Curricula as Spaces of Interruption?

Autor/in	Savin-Baden, Maggi
Titel	Curricula as Spaces of Interruption?
Quelle	In: Innovations in Education and Teaching International, 48 (2011) 2, S.127-136 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
Schlagwörter	Problem Based Learning; Teaching Methods; Models; Curriculum; Medical Schools; Computer Simulation; Medical Students; Universities; Canada + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Curricula; Lehrplan; Rahmenplan; Medizinische Ausbildung; Computergrafik; Computersimulation; University; Universität; Kanada
Abstract	This paper suggests that there has been a move away from teaching as a means of transmitting information, towards supporting learning as a student-generated activity. There has been much work relating to this in the arena of problem-based learning, which to date has been seen as a relatively stable approach to learning, delineated by particular characteristics and ways of operating. Most of the explanations of and arguments for problem-based learning, thus far, have tended to focus on (or privilege) the cognitive perspectives over the ontological positions of the learner. This paper suggests that problem-based learning (PBL) should be seen as a more troublesome learning space than it is because of the challenges of new and emerging technologies and what the constellation of "learning" means. However, new curriculum spaces need to be created that help students to embrace contemporary dislocations and mediate rhetoric differently which will in turn encourages us to be brave teachers. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10