Problem-based learning and social software: Difference between revisions

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== Problem-based learning ==
== Problem-based learning ==
Currently [http://en.wikipedia.org/wiki/Problem-based_learning PBL] is utilized in many disciplines to help students develop advanced cognitive abilities including critical thinking, problem-solving, and communication skills ([http://education.ua.edu/faculty-staff/claire-howell-major/ Major] & [http://www.montana.edu/wwweduc/fac/vitae/palmerVitae.html Palmer], 2001).  The [http://en.wikipedia.org/wiki/Problem-based_learning PBL] approach presents a realistic case that students work collaboratively to solve.  The problem solving process requires students to clarify terms and concepts, define and analyze the problem, formulate and synthesize ideas, and present and reflect upon their solution ([http://www.springerlink.com/content/b3h1364261253342/ Woltering, Herrier, Spitzer & Spreckelsen], 2009).  [http://en.wikipedia.org/wiki/Problem-based_learning PBL] stimulates students by providing practical problems, cooperative work environments, and the chance to organize the learning process.  [http://education.ua.edu/faculty-staff/claire-howell-major/ Major] and [http://www.montana.edu/wwweduc/fac/vitae/palmerVitae.html Palmer] (2001) suggest that “teaching is a complex activity, and necessitates the emergence and development of approaches to instruction that are consistent with what we know about the way that learning happens”.  [http://en.wikipedia.org/wiki/Problem-based_learning PBL] has become a dominant classroom paradigm due to cognitive science research about the nature of learning, which has shown that students benefit from working together, and they learn best by teaching or by solving problems ([http://education.ua.edu/faculty-staff/claire-howell-major/ Major] & [http://www.montana.edu/wwweduc/fac/vitae/palmerVitae.html Palmer], 2001).
Upon examination of the empirical and theoretical evidence reported in three [http://en.wikipedia.org/wiki/Problem-based_learning PBL] reviews [http://www.siumed.edu/adrfa/rprofiles/Colliver.html Jerry Colliver] deems [http://en.wikipedia.org/wiki/Problem-based_learning PBL] as ineffective in fostering the acquisition of basic knowledge and clinical skills (2000, p. 259).  [http://www.pophealth.wisc.edu/faculty/albanese Albanese] (2000) insists that [http://en.wikipedia.org/wiki/Problem-based_learning PBL] is a worthwhile strategy because of its effectiveness in information processing, cooperative learning, and improving the learning environment for students and faculty.  [http://www.siumed.edu/adrfa/rprofiles/Colliver.html Colliver] (2000) concurs, “[http://en.wikipedia.org/wiki/Problem-based_learning Problem-based learning] may provide a more challenging, motivating and enjoyable approach to medical education...” (p. 266).  [http://www.linkedin.com/in/gwendiecamp Camp] (1996) states [http://en.wikipedia.org/wiki/Problem-based_learning PBL] students retain knowledge for longer periods, provide better causal explanations and are more motivated than students taught conventionally.


== Social software ==
== Social software ==


== References ==
== References ==

Revision as of 05:07, 28 January 2010

Introduction

This wiki explores some of the links between problem-based learning and social software.

Leonia Card
Memorial University of Newfoundland and Labrador

Problem-based learning

Social software

References

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