understanding of how the language of texts functions to produce meaning), through
non-traditional means hence facilitating their transition to active learning.
We acknowledge the crucial importance of the
acquisition of research skills from the beginning
of students college careers, focussing on handson introduction to the various resources available
(online and print) and the development of the
ability to evaluate, critique and present evidence.
The development of scholarly responsibility, and
an understanding of the ethics of the intellectual
community (questions about ownership, collaboration, citation) is important. We wanted to give
students the opportunity to work outside of the
conventional parameters defining academic work;
to encourage them to be creative and imaginative
and to put their non-academic skills to work to the
end of producing lively, interesting work.

32

Many materials provided directed us

in a myriad of directions. It was very
interesting to take charge of our own
specific areas and elaborate on these
by researching different points of view
[Student Quote]

Old Globe Theatre

Image by Mckaysavages photostream. http://www.flickr.com/photos/mckaysavage/2997795552/

Accessed 15.12.09

Getting Started with This

Initiative
We began with our learning outcomes and tied
everything we did to them, using them constantly
as the benchmark against which we judged whether
the problems were appropriate and so on. We had in
mind the chronological spread we were aiming at and
located the problems within these parameters. For
this particular project, with all of its operational
complexity, the problems were the starting point,
and the core of what we did; everything else in the
module was then designed to support and facilitate
students in the execution of those problems. Each
problem was designed in the first instance by two
academics with a specialism in the area, circulated to
the team, and then tested and tried out by groups of
tutors in training. The latter was a doubly helpful
exercise tutors identified key areas of difficulty,
ambiguity and potential misunderstanding, whilst
themselves learning on the job about EBL. It also gave
them a more direct stake in what they were to be
delivering in class.
From the initial decision to use EBL to delivery took a
full 18 month period of planning, designing,
testing, reworking, with regular review sessions in the
year since we first piloted EBL for English. These
sessions are to be ongoing. Three academics from
the English division of the School of English, Drama
and Film were fully involved in the design of both
modules, with indispensible input from Terry Barrett,
UCD Teaching and Learning, from Karen ORourke
(then at Manchester University), and from library staff
(Lorna Dodds, Valerie Kendlin, Ursula Byrne and Evelyn
Flanagan). The latter in particular made the delivery of
these modules possible.
Old Globe Theatre

Image by Howard Gees photostream. http://www.flickr.com/photos/cyberslayer/1915852858/sizes/l/.

Accessed 15.12.09

Module Name
Literature and Context 1; Literature and
Context 2
Type of EPBL
Enquiry Based Learning,
2 modules, pre-requisite
for major
Discipline
English Literature
Level
UCD Level 1
College
UCD College of Arts and Celtic Studies
Student numbers
500+
Learning Outcomes
- A basic knowledge of the material and
historical context of literary production
- Ability to identify key trends in literary
culture from 1100-1600
- Ability to identify some of the factors
behind the construction and celebration
of particular texts, of authors and
consequently of literary canons
- Development of the ability to
differentiate various registers of language
from different periods and to analyse
them critically
- Critical understanding of the
relationship between words and meanings, and a basic grasp of the significance
of language change
- A knowledge of the key resources and
their limitations
- An ability to work in teams, to share
work fairly and to meet the obligations
set by the group
- An understanding of how to undertake
basic independent research and to
evaluate findings

33

Implementation
The 500+ students were organised into groups of 25, and then into 3-4 groups within that. Groups of
6-8 was felt to be appropriate, given some inevitable attrition. We did intensive training one information day for interested tutors, a 2 day training session for those appointed, and regular meetings during
module delivery and assessment, plus email contact.

Overview of Problems
Literature and Context 1
Two problems were involved:
(i) students were to write a newspaper feature promoting the writings of Chaucer to the
general reader; and
(ii) students were to adapt or rework a scene, speech or character from a selection of
Shakespeare plays in order to encourage teenagers to engage with the Globe theatre in
London.
Literature and Context 2
Allowed students to build on develop the skills they had learned in Literature and Context 1 to
deal with a larger and more complex problem
(i) Students had to propose an idea for a literary periodical from a key era (Victorian,
modernist etc) to a potential backer, and produce a sample issue with contents appropriate
to the style of periodical and to the historical period.

