We plant seeds, but they make them grow
Article Abstract:
The principal lecturer at the School of Health and Social Sciences at Coventry University argues that facilitating rather than tecahing lies at the heart of successful problem-based learning (PBL). The difficulties and problems that face PBL in the UK are identified. Difficulties include the current student assessment scheme, which only allows for peer assessment to account for a maximum of 20% of overall marks, as well as the problems that many teachers feel in becoming facilitators of education rather than just teachers.
Publication Name: Times Higher Education Supplement
Subject: Education
ISSN: 0049-3929
Year: 2003
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Casting a fresh 'i' over science
Article Abstract:
An examination of the rise of problem-based learning, which, it is argued, is replacing the uninspired traditional form of combined science teaching. The director of the i-Science Centre, Department of Physics and Astronomy at the University of Leicester details how Leicester introduced and uses problem-based learning and the benefits that this type of learning provides for its students.
Publication Name: Times Higher Education Supplement
Subject: Education
ISSN: 0049-3929
Year: 2003
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'15 rounds with Tyson' can be a knockout
Article Abstract:
A lecturer at Buckingham Business College discusses how he and his colleagues learnt to use two and three-hour long teaching blocks in a manner that would engage both lecturer and students and not leave them feeling burnt out or bored.
Publication Name: Times Higher Education Supplement
Subject: Education
ISSN: 0049-3929
Year: 2004
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