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 ...
Problem-based learning online is a burgeoning area, crying out for support in all the disciplines, but particularly health, medicine, education and social care that are already advanced users of problem-based learning in higher education. This book provides highly grounded research based ways for those wanting to change problem-based learning modules and programs from face to face to online approaches, as well as those who have developed e-learning components but who want to adopt problem-based methods. Providing an overview of the current state of problem based learning online, it examines why we're moving from fact to face to online provision, considers existing forms of provision, outlines common mistakes and strategies to avoid future problems, and shows how to effectively facilitate learning. Illustrated by mini case studies and examples of international projects, it provides guidance on effective design, online collaboration and group dynamics, and explores the common, and complex, decisions faced when choosing which form of problem-based learning to adopt. Including practical information and resources for games and activities, scenarios of problem-based learning in the different disciplines, advice for supporting staff and students, and effectively evaluating the tools, skills and pedagogy needed for learning, this book is an essential guide for all practitioners involved in the design and delivery of problem based learning online.
It will also be useful for those who have developed e-learning components and
who want to adopt problem-based methods. Using electronic means to deploy
problem-based learning within higher education is an area needing more
support in all disciplinary areas, but particularly in health, medicine, education
and social care, since these are already advanced non-online users of problem-
based learning in higher education. This introduction sets the scene for the book
as a whole by ...
"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.
Presenting an essential framework for planning, designing, delivering, managing and evaluating e-learning projects successfully, this step-by-step guide is illustrated with real life case studies and highlights where projects typically fail.
Presenting an essential framework for planning, designing, delivering, managing and evaluating e-learning projects successfully, this step-by-step guide is illustrated with real life case studies and highlights where projects typically fail ...
Selectively mute children are at a significant disadvantage personally, socially and educationally. This unique manual emphasises practical assessment and treatment and provides advice and information, filling a significant gap in the availability of suitable resources in this field.- Uses an approach based on behavioural principles and a hierarchy of stages of confident speaking originally conceived by Anthony Glassberg. - Summarises relevant literature and theory and provides detailed ideas on assessment and management.- Includes case examples, photocopiable material, and a discussion about progress, transfer and discharge.- Written for teachers, clinical and educational psychologists, speech language therapists, child psychiatrists and parents..
However the speaking habits vary for each child. This book summarises relevant literature and theory and provides detailed ideas on assessment and management.