Debating the Rennaisance

The Globe Theatre in Southwark, London, is seeking a PR team to promote its
activities, and you have been invited to pitch an idea for a promotional campaign
based on an issue, character, idea or theme found in Shakespearean drama. The
campaign must be based directly on a speech (or speeches), dialogue or scene
from one of Shakespeares plays (see list below), and the excerpt must be, in your
opinion, key to understanding the play as a whole. It must be suitable for an
international (but English-speaking) audience of teenagers (13-16yrs), and is
intended to engage their interest in the theatrical culture of Renaissance
London as well as in Shakespearean drama specifically. You can consider a
variety of formats for your campaign, such as conventional drama, a storyboard,
a cartoon, a website design, a blog, an advertisement or a networking site, but it
must be based directly on the original language of the play, although you may
depart creatively from it or adapt it to a new setting.

34

For Literature and Context 1: 20% group assessment for

Chaucer, 20% group assessment for Shakespeare, 20%
reading journal kept over the semester, 40% final exam.
For Literature and Context 2, 40% for the group project,
30% for the reading journal and 30% for final
examination. Each assessment was graded with
reference to the learning outcomes for each problem,
and was fully moderated, internally and externally.

At the beginning I thought the

assignments were too hard and like
nothing Ive done before but being
in a group helped
[Student Quote]

It introduced us to Chaucer and

Shakespeare in a completely
different yet fun way
[Student Quote]

Assessment

Image by Pablo Sanchez photostream. http://www.flickr.com/photos/pablosanchez/2042094422/sizes/l/. Accessed 15.12.09

For further information see

Clarke, Dillane, Long McAreavey and Patwell (2009) Literature in Context : Enquiry Based Learning for First
Year Students. www.nottingham.ac.uk/english/working_with_english/5/. Accessed 14.2.2010
Module Coordinator:
Danielle Clarke
[email protected]
Curriculum Development Team:
Niamh Pattwell
Fionnuala Dillane
Naomi McAreavey
Terry Barrett
Karen ORourke

35

Integrating and Applying Key

Knowledge and Key Skills
Through Problem-based learning
Modules
Stephen Carrington
Two PBL modules (Applications and Integration 1 and 2) were implemented in
first and second year of the Veterinary Medicine undergraduate programme in
2000. The aim was to facilitate students integration of knowledge from other
modules, and to develop students generic skills that will be of relevance to their
future role as veterinary clinicians. As such, the initiative utilises clinical or related
problems as triggers for logical analysis, encouraging skills such as reflection,
investigation, information retrieval, and the ability to integrate relevant subject
material from diverse sources. The modules are not used as a primary means to
disseminate new core factual subject matter. Nevertheless a great deal of factual
learning is indeed promoted and encouraged, along with the skill-base to allow
this to happen on a lifelong basis. This balance helped greatly in promoting the
concept of problem-based learning to teaching staff, some of who were initially
sceptical of its benefits in imparting core facts.

Curriculum Team
Initially, academic staff from across the
veterinary programme, were involved in the
initiative in order to promote and explain its
objectives to students. A small team of
committed senior academics worked with Dr.
Philip Bushby (Mississippi State University
Veterinary School) on the planning and
implementation. Initial positive feedback from
staff and student surveys was helpful in
embedding the initiative. UCD Teaching and
Learning has been involved in the development
of this initiative. The library staff are highly
committed to the support of the imitative, and
were involved since the initial planning. Currently
many of the PBL tutors are doctorate students
who are trained by academics.

36

Image UCD Media Services 2010

Curriculum Design

Module Name
Applications and Integration 1 & 2

The curriculum design was founded on a model

developed at the Bowman Gray School of Medicine
of Wake Forest University in the United States.

Type of EPBL
Problem-based Learning

The problems are released in the form of a clinical

problem as it is revealed to, and investigated by, a
clinical veterinarian. As each page of the problem
is released, the students sequentially review: facts,
ideas, learning issues, and plans. The cases are
designed to correlate (where possible) with the
students current learning context in the basic
veterinary sciences. This allows them to apply factual
knowledge acquired through the more didactic parts
of the veterinary curriculum, and to proactively
investigate issues that go beyond this basic
underpinning of facts and concepts.
Finally, trained PBL tutors facilitate the tutorials.

Assessment
The key challenges of designing the assessment is to
ensure that it

is concordant with the intended (generic)

learning outcomes

is not unduly time consuming for students or

examiners

does not encourage students to focus on

collecting facts from the cases.
The current assessment strategy combines a viva
examination with marks for the PBL tutorials. The
students receive 10% of the marks for attendance and
active participation (tutor assessed). The remaining
90% of the marks are made up of a viva examination
of one (of three) of the cases allocated from during the
term (40%), and a short case solved in real time, which
is given to groups of up to 16 students 2 hours before
the examination (50%). While a sound basis of
underpinning factual knowledge is required and arises
from proactive research, the assessment criteria
emphasise systematic analysis, efficient research,
logical prioritisation, and intelligent integration of
adjunctive knowledge. Through this the student is,
above all, expected to define the right question rather
than necessarily get the right answer.

