By David Newble, Robert Cannon
First released in 2000. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Extra resources for A Handbook for Teachers in Universities and Colleges 4th Ed
In many ways, this is likely to be more rewarding, albeit more time consuming. STUDENT-CENTRED LEARNING 31 STAFF RESOURCES FOR PROBLEM-BASED LEARNING One of the major concerns for departments or schools contemplating a change to PBL is that of staff resources. It is widely perceived that PBL is dependent upon small groups and that this will require more staff, or a considerable extra time-commitment for existing staff. Where resources are an issue, it is possible for some educationally sound compromises to be made.
As a start, it is as important to involve all the disciplines that are contributing to your PBL module in the preparation of assessment materials as it is to engage them in defining the objectives. Only in this way will participants be convinced that their discipline is being adequately represented. 26 A HANDBOOK FOR TEACHERS IN UNIVERSITIES AND COLLEGES Remembering that our concern is with student-centred learning, the most important focus for assessment in PEL is formative as it focuses upon learning.
The process of problem analysis produces a rewarding hum of activity in the lecture theatre. 3. The teacher then gathers together the ideas from this analytical exercise in an interactive manner from representatives of the groups. 4. Agreement is reached on the information that students require to proceed with the problem. 5. If the exercise is to be completed in one session, this can then be provided by the teacher or an invited colleague who is the 'expert'. On the other hand, the full process of PBL can be continued with students departing to report back at a subsequent session, having completed their independent learning tasks.
A Handbook for Teachers in Universities and Colleges 4th Ed by David Newble, Robert Cannon