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Technology and Problem-based Learning

"This book is aimed at educators who may be considering introducing problem-based learning and need to know what it involves, its benefits and the practical details of how to implement it"--Provided by publisher.

"This book is aimed at educators who may be considering introducing problem-based learning and need to know what it involves, its benefits and the practical details of how to implement it"--Provided by publisher.

Foundations of Problem-Based Learning

This book closes a gap in the PBL literature. It is a thoroughly researched, well documented and engagingly written three part harmony addressing conceptual frames, recurring themes, and broadening horizons. An essential addition to your library. Professor Karl A. Smith, University of Minnesota …a comprehensive guide for those new to PBL, and suitable for those new to teaching or for the more experienced looking for a new challenge. Dr Liz Beaty, Director (Learning and Teaching), HEFCE This book vividly articulates the key ideas of PBL and provides new PBL practitioners with key guiding posts for its implementation. It is an excellent contribution to the art of using PBL. Associate Professor Oon-Seng Tan, Nanyang Technological University, Singapore · What is problem-based learning? · How can it be used in teaching? · How does problem-based learning affect staff and students? · How do we assess and evaluate it? Despite the growth in the use of problem-based learning since it was first popularised, there have been no resources to examine the foundations of the approach and offer straightforward guidance to those wishing to explore, understand, and implement it. This book describes the theoretical foundations of problem-based learning and is a practical source for staff wanting to implement it. The book is designed as a text that not only explores the foundations of problem-based learning but also answers many of the frequently-asked questions about its use. It has also been designed to develops the reader's understanding beyond implementation, including issues such as academic development, cultural, diversity, assessment, evaluation and curricular models of problem-based learning. Foundations of Problem-based Learningis a vital resource for lecturers in all disciplines who want to understand problem-based learning and implement it effectively in their teaching.

This book closes a gap in the PBL literature.

Problem-based Learning

Problem-based learning (PBL) is becoming widely used in higher education. Popular in the medical sciences, PBL is now finding applications beyond - in engineering, sciences and architecture - and is widely applicable in many fields. It is a powerful teaching technique that appeals to students and educators alike. This book will be of great value to those who want to improve their use of PBL and for those who want to learn more and implement it. It provides compelling accounts of experiences with PBL from eight countries including the UK, US, Canada, Australia and New Zealand, and gives readers the opportunity to understand PBL and to develop strategies for their own curriculum, in any subject and at many levels.

It is a powerful teaching technique that appeals to students and educators alike. This book will be of great value to those who want to improve their use of PBL and for those who want to learn more and implement it.

Bringing Problem-Based Learning into the Science Classroom

Problem-based learning helps create the needed 21st century problem solvers. Both problems and solutions are complex and involve thinking skills at all levels: knowledge, comprehension, application, synthesis, analysis, and evaluation. These skills combined with opportunities to solve real-world problems, both personal and societal, give students the tools to be successful problem solvers. -- back cover.

Problem-based learning helps create the needed 21st century problem solvers.

Understanding Problem-based Learning

Problem-Based Learning

An Approach to Medical Education

In this book, the authors address some basic problems in the learning of biomedical science, medicine, and the other health sciences. Students in most medical schools, especially in basic science courses, are required to memorize a large number of "facts," facts which may or may not be relevant to medical practice. Problem-based learning has two fundamental postulates--the learning through problem-solving is much more effective for creating a body of knowledge usable in the future, and that physician skills most important for patients are problem-solving skills, rather than memory skills. This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem-based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn.

This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem-based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn.

Essential Readings in Problem-based Learning

This book surveys the state of problem-based learning and assesses the impact of this innovative educational methodology on teaching and research effectiveness across a range of disciplines and in a variety of organizational contexts.

This book surveys the state of problem-based learning and assesses the impact of this innovative educational methodology on teaching and research effectiveness across a range of disciplines and in a variety of organizational contexts.

Lessons from Problem-based Learning

This resource gives the reader information on the development and implementation of problem-based learning (PBL). It gives rise to further debate and refinement of PBL in specific applications elsewhere and in general educational discussion and thought.

This resource gives the reader information on the development and implementation of problem-based learning (PBL).

How to Use Problem-based Learning in the Classroom

Engaging and motivating students--especially the least motivated learners--is a daily challenge. But with the process of problem-based learning (PBL), any teacher can create an exciting, active classroom where students themselves eagerly build problem-solving skills while learning the content necessary to apply them. With problem-based learning, students' work begins with an ill-defined problem. Key to this problem is how it explicitly links something important in students daily lives to the classroom. This motivational feature is vital as students define the what, where, and how of resolving the problem situation. Problem-based learning may sound potentially chaotic and haphazard, but it rests on the firm foundation of a teacher's work behind the scenes. The teacher develops a problem long before students see it, specifically choosing the skills and content the problem will emphasize and matching those to curriculum and standards. Though a PBL problem will have no "right" answer, the teacher structures the experience so that specific learning takes place as students generate the problem-solving steps, research issues, and produce a final product. The teacher guides without leading, assists without directing.

The teacher guides without leading, assists without directing.

Challenging Research In Problem-Based Learning

This work provides an international perspective based on research undertaken by lecturers who use problem-based learning and shows the flexibility of problem-based learning as an educational strategy.

The recent debates about what counts as a curriculum and the arguments about
the position of problem-based learning within a programme are still of concern to
many tutors in higher education. The notion of curriculum remains problematic ...