Discipline
Veterinary Medicine
Level
UCD Level 1 & 2
College
UCD College oof Life Sciences
Student numbers
90
Learning Outcomes
On completion of this module students
should be able to:
- Adopt a critical, analytical approach to
any problem, correctly identify the facts
presented which are relevant to solving
the problem and generate useful ideas
on how to solve the problem.
- Identify, source, synthesize and
communicate information required to
solve problems presented to them.
- Analyse and integrate information from
many disciplines and use it correctly for
problem solving.
-Work and communicate effectively as a
member of a team.
- To promote deep learning of the basic
veterinary sciences
- To foster professional and ethical values

37

Clincial Case Scenarios

Clinical case scenarios, act as veterinary detective stories. These are released in stages to the students,
and included a range of information from e.g. lab test results, radiographs, echo-/electro- cardiograms
etc. Each problem is supported by a detailed facilitators guide, which provides a brief but detailed
analysis of the problem to allow facilitators to stay a step ahead of the students. It also provides
suggested questions or issues that can be used to initiate or restart a stalled session where student
interaction is deemed to less than optimal.
In practice, a well-designed problem usually acquires sufficient momentum so that intervention by
facilitators is minimal. Indeed the facilitators are exhorted and trained (in an annual training workshop)
to intervene as little as possible and, where necessary, to provide open questions as prompts, and never
the answers to direct questions. Normally, the students undertake 3 cases per semester. Each comprises
4 sessions of 2 hours each, with intervening time for research and discussion. The consuming task
during the set-up of the project was the design and production of cases. The initiative has been
re-worked and re-designed based on experience and feedback several times since it started. These have
been directed towards reducing academic workloads, and improving the concordance of the
assessments with the intended learning outcomes.

Extract from PBL Facilitator Guide

At the start of the first session
Ensure all students know each other (and you!) and explain your expectations of them:

Pro-activity; Participation; Logical analysis; Teamwork; Research/follow-through.

At the start of all subsequent sessions

Get students to place what they know about the case in the context of their recent
research

Ask them What are the most important things that you found out and how do they re
late to the case?

Appoint a scribe and a reader

During the session
Progressively distribute the pages relating to the problem followed by:

Collective discussion of the information provided

Use a whiteboard and an appointed scribe to consider and capture:

FACTS those facts particularly relevant to the case.

IDEAS what they think is happening with the patients problem(s)

LEARNING ISSUES a list of what needs to be known in order to completely under

stand and deal with the patients problem(s)

PLANS actions that must be taken, such as diagnostic/therapeutic steps, in order

to progress towards completion of the case
At the end of the session

Ask a student to summarise the case so far.

Ensure that students know that they are responsible for researching the learning issues,
and that they should all return competent to discuss these (and their relevance to the
case) at the start of the next session

38

Supervised Students Authored Problems

Two veterinary undergraduate students hired over the summer vacation period undertake case
authoring. These students are academically supervised, and their output is subjected to academic
editorial input before use. We try to ensure that the majority of cases are new each year. The use of
supervised student authors for the development of problem cases benefits both the authors (who gain
new perspectives on learning), the academics coordinator(s) of the programme (who save time), and the
students who undertake the PBL (who get new and interesting cases). We try to combine a junior and a
senior student to get the best from both bottom-up and top-down perspectives. We ask them to write a
short case to judge baseline proficiency before selecting them. Many students apply for these positions.
Basic guidelines for the students are:

Try to match the case material to the ongoing other modules if possible, do not be too obsessive
about it.

Try to ensure that the cases used have more than one clinical condition, as this makes for a more
challenging and interesting case.

Do not be frightened of introducing ethical or moral questions.

Do not produce excessively long facilitators guides (max 20 pages)

Swap cases, proof read, and correct thoroughly.

Seek detailed academic feedback on at least the first case.

Design a flow of information that engenders the maximum level of enquiry

Do not provoke a question in the minds of problem solvers to which the answer is provided on the
same page of the problem. Always ensure that it is on a subsequent page, so that enquiry, reflection,
and discussion will take place before any solutions are provided or implied.

