Mendeley出力
Problem-based Learning into the Future : Imagining an Agile PBL Ecology for Learning / by Megan Yih Chyn A. Kek, Henk Huijser
| 資料タイプ | 電子ブック |
|---|---|
| 版 | 1st ed. 2017. |
| 出版者 | (Singapore : Springer Nature Singapore : Imprint: Springer) |
| 出版年 | 2017 |
| 大きさ | XVIII, 195 p. 3 illus., 2 illus. in color : online resource |
書誌詳細を非表示
| 一般注記 | Chapter 1 Introduction -- Part 1: Imagining PBL in a changing world for learning -- Chapter 2 Imagining an agile PBL: Towards an ecology for connected learning -- Chapter 3 Agile PBL and the next generation of learners -- Part 2 Imagining an agile PBL curriculum for learning -- Chapter 4 Imagining an agile PBL curriculum: Focusing on learning outcomes and authentic interdisciplinary problems -- Chapter 5 Assessing agile PBL -- Part 3 Imagining an agile university for learning -- Chapter 6 Agile student development and engagement for learning -- Chapter 7 Agile staff professional learning for learning -- Chapter 8 Agile curriculum sustainability: Continuous improvement -- Chapter 9 Agile PBL research: Developing a sustainable research and scholarship agenda -- Chapter 10 Conclusion In this book we respond to a higher education environment that is on the verge of profound changes by imagining an evolving and agile problem-based learning ecology for learning. The goal of doing so is to humanise university education by pursuing innovative approaches to student learning, teaching, curricula, assessment, and professional learning, and to employ interdisciplinary methods that go far beyond institutional walls and include student development and support, curriculum sustainability, research and the scholarship of teaching and learning, as well as administration and leadership. An agile problem-based learning (PBL) ecology for learning deliberately blurs the boundaries between disciplines, between students and teachers, between students and employers, between employers and teachers, between academics and professional staff, between formal and informal learning, and between teaching and research. It is based on the recognition that all of these elements are interconnected and constantly evolving, rather than being discrete and static. Throughout this book, our central argument is that there is no single person who is responsible for educating students. Rather, it is everyone’s responsibility – teachers, students, employers, administrators, and wider social networks, inside and outside of the university. Agile PBL is about making connections, rather than erecting barriers. In summary, this book is not about maintaining comfort zones, but rather about becoming comfortable with discomfort. The actual implementation is beyond the scope of this book and we envisage that changing perceptions towards this vision will itself be a mammoth task. However, we believe that the alternative of leaving things as they are would ultimately prove untenable, and more distressingly, would leave a generation of students afraid to think, feel, and act for themselves, let alone being able to face the challenges of the 21st century HTTP:URL=https://doi.org/10.1007/978-981-10-2454-2 |
|---|---|
| 著者標目 | *Kek, Megan Yih Chyn A author Huijser, Henk author SpringerLink (Online service) |
| 件 名 | LCSH:Learning, Psychology of LCSH:Educational tests and measurements LCSH:Educational technology LCSH:Education, Higher LCSH:Professional education LCSH:Vocational education LCSH:Teachers -- Training of 全ての件名で検索 FREE:Instructional Psychology FREE:Assessment and Testing FREE:Digital Education and Educational Technology FREE:Higher Education FREE:Professional and Vocational Education FREE:Teaching and Teacher Education |
| 分 類 | LCC:LB1060-1077 DC23:370.15 |
| 書誌ID | EB16357106 |
| ISBN | 9789811024542 |