Book•
Problem-based learning : an approach to medical education
01 Jan 1980-
TL;DR: This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem- based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn.
Abstract: In this book, the authors address some basic problems in the learning of biomedical science, medicine, and the other health sciences Students in most medical schools, especially in basic science courses, are required to memorize a large number of ""facts,"" facts which may or may not be relevant to medical practice Problem-based learning has two fundamental postulates--the learning through problem-solving is much more effective for creating a body of knowledge usable in the future, and that physician skills most important for patients are problem-solving skills, rather than memory skills This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem-based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn
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17 Feb 2009
TL;DR: Students indicate that, although the workload is high, the required effort is outweighed by the learning effect of their active involvement, and a Community of Learners approach is presented.
Abstract: The wicked nature of software architecture calls for educational methodologies that deviate from the traditional active lecturer-passive student relation. In this paper we present our experiences with applying a Community of Learners approach, in which students are treated as partners in the knowledge development process, to software architecture education. In our course the students are actively involved, either as architects or as stakeholders, in the design of an architecture for a large and realistic system. In this Community of Learners, the students not only learn about but also experience the important issues in software architecture. Students indicate that, although the workload is high, the required effort is outweighed by the learning effect of their active involvement.
17 citations
Book•
30 Dec 2017
TL;DR: The Handbook of Research on Educational Design and Cloud Computing in Modern Classroom Settings is a pivotal reference source for the latest research ndings on the strategic role of cloud computing in education, teaching, and the learning process.
Abstract: The Handbook of Research on Educational Design and Cloud Computing in Modern Classroom Settings is a pivotal reference source for the latest research ndings on the strategic role of cloud computing in education, teaching, and the learning process. Featuring extensive coverage on relevant areas such as personal learning environment, cloud-based learning, and educational models, this publication is an ideal resource for educators, professionals, school administrators, researchers, and practitioners in the eld of education.
17 citations
Additional excerpts
...It has already been shown that game-based learning can be combined with similar learning methodologies as Collaborative-based Learning (Slavin, 1980), Problem-based Learning (Hmelo-Silver, 2004; Hmelo-Silver & Barrows, 2006; Merrill, 2007) and Project-based Learning (Barrows & Tamblyn, 1980; Boss, Krauss, & Conery, 2008)....
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...…that game-based learning can be combined with similar learning methodologies as Collaborative-based Learning (Slavin, 1980), Problem-based Learning (Hmelo-Silver, 2004; Hmelo-Silver & Barrows, 2006; Merrill, 2007) and Project-based Learning (Barrows & Tamblyn, 1980; Boss, Krauss, & Conery, 2008)....
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TL;DR: The article represents an attempt to guide new researchers through the process of generating and refining scientific research questions, identifying appropriate outcome measures, and selecting or adapting the optimal research design for the questions to be addressed.
Abstract: This article is intended to provide students and clinicians aspiring to perform educational research with some background information pertaining to many of the issues inherent in performing research within this domain. It is not intended to provide a comprehensive review of the quantitative methods one might adopt, nor will it fully reflect all of the debate that currently exists within the educational research community. Rather, it is intended to offer an overview of issues and controversies within the field that will hopefully provide a starting point from which interested individuals can begin to engage in the study of educational effectiveness. Using investigations of the efficacy of problem-based learning as background, the article represents an attempt to guide new researchers through the process of generating and refining scientific research questions, identifying appropriate outcome measures, and selecting or adapting the optimal research design for the questions to be addressed. The article focuses on quantitative methods in general with particular attention paid to experimental designs.
17 citations
TL;DR: A novel undergraduate course on serious game design and development that integrates both game and instructional design, thus providing an effective approach to teaching serious game development and development is described.
Abstract: Purpose – The purpose of this paper is to describe a novel undergraduate course on serious game design and development that integrates both game and instructional design, thus providing an effective approach to teaching serious game design and development. Very little effort has been dedicated to the teaching of proper serious game design and development leading to many examples of serious games that provide little, if any, educational value. Design/methodology/approach – Organized around a collection of video clips (that provided a brief contextualized overview of the topic and questions for further exploration), readings, interdisciplinary research projects and games, the course introduced the principles of game and instructional design, educational theories used to support game-based learning and methods for evaluating serious games. Discussions and activities supported the problems that students worked on throughout the course to develop a critical stance and approach toward implementing game-based le...
17 citations
TL;DR: The results suggest that when students worked with the problems they carried out activities related to elaboration of knowledge and activation of prior knowledge, and the type of problem in which students had low preference were those where they have to analyze tables and charts taken from pharmacological experiment reports.
Abstract: Problem-based learning has been widely employed in Medical Education. One of its main components is that students construct their knowledge working with problems. Therefore, in literature special attention has been given to the design of problems, while assessment has not received the same emphasis. To assess problems implies determining to which extent the resulting work fulfills the purposes that the designers of problems had planned, based on theoretical rationale. This study was developed to determine: if working with the problems allowed the students to carry out the expected learning activities; if the conditions in which they worked were suitable and if the problems were correctly structured. Participants were second-year medical students, enrolled in a problem-based learning pharmacology course. They were asked to assess each problem they used, by means of a questionnaire. The results suggest that when students worked with the problems they carried out activities related to elaboration of knowledge and activation of prior knowledge. They reported to have doubts after working with problems; this can probably be attributed to deficiencies in the students' prior knowledge. Furthermore, the type of problem in which students had low preference were those where they have to analyze tables and charts taken from pharmacological experiment reports; neither the time available to gather the information and to prepare the study issues was sufficient, nor was to study for other subjects. The information produced by assessment is useful for the designers of problems and as feedback to the educational process. The students' participation in the evaluation phase is a way to keep the congruence with a student-centered approach.
17 citations
Cites background from "Problem-based learning : an approac..."
...One of its claims is to support the students in assuming the responsibility of their own learning process through their involvement in independent and self-directed study ( Barrows & Tamblyn, 1980; Neufeld & Barrows, 1974)....
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