Module Coordinator
Stephen Carrington
[email protected]
Module Development Team
Veterinary Medicine
UCD Teaching and Learning
Mississippi State Unversity Veterinary School

39

A PBL MSc in Ultrasound for

a Changing Profession
Marie Stanton
In the Ultrasound context technology is constantly changing. New modes are
frequently introduced, recent examples include three and four dimensional
ultrasound. Existing capabilities are developed for example the resolution of
ultrasound scanners is constantly improving, this improves visualisation of smaller
and less obvious pathologies and the recognition of finer anatomical detail. These
and future developments require the ultrasonographer to adapt their knowledge,
thinking and technique. Many other changes are occurring in the wider
healthcare environment that affect ultrasound. These include: increased obesity
levels, the higher age profile of the population, the development of the National
Cancer Strategy, increases in hospital acquired infections, increasing patient
expectations, medico legal challenges, and reduced resources to deliver services
to patients.

PBL mirrors the kind of problems encountered in real clinical

ultrasound practice which require careful thinking.
[Student]

A programme that prepares students for this

constantly changing environment is essential if
graduates are to practice, manage and direct
ultrasound services optimally throughout their
professional career. The PBL Programme aims to
facilitate students in the development of their
clinical competence in ultrasonography, while
simultaneously developing generic skills such as
team working, critical thinking, problem solving
and information literacy. This should enable our
graduates to adapt to changing professional
contexts.
Feedback from lecturers on the existing course included a consistent and worrying opinion that
students seemed to be becoming more passive in their learning. Lecturers involved in teaching on
this programme selected PBL because they wanted students to learn in a more active way, which
would promote a deeper level understanding of their practice.

40

Designing Problems with Clinicians and

Other Professionals

Programme Title
MSc Ultrasound

This is a fully problem-based learning programme that

includes 17 PBL modules. Students do some mandatory
modules and specific elective modules depending on their
clinical contexts.
An interesting and important feature in our curriculum
design process was to invite a multidisciplinary group of
stakeholders to write authentic and challenging triggers to
stimulate student learning. The participants in the
problem design days included: clinical specialist
radiographers, clinical midwife specialists, lecturers in
ultrasound, librarians and an educational specialist in PBL.
The clinicians were asked before the day to bring ultrasound
problems or cases with them. The aim of the problem
design days was to use the skills of the participants to
develop the clinical cases to direct student learning towards
particular programme outcomes. The participants designed
problems that were evaluated as very effective by our
students. The student outcomes from these problems
included developing specific ultrasound knowledge and
clinical competence together with more generic outcomes
related to developing students team working, higher order
thinking skills and information literacy.

Students comments on working with the

problems:

PBL encouraged me to look deeper at issues

arising in clinical practice and interact skillfully
with others.

PBL encourages students to work together

discussing, comparing, reviewing and debating
what they have learnt in an active and interesting atmosphere.

Type of EPBL
This is a fully problem- based
learning programme, which
includes 17 PBL modules.
Discipline
Diagnostic Imaging - Ultrasound
Level
UCD Level 4, NQAI level 9
College
College of Life Sciences
Student numbers
20
Learning Outcomes
On completion of this programme
students should be able to:
- Demonstrate high level clinical
skills;
- Synthesise specialist
theoretical and conceptual
knowledge;
- Demonstrate an ability to
interact effectively as a participant
and a leader in problem solving
groups and inter professional teams;
- Conduct applied research that
demonstrates well developed
information literacy and self
directed learning;
- Reflect on the social and ethical
implications of professional issues;
- Effectively self evaluate their
performance in relation to their
professional development.

41

Designing a Variety of Problem Formats

We use a wide range of problems. Some focus on
very specific learning e.g. ultrasound imaging of a
particular pathology. Others are more open and
trigger students to learn more about the context
of ultrasound practice. Our most common type
of problem is a clinical case, a variety of cues may
be included such as: the patients clinical background; ultrasound images; a communication or
psychological issue; an issue related to protocols
or techniques; a technical problem related to the
ultrasound scanner; a management issue. The
learning issues generated typically involve searching the literature for a range of relevant research
such as normal and abnormal ultrasound image
appearances; communication theories e.g. how to
interact with an angry patient; optimisation of the
ultrasound image; and ethical & cultural issues etc.
Other problems include illustrations of a conversation between individuals, which are designed
to trigger discussion around a particular issue. For
example a discussion between two ultrasonographers regarding the need to introduce a quality
assurance programme. One is very enthusiastic,
the other more reluctant due to the already high
workload in the department. Physical objects
are used for some problems. For example a pair
of childrens runners with flashing lights in the
heel are presented to the students. They have
to work out that the lights are produced by the
piezo-electric effect in a similar way to the way
ultrasound is generated and detected in medical
ultrasound.
A completed crossword has been used, students
were expected to assign themselves the task of
writing clues. This worked well for the beginning
of the Technology of Ultrasound module when

