HEA SCs Participant Observer The CEEBL team has opportunities to view CEEBL activities from a variety of perspectives: from spiralling overhead, through perching on a School, to landing in a project. The scavenged tit-bits of observation may not be as nutritious as a planned diet, but capture things that may otherwise be missed. Cassidy, C., Christie, D., Coutts, N., Dunn, J., Sinclair, C., Skinner, D. and Wilson, A. (2007). "Building communities of educational enquiry." Oxford Review of Education (1): 1-19. Lave, J. and Wenger, E. (2000). "Learning and Pedagogy in Communities of Practice". Learners & Pedagogy . J. Leach and B. Moon. London, Paul Chapman Publishing, A Sage Publications Company. Centre for Excellence in Enquiry-Based Learning (CEEBL) Emerging Communities of Enquiry: Overlapping communities of different scales and specificity Norman Powell, CEEBL, University of Manchester Karen O’Rourke, Institute for Enterprise, Leeds Metropolitan University National University School Group Existing Practitioners & Networks Past Project Holders Current Project Holders Future Project Holders CEEBL Core Team Faculty Coordinators Student Interns CEEBL Consultants At the annual symposia the project baton is passed. Communities of Practice are ways in which knowledge and learning is mediated (Lave & Wenger 2000). Educational practitioners can form communities enquiring into their practice (Cassidy et al. 2007). This poster captures how some of the communities of practice in which CEEBL is involved can interact. HEA HSAP PBL SIG PBL Eng. UoM 2) For example, an existing national special interest group in Problem-Based Learning (PBL) occasionally meets at CEEBL. A complementary community of practice (engineers at Manchester involved in PBL) is used to provide a wider perspective. LTEA Student Network 1) CEEBL is engaged in national networks 3) The CEEBL community consists of existing practitioners and networks and the growing number of past and present project holders. 4) Project Teams can be small communities in themselves; they can also develop larger communities around them within their School. Two projects used the tutorials to facilitate their EBL sessions. School A Minor Activity (1 credit) Introductory Meeting for Tutors and Tutorial Notes Lower commitment and sense of community School B Major Activity (20 credits) Regular Meetings for Tutors and Tutorial Notes Moodle discussion board Higher commitment and sense of community 5) One project has drawn from the wider CEEBL community to form two action learning sets, to support two lecturers to develop their third year modules to be EBL. These two sets have met to share their experience and advise these members of staff. This project is still in progress. Conclusion Through a variety of events and activities, members of staff are provided with opportunities to meet and share experiences and expertise. Intersecting communities exist at several levels and membership can change and roles develop within these communities. Evaluation will follow … CEEBL Community Medium Poster Graphical Communication - Opportunity to use visual metaphors and to be playful Workshops with experts from the wider community

Participant Observer

The CEEBL team has opportunities to view CEEBL activities from a variety of perspectives: from spiralling overhead, through perching on a School, to landing in a project.

The scavenged tit-bits of observation may not be as nutritious as a planned diet, but capture things that may otherwise be missed.

School A

Minor Activity (1 credit)

Introductory Meeting for Tutors and Tutorial Notes

Lower commitment and sense of community

School B

Major Activity (20 credits)

Regular Meetings for Tutors and Tutorial Notes

Moodle discussion board

Higher commitment and sense of community