In this paper we describe the progression of the Medialogy education, introduced in Denmark in 2002. We discuss different criteria which need to be considered when designing a transdisciplinary education, such as the ...
详细信息
ISBN:
(纸本)9789087905712
In this paper we describe the progression of the Medialogy education, introduced in Denmark in 2002. We discuss different criteria which need to be considered when designing a transdisciplinary education, such as the use of problem based learning as a teaching methodology, the role of the faculty and the key competences needed to be acquired by the students.
This paper details the results of the first phase of a project that used elearning to support students' learning within a simulated environment. The locus was a purpose built Clinical Simulation Laboratory (CSL) w...
详细信息
ISBN:
(纸本)1586034448
This paper details the results of the first phase of a project that used elearning to support students' learning within a simulated environment. The locus was a purpose built Clinical Simulation Laboratory (CSL) where the School's newly adopted philosophy of problem based learning (PBL) was challenged through lecturers reverting to traditional teaching methods. The solution, a student-centred, problem-based approach to the acquisition of clinical skills was developed using learning objects embedded within web pages that substituted for lecturers providing instruction and demonstration. This allowed lecturers to retain their facilitator role, and encouraged students to explore, analyse and make decisions within the safety of a clinical simulation. learning was enhanced through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that an elearning approach can support PBL in delivering a student centred learning experience.
In education process both teaching and learning are fundamental factors. One school of thought says that effective teachers can bring good results whereas other school of thought claims that success depends mostly upo...
详细信息
In education process both teaching and learning are fundamental factors. One school of thought says that effective teachers can bring good results whereas other school of thought claims that success depends mostly upon the learners' effort and potential. There has been variety of teacher training strategies and models and at the same time there are different theories and strategies of learning. For a competent teacher it is essential to know which one is good pedagogy ad what are the barriers of learning. In 1970 s concept of PBL emerged in which teacher has to play the role of facilitator/moderator and students has to present/explore/create knowledge. This approach has got significant importance in USA as well as in Europe. This presentation will discuss: effective learning, effective pedagogy and how we can use PBL in our system.
Information technology applications have been carried out as learning objectives to improve the quality of education in schools and universities. From year to another year, new problems will arise which are related to...
详细信息
ISBN:
(纸本)9781728129310
Information technology applications have been carried out as learning objectives to improve the quality of education in schools and universities. From year to another year, new problems will arise which are related to learning methods for students. learning systems with traditional methods carried out by the instructors are felt to be not too effective to increase learning motivation from students. This can affect understanding, increasing knowledge and values of some students. Active learning methods have now begun to be designed and carried out to replace traditional learning methods. Students are expected to actively participate in learning by being supervised by the instructor. One active learning is problem-basedlearning. problem-basedlearning uses problems as a context for students to think critically and problem solving skills. In the problem-basedlearning method can be included elements of the game so that students are invited to learn while playing. The game can foster students' interest and pleasure in learning. The study was conducted in a literature study on previous research articles that had been published from 2014 to 2019. Previous research articles were obtained from several journal databases e.g. Science Direct, IEEE Xplore, Springer Link, ACM Digital Library, and Scopus. Objective of this study is to find affordances, technology and learning outcomes of PBL using gamification.
Eric Ej903920: problem based learning: Does it Provide Appropriate Levels of Guidance and Flexibility for Use in Police Recruit Education? by Eric; published by
Eric Ej903920: problem based learning: Does it Provide Appropriate Levels of Guidance and Flexibility for Use in Police Recruit Education? by Eric; published by
[Auto Generated] Foreword ix Preface xi Acknowledgments xii Introduction 1. problem-basedlearning: Background and Rationale PBL: What Is It? 4 l'BL: Why Use It? PK: What Difference Does It Make' 13 Summary 17...
详细信息
[Auto Generated] Foreword ix Preface xi Acknowledgments xii Introduction 1. problem-basedlearning: Background and Rationale PBL: What Is It? 4 l'BL: Why Use It? PK: What Difference Does It Make' 13 Summary 17 2. Introducing problem-basedlearning to Students 19 Orienting Students to l'BL 19 Using problem-Stimulated learning Projects Choosing the Contents and Sequence of the Projects Summary 27 3. problem-basedlearning in the Classroom: An Example Setting the Stage Act I II Act 11 38 Act III 4-
This article reports research undertaken as part of the curriculum development of a Master of Social Work programme at the University of Hong Kong. It was decided to switch four out of five core subjects to a problem ...
详细信息
This article reports research undertaken as part of the curriculum development of a Master of Social Work programme at the University of Hong Kong. It was decided to switch four out of five core subjects to a problembased method of teaching and learning. Two student self-assessment measures were used to track learning skills acquisition and professional knowledge acquisition. The problembased Skills learning Inventory covered problem solving, interpersonal and group skills, self-directed learning skills, self-assessment and knowledge building. The Competence and Aptitude in Social Work Scale included knowledge, social awareness, communication skills, leadership and self-concept. Results indicated that for most students there were significant gains over the course of the academic year in most areas. Serendipitous findings throw light on the issue of students' response to pure and hybrid PBL methods and the acceptability of this more active approach to learning to Chinese students.
暂无评论