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ranking grade and students who present a critical evaluation and original synthesis based on a comprehensive literature will achieve high grades 7.Cognitive Outcome – Knowledge and Understanding Should be able to demonstrate a depth of knowledge and a systematic understanding of his/her discipline(s), across specialist and applied areas, and be critically aware of and deal with complexity, gaps and contradictions in the current knowledge base with confidence The student’s knowledge and understanding will be assessed through the whole 12000 word report, in particular in those sections of the report that actually deal with the proposed solutions to the problem and discussion of wider areas for further consideration and if appropriate a clear definition of the limitations of the work. The grade will be based on the quality of the problem definition process, data gathered, synthesis of the information, development and critical evaluation of solutions. Students who produce a well argued coherent report with sound work in each area will receive higher marks, A bare pass will be achieved by students who attempt all areas as described above and who produce a report which covers all areas but in less detail and with less coherence between the sections . 8.Generic Skill – Presentation and Evaluation Should be able to present the outcomes of the task in a manner appropriate to the intended audience(s) and evaluate their overall performance The document should be structured in a coherent way adhering to guidelines unless there is a clear reason to deviate from them. All data presented should be part of the narrative. Additional analyses should be placed in an appendix. Referencing must be accurate and all work taken from another source must be referenced. In excellent reports the language will be fluent but it must be at least comprehensible to the markers in order to gain a pass mark. Learning Strategies The emphasis is on independent learning. The approach taken is that of enquiry based learning. Students will normally work in groups of no more than 8 and no less than 6. Each group will contain students from the same award programme and students will self select their work groups. There will be a number of preparatory sessions throughout the year, starting in induction to explain the EBL approach and enable the student to become familiar with the nature of the task. The main part of the project will however be conducted in a period of 11 weeks (following the examination period) during which the 12000 word report and the reflective essay will be completed and handed in. Assessment details Degree No. Assessment type* Alternative assessment type* Weight Learning outcomes demonstrated Submission week (assignments) or length (exam) 1 A 80 11 week project 2 A 20 April 24th 2006 * Please use one of the following codes: A = Assignment to be handed into Modular Office B = Centrally invigilated examination C = Time constrained class test/practical assessment/computerised assessment D = Presentation E = Computerised exam (question mark) Outline Teaching Schedule Semester 1 Week 0 – Introduction to problem based learning during induction Semester 2 Week 16 – 18 - 4 hour per week timetabled group sessions supported by academic and learning resource staff Week 19 – 23 Production of individual report Week 24-25 production of reflective essay 1 Reading There is no recommended reading