we wanted students to learn some of the basic terminology of ultrasound physics. Mindmaps have
been used on the current MSc Ultrasound Programme for two problems related to ultrasound
technology. Working on problems presented as
mindmaps has helped students understand the
inter-relationships between terms and concepts
related to ultrasound physics.
A recent problem was presented as a letter to a
Clinical Specialist in ultrasound seeking her proposals for the development of a new ultrasound
service. A number of problems are presented as interactions between healthcare staff and patients or
other healthcare staff. These often contain some
inappropriate or provocative statements, which
serve as excellent triggers. Opposing views from
the literature or professional bodies also provide
effective cues to learning. For example exposing
students to a range of views regarding ultrasound
safety provokes enthusiastic debate, and motivates
a strong desire to search the literature for an
answer to the question Is ultrasound safe?

Comments from lecturers:

Comments from hospital clinical staff:

The students ask a lot of question, the

questions are at a high level and are very
relevant. They seem genuinely interested

The PBL programme has motivated the

whole department to update their knowledge
and skills, each week we all get involved in the
learning issues our students comes back with

This initiative has given us all a new

enthusiasm for our teaching work

[Manager of a clinical ultrasound department]

42

Evaluating the Programme

Ramsden (2003) suggests that evaluation is a way
of understanding the effects of our teaching on
student learning. The evaluation strategy for this
programme differs from the typical evaluation
applied to traditional lecture based courses. The
key difference in problem based-learning as a
student-centred design is that evaluation relates
more to the students and their learning than to
lecturer activities. The evaluation must evaluate
the key elements of the problem-based learning
curriculum including the problems, the facilitators, the modules and the whole programme.
However the focus in each type of evaluation is
on how each affected student learning.
Feedback in problem-based learning programmes
can also be gained in an informal fashion due to
the lecturers increased opportunities to interact
with students.

Evaluation of Facilitators. At the end of each

semester students are asked to evaluate their
group facilitator by completing a validated
instrument The Maastricht Tutor Skills
Questionnaire.
Module Evaluation. At the end of each semester students are asked to evaluate each module
they have studied via small group discussions.
Feedback is recorded by the group facilitator.
Programme Evaluation. At the end of semester
1 and at the end of semester 3 students are asked
to give programme feedback via the STOP, START
and CONTINUE process. Issues raised during this
meeting are discussed by the students and the
academic course team, the purpose of the discussion is to refine and prioritise any issues raised
through this process.
Following completion of the first programme
in January 2009, the course team evaluated the
programme with reference to staff, student and
external examiner feedback. The overwhelming
majority of the feedback we received was positive
with no major changes suggested by staff,
students or the External Examiner. The following
are a couple of changes we have made:
Issuing of all assignments for the semester
during the first week of term.

Problem Evaluation. At the end of each semester students are asked to complete an evaluation
sheet with reference to each problem they have
completed.

Giving students a break from problems mid

semester when the assessment load is highest.
Offering Endnote training at the beginning of
the programme.

Programme Coordinator
Marie Stanton
[email protected]
Programme Development Team
Majella McCaffrey
Claire Moran
Mary Moran
Terry Barrett

43

Resources and References

Web Resources
General Enquiry and Problem-based Learning Handbook
Barrett, Terry, Mac Labhrainn. Iain and Fallon, Helen (eds) (2005) Handbook of Enquiry and Problembased Learning: Irish Case Studies and International Perspectives. Galway: Centre for Excellence in
Learning and Teaching, NUI Galway in association with the All Ireland Society for Higher Education
http://www.aishe.org/readings/2005-2/contents.html

Enquiry-based learning websites and web-resources

Australian University Teaching Committee Learning Designs
http://www.learningdesigns.uow.edu.au/index.html
Centre for Excellence in Enquiry-Based Learning, University of Manchester
http://www.campus.manchester.ac.uk/ceebl/
Learning through Enquiry Alliance
http://www.ltea.ac.uk/
ONeill. G and Moore, I. Strategies for Implementing Group Work in Large Classes: Lessons from
Enquiry-based Learning. In B.Higgs and H. McCarthy (eds). Emerging issues II: The Changing Roles and
Identities of Teachers and Learners in Higher Education. Cork: NAIRTL. http://www.nairtl.ie
Pavlidis, M (2009) Enquiry Based Learning for Health Professionals in E-Handbook: Target your study
skills, optimize your learning; Faculty of Health Sciences, La Trobe University, Australia
http://www.latrobe.edu.au/sss/handbook_html/chapter_13.html
Tosey. P et al (2008) Enquiry Based Learning: A resource for higher education, Higher Education Authority.
ESCalate: UK. http://escalate.ac.uk/4746

