and issues in their working lives and so, if they want to be learners’ will need to ‘life-long have the ability to shift these learning skills from previous situations. Indeed, it is believed that PBL can help to overcome this difficulty by enabling the extension of learning to new situations (Drinan, 1991). Many universities which now practise PBL models (McMaster (Ontario), Maastricht, Newcastle (Australia)) share a number of characteristics (De Graaf and Cowdroy, 1997) including: Curriculum structure The semester is divided into a series of blocks. A number of are planned for students to work on in each block, in line with the curriculum. The students themselves choose to analyse one of the cases and the subject disciplines are integrated through relating the case to professional practice (de Graaf and Cowdroy, 1997). The learning process Selected are discussed and analysed by self-directed study groups. Typical study groups consist of 4-10 students and meet once or twice a week where each individual student in the group presents his/her work. The teacher acts as facilitator helping with internal communication within the groups. At different times during the process students will take on many different roles including chairperson, timekeeper, reader of the problem, scribe and at times even presenter (de Graaf and Cowdroy, 1997). The Barrows model for how PBL tutorials deal with learning issues outlines summarising the discussion of the tutorial under headings (Facts, Ideas/Hypotheses, Learning Issues, Action Plan), preceded by setting the climate and defining the problem (Barrows, 1989). Another model for scaffolding the PBL learning process is the jump ‘seven approach’ (Schmidt and Moust, 2000). Clarify unknown terms and concepts in the problem description Define the problem: that is, list the phenomena to be explained
and issues in their working lives and so, if they want to be ‘life-long learners’ will need to have the ability to shift these learning skills from previous situations. Indeed, it is believed that PBL can help to overcome this difficulty by enabling the extension of learning to new situations (Drinan, 1991). Many universities which now practise PBL models (McMaster (Ontario), Maastricht, Newcastle (Australia)) share a number of characteristics (De Graaf and Cowdroy, 1997) including: Curriculum structure The semester is divided into a series of blocks. A number of are planned for students to work on in each block, in line with the curriculum. The students themselves choose to analyse one of the cases and the subject disciplines are integrated through relating the case to professional practice (de Graaf and Cowdroy, 1997). The learning process Selected are discussed and analysed by self-directed study groups. Typical study groups consist of 4-10 students and meet once or twice a week where each individual student in the group presents his/her work. The teacher acts as facilitator helping with internal communication within the groups. At different times during the process students will take on many different roles including chairperson, timekeeper, reader of the problem, scribe and at times even presenter (de Graaf and Cowdroy, 1997). The Barrows model for how PBL tutorials deal with learning issues outlines summarising the discussion of the tutorial under headings (Facts, Ideas/Hypotheses, Learning Issues, Action Plan), preceded by setting the climate and defining the problem (Barrows, 1989). Another model for scaffolding the PBL learning process is the ‘seven jump approach’ (Schmidt and Moust, 2000). Clarify unknown terms and concepts in the problem description Define the problem: that is, list the phenomena to be explained
EdD%20Thesis1.docx