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Books > Social sciences > Education > Teaching skills & techniques
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Problem-based Learning into the Future - Imagining an Agile PBL Ecology for Learning (Hardcover, 1st ed. 2017)
Loot Price: R3,429
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Problem-based Learning into the Future - Imagining an Agile PBL Ecology for Learning (Hardcover, 1st ed. 2017)
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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.
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