Problem-based learning websites and web-resources

McMaster University Canada, where problem-based learning started
http://www-fhs.mcmaster.ca/mhsi/problem-.htm
University of Maastricht PBL site
http://www.unimaas.nl/pbl/
University of Maastricht Problem-based Learning in Action
http://www.youtube.com/watch?v=XB7M5c6MUuo&NR=1

44

List of some discipline specific PBL websites

http://www.udel.edu/pbl

General Problem-based Learning Books

Boud, D. and Felletti, G. Eds (1997) The Challenge of Problem-based Learning: London: Kogan Page
Duch, B., Grah. S. and Alien ,B. (Eds) (2001) The power of problem-based learning: a practical how to
for teaching undergraduate courses in any discipline. Sterling VA: Stylus Publishing LLC.
Savin Baden, M. (2000) Problem based Learning in Higher Education: Untold Stories. Buckingham: SRHE
and Open University Press
Savin Baden, M. (2003) Facilitating Problem-based learning: Illuminative Perspectives. Buckingham:
SRHE and Open University Press
Schwartz, P. Mennin, S and Webb G (Eds) (2001) Problem-based learning: Case studies, experience and
practice. London: Kogan Page
Wilkerson, L and Gijselaers (Eds) (1996) Bringing Problem-based Learning to Higher Education Theory
and Practice. San Francisco: Jossey-Bass.

Psychology of PBL
DeGrave W.S., Boshuizen H.P.A., and Schmidt H. G. (1996)Problem-based Learning: Cognitive and
Meta Cognitive Processes during Problem Analysis. Instructional Science 24 (5) 321-341
Gijselaers W. (1996) Connecting Problem-Based Practices with Education Theory. In Bringing
Problem-Based Learning to Higher Education. Theory and Practice, New Directions for Teaching and
Learning. Number 68. L. Wilkerson and W.H. Gijselaers (eds.) San Francisco: Jossey-Bass: 13-21
Harland, T. (2003) Vygotskys Zone of Proximal Development and Problem-based Learning: Linking a Theoretical Concept with Practice through Action Research. Teaching in Higher Education 8 (2)
263-272
Hmelo-Silver, C. (2004) Problem-based Learning: What and How Do Students Learn? Education Psychology Review 16 (3) 235-266
Hmelo-Silver, C.E. (2009). What do we know about Problem-based learning?: Current Status and
Future Prospects. Proceedings 2nd International PBL Symposium Republic Polytechnic Singapore, June
10-12.
Norman, G.R. and Schmidt, H.G. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67(9), 557-565.
Savery, J. and Duffy T. (1995) Problem-based Learning: An instructional Model and Its Constructivist
Framework. Educational Technology 35 (5) 31-38

45

Problem Design
Azer. A, S. (2007). Twelve tips for creating trigger images for problem-based learning cases. Medical
Teacher, 29(2&3), 93-97.
Conway, J.and Little, P. (2000) From Practice to Theory: Reconceptualising curriculum development
in problem-based learning. Selected Papers from the Second Asia Pacific Conference on
Problem-based Learning Singapore. Available at http://pbl.tp.edu.sg/Curriculum%20Planning/Articles/JaneConwayPennyLittle.pdf
De Leng, B. A., Dolmans, D. H. J. M., Van de Wiel, M. W. J., Muijtjens, A.M.M., & van der Vleuten, C.P.M.
(2007). How video cases should be used as authentic stimuli in problem-based medical education.
Medical Education, 41, 181-188.
Hung. W (2006). The 3C3R Model: A Conceptual Framework for Designing Problems in PBL. The
Interdisciplinary Journal of Problem-based Learning, 1(1), 55-57.
Hung, W. (2009) The 9-step problem design process for problem-based learning: Application of the
3C3R model. Educational Research Review 4:118-141.
Mauffette, Y., Kandlbinder, P. & Soucisse, A. (2004). The problem in problem-based learning is the
problems: But do they motivate students? In M. Savin-Baden and K. Wilkie (Eds.), Challenging
research into problem-based learning (pp. 11-25). Buckingham: SRHE and Open University Press.

