instructional_design:problem-based_learning
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instructional_design:problem-based_learning [2011/01/27 14:53] jpetrovic [Problem-Based Learning] |
instructional_design:problem-based_learning [2011/01/27 15:42] jpetrovic [Bibliography] |
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| Problem-based learning is learner-orientated and role of the teacher here is not to provide knowledge, but to guide and facilitate the learning process and encourage students apply their knowledge and take responsibility in new situations. | Problem-based learning is learner-orientated and role of the teacher here is not to provide knowledge, but to guide and facilitate the learning process and encourage students apply their knowledge and take responsibility in new situations. | ||
| + | A possible flow of a problem-based learning course is the following: | ||
| + | |||
| + | * Students are presented with a problem | ||
| + | * Students discuss, clarify the problem and develop a plan for further working on the problem | ||
| + | * Students work on the problem independently | ||
| + | * Students share and discuss their individual approaches and work together | ||
| + | * Students present their solutions | ||
| + | * Students review what they have learned | ||
| ===== Bibliography ===== | ===== Bibliography ===== | ||
| + | [[http://www.nuigalway.ie/celt/pblbook/|Barrett, Terry, Iain Mac Labhrainn, and Helen Fallon. Handbook of Enquiry and Problem-Based Learning: Irish Case Studies and International Perspectives. Unknown UK Publisher, 2006.]] | ||
| ===== Read more ===== | ===== Read more ===== | ||
instructional_design/problem-based_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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