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000777553 1001_ $$aKek, Megan Yih Chyn A.,$$eauthor.
000777553 24510 $$aProblem-based learning into the future :$$bimagining an agile PBL ecology for learning /$$cMegan Yih Chyn A. Kek, Henk Huijser.
000777553 264_1 $$aSingapore :$$bSpringer,$$c[2017]
000777553 300__ $$a1 online resource (xviii, 195 pages)
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000777553 504__ $$aIncludes bibliographical references.
000777553 5050_ $$aChapter 1 Introduction -- Part 1: Imagining PBL in a changing world for learning -- Chapter 2 Imagining an agile PBL: Towards an ecology for connected learning -- Chapter 3 Agile PBL and the next generation of learners -- Part 2 Imagining an agile PBL curriculum for learning -- Chapter 4 Imagining an agile PBL curriculum: Focusing on learning outcomes and authentic interdisciplinary problems -- Chapter 5 Assessing agile PBL -- Part 3 Imagining an agile university for learning -- Chapter 6 Agile student development and engagement for learning -- Chapter 7 Agile staff professional learning for learning -- Chapter 8 Agile curriculum sustainability: Continuous improvement -- Chapter 9 Agile PBL research: Developing a sustainable research and scholarship agenda -- Chapter 10 Conclusion.
000777553 506__ $$aAccess limited to authorized users.
000777553 520__ $$aIn this book we respond to a higher education environment that is on the verge of profound changes by imagining an evolving and agile problem-based learning ecology for learning. The goal of doing so is to humanise university education by pursuing innovative approaches to student learning, teaching, curricula, assessment, and professional learning, and to employ interdisciplinary methods that go far beyond institutional walls and include student development and support, curriculum sustainability, research and the scholarship of teaching and learning, as well as administration and leadership. An agile problem-based learning (PBL) ecology for learning deliberately blurs the boundaries between disciplines, between students and teachers, between students and employers, between employers and teachers, between academics and professional staff, between formal and informal learning, and between teaching and research. It is based on the recognition that all of these elements are interconnected and constantly evolving, rather than being discrete and static. Throughout this book, our central argument is that there is no single person who is responsible for educating students. Rather, it is everyone's responsibility - teachers, students, employers, administrators, and wider social networks, inside and outside of the university. Agile PBL is about making connections, rather than erecting barriers. In summary, this book is not about maintaining comfort zones, but rather about becoming comfortable with discomfort. The actual implementation is beyond the scope of this book and we envisage that changing perceptions towards this vision will itself be a mammoth task. However, we believe that the alternative of leaving things as they are would ultimately prove untenable, and more distressingly, would leave a generation of students afraid to think, feel, and act for themselves, let alone being able to face the challenges of the 21st century.
000777553 588__ $$aDescription based on print  version record.
000777553 650_0 $$aProblem-based learning.
000777553 7001_ $$aHuijser, Henk,$$eauthor.
000777553 77608 $$iPrint version:$$tProblem-based Learning into the Future.$$d[Place of publication not identified] : Springer Verlag 2017$$z9789811024528$$w(OCoLC)954429040
000777553 852__ $$bebk
000777553 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-981-10-2454-2$$zOnline Access$$91397441.1
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