PBL Tutorials
Barrett T. (2004) Researching the Dialogue of PBL Tutorials: A Critical Discourse Analysis Approach.
In Challenging Research into Problem-based Learning. M. Savin-Baden and K Wilkie (eds.) Buckingham:
Open University Press: 93-102
Dolmans, D., Gijselaers, W.H., Moust, J.H.C., deGrave, W.S., Wolfhagen, I., & van derVleuten C.P.M.,
(2002). Trends in research on the tutor in problem-based learning: conclusions and implications for
educational practice and research. Medical Teacher, 24(2), 173-180.
Papinczak, T., Tunny, T. and Young, L. (2009) Conducting the symphony: a qualitative study of facilitation in problem-based learning tutorials. Medical Education. 43 (4), pp.377-383.
Schmidt and Moust, (2000) Factors affecting small-group tutorial learning: A review of research. In,
D.H. Evensen & C.E. Hmelo (Eds.), Problem-Based Learning: A research perspective on learning
interactions. London: Lawrence Erlbaum Associates.
Silen, C. (2006) The Tutors Approach in Base Groups (PBL). Higher Education 51: 373-385

EBL/ PBL and Assessment

Hildebrand, G., & Edwards, S. (2005). Effective assessment practices: Problem Based Learning, peer
assessment and rubrics.

46

www.monash.edu.au/teaching/vcshowcase/2005program/Presentation/HildebrandEdwardsShowcase.pdf
MacDonald. R. Assessment Strategies for Enquiry and Problem-based Learning. In Barrett, T., Mac
Labhainn, I. and Fallon, H. (Eds) (2005) Handbook of Enquiry and Problem-based Learning: Irish Case
Studies and International Perspectives Galway: CELT, National University of Ireland Galway and All Ireland Society for Higher Education. www.nuigalway.ie/celt/pblbook pp.85-94
Savin-Baden, M. (2004). Understanding the impact of assessment on students in problem-based
learning. Innovations and Education in Teaching International, 14(2), 221-233.
Toohey, S., & Kumar, R. K. (2003). A new program of assessment for a new medical program. Focus
on Health Professional Education, 5(2), 23-33.

EBL/PBL and Technology

Conole G &. Oliver M (Eds.), (2006) Contemporary Perspectives in e-learning research: themes, methods
and impact on practice. Oxon: Routledge
Donnelly, R Using Technology to Support Project and Problem-based learning. In Barrett, T., Mac
Labhainn, I. and Fallon, H. (Eds) (2005) Handbook of Enquiry and Problem-based Learning: Irish Case
Studies and International Perspectives Galway: CELT, National University of Ireland Galway and All Ireland Society for Higher Education. www.nuigalway.ie/celt/pblbook pp157-178.
Garrison, D. R., & Anderson, T. (2004). E-Learning in the 21st Century: A Framework for Research and
Practice. London and New York: RoutledgeFalmer.
Salmon, G 2003. E-Moderating: The Key to Teaching and Learning Online. Kogan Page.
Laurillard, D. (1993) Rethinking University Teaching: A Framework for Effective use of Educational Technology. Routledge, London and New York.
Savin Baden, M. (2006) Problem-based Learning Online. Buckingham: SRHE and Open University Press

EBL/PBL and Creativity

Baille, C (Ed) (2003) The travelling Case: Creativity in Art, Science and Engineering: How to Foster Creative
Thinking in Higher Education. http://www.heacademy.ac.uk/resources/detail/ourwork/tia/theTravellingCase
Barrett, T. (2005) Who Said Learning Couldnt be Enjoyable, Playful and Fun? The Voices of PBL Students. In PBL in Context: Bridging Work and Education. E. Poikela and S. Poikela (eds.) Refereed Papers.
Tampere: Tampere University Press: 159-176
Csikzentmihalyi, M. (1997) Finding Flow: Psychology of Engagement with Everyday Life. New York: Basic Books
DeBono, E. (1999) Six Thinking Hats. London: Penguin Books

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Jackson, N., Oliver, M., Shaw, M., and J. Wisdom (2006) Developing Creativity in Higher Education. London: Routledge
Tan Oon-Seng (2009) Problem-based Learning and Creativity. Singapore: Cengage Learning

