Seeing the Landscape and the Forest Floor: Changes Made to Improve the Connectivity of Concepts in a Hybrid Problem-Based Learning Curriculum

Autor/inn/en	O'Neill, Geraldine; Hung, Woei
Titel	Seeing the Landscape and the Forest Floor: Changes Made to Improve the Connectivity of Concepts in a Hybrid Problem-Based Learning Curriculum
Quelle	In: Teaching in Higher Education, 15 (2010) 1, S.15-27 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Curriculum Design; Problem Based Learning; Blended Learning; Educational Change; Educational Theories; Holistic Approach; Scaffolding (Teaching Technique); Concept Mapping; Educational Strategies; Models; Learning Modules; Instructional Improvement; Action Research; Participatory Research + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Problem-based learning; Problemorientiertes Lernen; Bildungsreform; Educational theory; Theory of education; Bildungstheorie; Holistischer Ansatz; Concept Map; Lehrstrategie; Analogiemodell; Learning module; Lernmodul; Unterrichtsqualität; Projektforschung; Forschungstätigkeit
Abstract	Problem-based learning (PBL) curricula utilise authentic problems that are based in the real-world of practice. This very characteristic enables students to develop an intimate knowledge about the intricacies of practice, metaphorically, seeing the details of the forest floor. However, it is equally important for students to develop an overall conceptual framework of the curriculum and understand how the different aspects of the subject domain relate to each other, i.e. seeing the landscape. This paper explores the extent to which these two aspects of curriculum design, in particular the landscape, were achieved in an "Education Theories" module for lecturers in higher education. It utilises Hung's 3C3R problem-design model to help develop these connections. The findings alert curriculum designers to pay more focused attention to the holistic problem from Hung's model and the model's relationship with other learning resources (lectures, etc.) in supporting connectivity in PBL hybrid curricula. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10