Îïèñàíèå: The past two decades have witnessed an unrelenting expansion of management education around the world. At the same time, however, influential scholars – Mintzberg, Bennis, Pfeffer and others – have levelled pointed critiques at these programs questioning their quality and relevance, as well as their approaches to teaching and learning.‘Preparing Managers for Action’ is a timely contribution for management schools as well as other higher education institutions seeking the means to increase the relevance and quality of their professional education programs. The book describes the use of problem-based learning (PBL) in management education. PBL is an active learning approach first pioneered in medical education, but whose use has grown steadily in a variety of professional fields over the past two decades. The authors draw upon their experience in using PBL in a broad array of management education programs at the Bachelor, Master, Doctoral and Executive levels, in North American and in Asia. This book is designed to provide both novice and experienced users of PBL with resources for designing and implementing problem-based management education. The book provides the novice with useful theoretical and practical background on how design a PBL curriculum, use PBL in a classroom, and develop PBL materials. At the same time, the book will challenge experienced users of PBL and case teaching to extend their applications through the use of learning technologies and more systematic approaches to assessment and curriculum design.
Àâòîð: Susan Bridges; Colman McGrath; Tara L. Whitehill Íàçâàíèå: Problem-Based Learning in Clinical Education ISBN: 9401784140 ISBN-13(EAN): 9789401784146 Èçäàòåëüñòâî: Springer Ðåéòèíã: Öåíà: 15591 ð. Íàëè÷èå íà ñêëàäå: Ïîñòàâêà ïîä çàêàç.
Îïèñàíèå: This book reports on current understanding and enactments of problem-based learning (PBL) in clinical education. The focus is on research, and embracing new methodologies to explore how problem-based curricula support achievement of student learning outcomes.
Îïèñàíèå: This volume explores the pedagogic implications of challenges involved in professional education worldwide. The wide range of professions covered includes accountants, military company commanders, surgeons, nurse practitioners, academics, managers, and more.
Îïèñàíèå: Educators in the professions have always had unique demands placed upon them. These include the need to keep pace with rapidly evolving knowledge bases, developing skills and attitudes appropriate to practice, learning in the workplace and fostering public confidence. For twenty years, these new demands have created additional educational imperatives. Public accountability has become more intensive and extensive. Practitioners practice in climates more subject to scrutiny and less forgiving of error. The contexts in which professionals practice and learn have changed and these changes involve global issues and problems. Often, professionals are the first responders who are required to take an active stance in defining and solving problems. This book explores the pedagogic implications of these challenges internationally for a wide range of professions which include: accountants, military company commanders, surgeons, nurse practitioners, academic, managers, community physicians and dentists. The established view of professional development is about what the professional knows and can do. The authors broaden this view to include the systemic and contextual factors that affect learning, and the conditions necessary for effective practice and identity development across the professional lifespan. Authors examine the unique particularities and requirements of diverse professional groups. The editors emphasize new ideas and learning that emerges across the professions. As readers use this book as a pathway to their own innovations in scholarship and pedagogic research, they join their colleagues in supportingnew directions in learning, teaching and assessment across professions.
Îïèñàíèå: This is a professional guide that explores effective ways to initiate, design, develop, enhance and sustain (PBL) curricula in Higher Education environments.
Îïèñàíèå: Explores a broad range of issues about facilitation. This book questions how students are assessed and suggests ways of preventing plagiarism in problem-based learning. It examines what it might mean to be an effective facilitator and suggests ways of designing problem-based curricula that enhance learning.
Îïèñàíèå: "This is a wide ranging, clearly focused, accessible book that engages with the practices and findings of research into problem-based learning! The book is clear on the problems and the strategies, the debates and the research based practices which make PBL accessible wherever it is suitable for effective learning." - Professor Gina Wisker, Anglia Polytechnic University. "This book punctures the sometimes inflated rhetoric about PBL by exploring some of its inherent difficulties and contradictions, and moves debate on through critical glimpses of the rich and varied practices undertaken under the banner of PBL". - Professor Graham Gibbs, University of Oxford. This book presents international research into Problem-based Learning within a range of subject and vocational disciplines, applications and cultures from a variety of perspectives: student, facilitator, module leader, curriculum designer. It presents a range of findings related to designing, implementing, assessing and evaluating PBL courses. "Challenging Research in Problem-based Learning" is key reading for academics and tutors utilising PBL, as well as those studying for teaching qualifications, lecturers involved in teaching for the professions and on continuing professional development courses. The contributors are: Terry Barret Brian Bowe, John Cowan, Roisin Donnelly, Erik de Graaff, Chris Hockings, Bill Hutchings, Dan Jacobsen, Peter Kandlbinder, Sharron King, Ranald Macdonald, Claire Howell Major, Yves Maufette, Karen O'Rourke, Betsy Palmer, Maggi Savin-Baden, Charlotte Silen, Alexandre Soucisse, and Kay Wilkie.
Îïèñàíèå: This is a professional guide that explores effective ways to initiate, design, develop, enhance and sustain (PBL) curricula in Higher Education environments.
Îïèñàíèå: Provides teachers with the tools they need to help students learn in an integrated, real-world instructional environment. Focusing on problem-based learning (PBL) as a teaching approach, this work presents modes of problem-based learning that include real-life references, real problem simulations, and student-identified community problems.
Àâòîð: Ronis, Diane Íàçâàíèå: Problem-based learning for math and science ISBN: 1412955599 ISBN-13(EAN): 9781412955591 Èçäàòåëüñòâî: Sage Publications Ðåéòèíã: Öåíà: 3696 ð. Íàëè÷èå íà ñêëàäå: Ïîñòàâêà ïîä çàêàç.
Îïèñàíèå: Provides teachers with the tools they need to help students learn in an integrated, real-world instructional environment. Focusing on problem-based learning (PBL) as a teaching approach, this work presents modes of problem-based learning that include real-life references, real problem simulations, and student-identified community problems.
Îïèñàíèå: This text provides first-hand guidance for those involved in nurse education who are interested in the introduction of this strategy for teaching and learning. Topics covered include the nature of PBL, developing a problem-based curriculum, facilitor preparation and assessment for PBL.