PBL and Critical Thinking

Anderson, K., Peterson, R., Tonkin, A. and Cleary, E. (2008). The assessment of student reasoning in the
context of a clinically oriented PBL program. Medical Teacher. 30 (8), pp787-794.
Downing, K., Kwong, T., Chan, S. (2009). Problem-based learning and the development of
metacognition. Higher Education. 57 (5), pp609-621.
Facione, P.A. (1990). Critical thinking: a statement of expert consensus for purposes of educational
assessment and instruction the Delphi Report Millbrae: California Academic Press.
endag, S. and Ferhan Odaba, H. (2009). Effects of an online problem based learning course on
content knowledge acquisition and critical thinking skills. Computers & Education. 53 (1), pp132-141.
Thurley, P. and Dennick, R. (2008). Problem-based learning and radiology. Clinical radiology. 63 (6),
pp623-628.
Williams, B (2001) Developing Critical reflection for professional practice through problem-based
learning. Journal of Advanced Nursing, 34:1 27-34
Yuan, H., Kunaviktikul, W., Klunklin, A. and Williams, B. A. (2008). Improvement of nursing students
critical thinking skills through problem-based learning in the Peoples Republic of China: A
quasi-experimental study. Nursing and Health Sciences. 10 (1), pp.70-76.

Philosophy of PBL
Barrett, T. (2001) Philosophical Principles for Problem Based Learning: Freires Concepts of Personal
Development and Social Empowerment. In P. Little and P. Kandlbinder (eds.) Refereed Proceedings
of the 3rd Asia Pacific Conference on PBL, The Power of Problem Based Learning. Held December 9-12
Newcastle, Australia : Problarc 9-18
Margetson , D. (1997a) Wholeness and Educative Learning: The Question of Problems in Changing
to Problem-based Learning. International Conference on Problem-Based Learning. Changing to PBL.
Held September 1997 at Brunel University, Uxbridge, West London, UK
Margetson, D. (1997b) Why is Problem-based Learning a Challenge? In The Challenge of Problembased Learning. D. Boud and G. Feletti (eds.) London: Kogan Page:36-44
Margetson, D. (2000) Reality, value and the future of problem-based learning. Keynote Paper.
Second International Conference on Problem-based Learning in Higher Education. Held September 1720 in Linkoping, Sweden.
Margetson D. (2001) Can All Education Be Problem-Based: Can It Afford Not To Be? Problem-based
Learning Forum, Hong Kong Centre for Problem-Based Learning. Held September 29 2001

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PBL and Information Literacy

Dodd, L. (2007) The impact of Problem-Based Learning on the Information Seeking Behaviour and
Information Literacy of Veterinary Medicine Students at University College Dublin, Journal of
Academic Librarianship, 33(2), 206-216
Eskola, E-L. (2005) Information literacy of medical students studying in the problem-based and
traditional curriculum, Information Research, 10(2)
Rankin, J.A. (1996) Problem-based learning and libraries: a survey of the literature, Health Libraries
Review, 13, 33-42.
Rankin, J.A. (1992) Problem-based medical education: effect on library use, Bulletin of the Medical
Library Association, 80(1), 36-43.
Silen, C & Uhlin, L (2008) Self-directed learning a learning issue for students and faculty. Teacher in
Higher Education.
Talja, S. (2002). Information sharing in academic communities: Types and levels of collaboration in
information seeking and use. New Review of Information Behaviour Research 3, 143-160.

Evaluating PBL Initiatives for Development

Campion, D and ONeill, G. Reviewing PBL together: A Case Study of a PBL Programme in the
Faculty of Veterinary Medicine, University College Dublin In Barrett, T., Mac Labhainn, I. and Fallon,
H. (Eds) (2005) Handbook of Enquiry and Problem-based Learning: Irish Case Studies and
International Perspectives Galway: CELT, National University of Ireland Galway and All Ireland
Society for Higher Education www.nuigalway.ie/celt/pblbook pp197-206.
Hartsell, B. D. and Parker, A. J. (2008) Evaluation of Problem-Based Learning as a Method for
Teaching Social Work Administration: A Content Analysis. Administration in Social Work. 32 (3), pp4462
Marcangelo.C., Giibon,C,and Cage,M. (2009) A Problem-based Learning Evaluation Toolkit.
http://www.health.heacademy.ac.uk/projects/commissionedwork/pbltoolkitsept09.pdf

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If you want to:

- work with an educational developer to develop new enquiry or problem-based
learning modules / programmes
- get information on forthcoming workshops
- find local and international partners in your discipline
- discuss research on enquiry and problem-based learning
- gain a qualification in Unversity Teaching and Learning
Contact
UCD Teaching and Learning
Tel +353 1 716 2034
www.ucd.ie/teaching/resources/innovativeteaching/smallgroups/EPBL Guide.pdf