Problem- learning (PBL) The learning process is organised around problems. The idea is that any course starts with a scenario or series of problems that are related to professional issues rather ‘real-world’ than academic subjects. PBL has been used in medicine, architecture, sciences, engineering and agriculture. Project-centred learning Whereas in learning the overall goals and the problems are set by the teachers, project-based learning requires students to set their own learning objectives, decide on their own learning strategies and, in some instances, propose what they want to be assessed on. Undergraduate honours dissertations, or inter-disciplinary student projects are examples of this. Experiential learning The starting point in this approach is a real or concrete experience which the student is a part of, actively explores, and notes what is happening. The experience is then mulled over in the phase of critical reflection, followed by a period of drawing generalisations and theorising about what the experience meant. Individualised learning The main thrust of individualised learning is that it emphasises the work of one student rather than a group or a class. It usually allows the students to progress at her/his own pace within certain time constraints, and to test their own progress when they feel ready for it. For example the Mathematics Level 1 course provides students with which highlight areas for improvement. These tests can be sat as many times as students would like and are supported by drop-in sessions. Table 4 indicates the types of methods best suited to supporting five key generic higher education learning outcomes. Table 4: Teaching and learning methods (adapted from Bourner, 1997 and Biggs, 2003) Learning aims Knowledge Elaborating, analysing Generating ideas Personal Planning and and applying and evidence development managing own knowledge learning Teacher Lectures Case studies Workshops Feedback directed Guest lectures Practicals Brainstorming Learning contracts activities Concept Laboratories Laboratories Role play mapping Demonstrations Practicals Mentoring Modelling Experiments Fieldwork Coaching through Simulations Discussion Experiential thinking aloud Discussion Experiments learning Electronic Debate Supervision voting systems Seminars and tutorials (EVS) Supervision Computer mediated discussion Student Information Projects Enquiry-based Reflective journals PDP directed searching Problem based learning learning Self assessment Learning logs activities tasks Essays Research projects Projects Directed Work based learning Dissertations Independent private study Group work work study Student presentations Mind-mapping Dissertations Student led seminars Problem solving Work Literature reviews Inter-disciplinary placements Peer assessment projects Portfolio Student mentoring Service learning development Peer assisted learning
Problem- learning (PBL) The learning process is organised around problems. The idea is that any course starts with a scenario or series of problems that are related to ‘real-world’ professional issues rather than academic subjects. PBL has been used in medicine, architecture, sciences, engineering and agriculture. Project-centred learning Whereas in learning the overall goals and the problems are set by the teachers, project-based learning requires students to set their own learning objectives, decide on their own learning strategies and, in some instances, propose what they want to be assessed on. Undergraduate honours dissertations, or inter-disciplinary student projects are examples of this. Experiential learning The starting point in this approach is a real or concrete experience which the student is a part of, actively explores, and notes what is happening. The experience is then mulled over in the phase of critical reflection, followed by a period of drawing generalisations and theorising about what the experience meant. Individualised learning The main thrust of individualised learning is that it emphasises the work of one student rather than a group or a class. It usually allows the students to progress at her/his own pace within certain time constraints, and to test their own progress when they feel ready for it. For example the Mathematics Level 1 course provides students with which highlight areas for improvement. These tests can be sat as many times as students would like and are supported by drop-in sessions. Table 4 indicates the types of methods best suited to supporting five key generic higher education learning outcomes. Table 4: Teaching and learning methods (adapted from Bourner, 1997 and Biggs, 2003) Learning aims Knowledge Elaborating, analysing and applying knowledge Generating ideas and evidence Personal development Planning and managing own learning Teacher directed activities Lectures Guest lectures Concept mapping Modelling through thinking aloud Electronic voting systems (EVS) Case studies Practicals Laboratories Demonstrations Experiments Simulations Discussion Debate Seminars and tutorials Supervision Computer mediated discussion Workshops Brainstorming Laboratories Practicals Fieldwork Discussion Experiments Supervision Feedback Learning contracts Role play Mentoring Coaching Experiential learning Student directed activities Information searching tasks Directed private study Projects Problem based learning Essays Work based learning Group work Student presentations Student led seminars Literature reviews Peer assessment Student mentoring Peer assisted learning Enquiry-based learning Research projects Dissertations work Mind-mapping Problem solving Inter-disciplinary projects Service learning Reflective journals Self assessment PDP Learning logs Projects Independent study Dissertations Work placements Portfolio development