E1—Problem-Based Learning - Poster Session

Society for Experimental Biology Annual Main Meeting

2nd–7th April 2006, University of Kent at Canterbury, UK

Comparative Biochemistry and Physiology, Part A 143 (2006) S185

www.elsevier.com/locate/cbpa

E1–PROBLEM-BASED LEARNING - POSTER SESSIONOrganised by J. Pritchard (University of Birmingham), J. Wilson (LTSN Bioscience, University of Leeds) and S. Blackford (Society for

Experimental Biology)

EPU

P

P

le

in

D

e

in

a

S

o

T

d

g

s

tu

m

c

b

E

s

1.1roblem solving activities in biology for Openniversity students

. Ash, D. Robinson, (Open University)

roblem-based learning is a valuable tool for enhancing student

arning and for providing remedial help in grasping difficult concepts

Biology. Most teaching at the Open University is by course texts,

VDs and television. Teaching material is written by academics and

xpert consultants. An important feature of the material is that it

cludes interactive in-text and self-assessed questions, and also

ctivities which may be home experiments or computer-based.

tudents are provided with a study calendar that outlines reading and

ther learning activities for each week of a course.

here is provision for face-to-face learning at regional tutorials

elivered by associate lecturers. For Biology, Associate lecturers may

ive a short lecture prior to the problem-based learning exercise, to help

tudents to focus on the relevant concepts. Problem based learning at

torials provides opportunities for students to engage with teaching

aterials and to apply principles to new scenarios not mentioned in

ourse materials e.g. species enzymes, signalling pathways. Problem-

ased learning also forms part of activities at Residential Schools.

xamples of problem based learning activities that have been used

uccessfully in tutorials for Biology at Levels 1–3 are presented. We

doi:10.1016/j.cbpa.2006.01.057

demonstrate how the activities meet learning outcomes for courses and

link to level indicators within programmes of study. Some feedback

from students is included.

E1.2Undergraduate E-Journals

C. Knight, (University of Leeds)

Undergraduate E-Journals.

Biolog-e (http://www.biolog_e.leeds.ac.uk) is an undergraduate

e-journal and presents first class undergraduate research projects with

the permissions of both student and supervisor. In addition Biolog-e

presents student-written articles of a wide nature and an acceptable

standard, offering the motivated student opportunity to access the

academic environment and to produce a citation for their CV.

Student response is positive and provides an opportunity for strong

students to show their potential. Undergraduate e-journals focussing on

the research component are being developed at the University of Leeds

for other disciplines. Biolog-e offers potential for a national discipline-

based undergraduate research e-journal and the poster will invite

comments as to whether there is a demand for this within UK

Biological Sciences.