This book discloses ways in which learners and teachers manage complex and diverse learning in the context of their lives in a fragile and often incoherent world. It explores both the theory and the practice of problem-based learning and considers the implications of implementing problem-based learning organizationally.
Dialogic learning learning that occurs when insights and understandings emerge
through dialogue in a learning environment. It is a form of learning where
students draw on their own experience to explain the concepts and ideas with
which they are presented, and then use that experience to make sense for
themselves and also to explore further issues. Disjunction: a sense of
fragmentation of part of, or all of, the self, characterized by frustration and
confusion and a loss of sense of ...
This book is a radical approach to the notion of higher education. Students undertake study for a degree or diploma primarily in their workplace and their learning opportunities are not contrived for study purposes but arise from normal work. Work-based Learning is the first comprehensive book on this major innovation.
Skills Development in Higher Education and Employment John Biggs: Teaching
for Quality Learning at University David Boud et al. (eds): Using Experience for
Learning David Boud and Nicky Solomon (eds): Work-based Learning Tom
Bourner et al. (eds): New Directions in Professional Higher Education John
Brennan et al. (eds): What Kind of University? Anne Brockbank and Ian McGill:
Facilitating Reflective Learning in Higher Education Ann Brooks and Alison
Mackinnon (eds): ...
"This is a wide ranging, clearly focused, accessible book that engages with the practices and findings of research into problem-based learning... The book is clear on the problems and the strategies, the debates and the research based practices which make PBL accessible wherever it is suitable for effective learning." Professor Gina Wisker, Anglia Polytechnic University "This book punctures the sometimes inflated rhetoric about PBL by exploring some of its inherent difficulties and contradictions, and moves debate on through critical glimpses of the rich and varied practices undertaken under the banner of PBL." Professor Graham Gibbs, University of Oxford "...provides a wealth of practical and theoretical insights into the challenges of using pbl which will be of value both to those currently using the approach and those thinking of introducing it into their programmes." British Journal of Educational Technology This book presents international research into Problem-based Learning within a range of subject and vocational disciplines, applications and cultures from a variety of perspectives: student, facilitator, module leader, curriculum designer.It presents a range of findings related to designing, implementing, assessing and evaluating PBL courses. Challenging Research in Problem-based Learning is key reading for academics and tutors utilising PBL, as well as those studying for teaching qualifications, lecturers involved in teaching for the professions and on continuing professional development courses. Contributors: Terry Barrett, Brian Bowe, John Cowan, Roisin Donnelly, Erik de Graaff, Chris Hockings, Bill Hutchings, Dan Jacobsen, Peter Kandlbinder, Sharron King, Ranald Macdonald, Claire Howell Major, Yves Maufette, Karen O'Rourke, Betsy Palmer, Maggi Savin-Baden, Charlotte Silén, Alexandre Soucisse, Kay Wilkie.
This part focuses on the student perspective in problem-based learning,
exploring issues related to how students may perceive problem-based learning
and what students learn from problem-based learning in addition to the material
stimulated by the presented problems. Problem-based learning is often credited
with the potential to 'add value' to learning through the acquisition of less tangible
skills such as team management, interviewing, lifelong learning, coping
mechanisms and ...
An exploration of a broad range of issues relating to facilitation. It investigates understandings of facilitation; ways of equipping and supporting staff in terrestrial and virtual contexts; and ways of designing problem-based curricula that enhance learning.
This book has resulted from a number of challenges and concerns that have
emerged from both being a facilitator on various problem—based learning
programmes and equipping other tutors to become facilitators. As a lecturer and
researcher in higher education and as a consultant to those wishing to implement
problem-based learning, I have developed a range of strategies, practices and
perspectives about what appears to help and hinder the facilitation of
problembased learning.
The third edition of The Theory of Interest is significantly revised and expanded from previous editions. The text covers the basic mathematical theory of interest as traditionally developed. The book is a thorough treatment of the mathematical theory and practical applications of compound interest, or mathematics of finance. The pedagogical approach of the second edition has been retained in the third edition. The textbook narrative emphasizes both the importance of conceptual understanding and the ability to apply the techniques to practical problems. The third edition has considerable updates that make this book relevant to students in this course area.
The third edition of The Theory of Interest is significantly revised and expanded from previous editions. The text covers the basic mathematical theory of interest as traditionally developed.
A detailed, well-illustrated approach to the teaching of operative approaches and management of a trauma patient. The Second Edition now features a wealth of new material on thoracic trauma, urologic trauma, and amputations.
A detailed, well-illustrated approach to the teaching of operative approaches and management of a trauma patient. The Second Edition now features a wealth of new material on thoracic trauma, urologic trauma, and amputations.
This book covers the essential knowledge and skills needed by a student who is specializing in software engineering. Readers will learn principles of object orientation, software development, software modeling, software design, requirements analysis, and testing. The use of the Unified Modelling Language to develop software is taught in depth. Many concepts are illustrated using complete examples, with code written in Java.
This book covers the essential knowledge and skills needed by a student who is specializing in software engineering.
