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Table of Contents
Intro; Contents; Part I: Conceptualising Interdisciplinarity in Problem-Based Learning; Chapter 1: Introduction; 1.1 Organisation of the Book; 1.2 Writing a Book on Problem-Based Learning Was a Problem-Based Project; References; Chapter 2: Problem-Based Projects, Learning and Interdisciplinarity in Higher Education; 2.1 Introduction; 2.2 Complexities of Interdisciplinary Learning in Higher Education; 2.3 Problem-Based Learning in Higher Education; 2.4 Case: Project- and Problem-Based Learning at Aalborg University, Denmark; 2.5 PBL as a Pathway Towards Interdisciplinary Learning
2.6 Concluding RemarksReferences; Chapter 3: Trust Me, I'm 'The Doctor': Bridging Disciplinary Education and Interdisciplinary Professionalism; 3.1 Introduction; 3.2 Getting to Know The Doctor; 3.3 Educating Doctors: Part 1; 3.4 Interdisciplinarity and Disciplinarity; 3.5 Interdisciplinarity and Multidisciplinarity; 3.6 Interdisciplinarity and Problem Orientation; 3.7 PBL and Interdisciplinarity; 3.8 Some Problems On and Under the Surface; 3.9 Educating Doctors: Part 2; 3.10 Where Do We Go from Here, Doctor Who?; References
Chapter 4: Beyond the Two Cultures. PBL and Transgressive Interdisciplinarity in the Techno-Anthropology Programme4.1 Introduction; 4.2 Anthropology and Engineering: Descriptive and Prescriptive Approaches to Problems; 4.3 Two Modes of Interdisciplinary PBL in Techno-Anthropology; 4.4 New Collaborations, New Knowledge Practices; 4.5 Concluding Remarks; References; Chapter 5: Three Challenges for New Students Facing Problem-Based and Interdisciplinary Learning; 5.1 Setting the Scene; 5.2 Challenging Students Through the Uncertainties of Problems
5.3 Challenges Arising from the Uncertainties of Project Supervisors5.4 Challenging Students Through Their Own Reflections; 5.5 Strategies Enabling Problem-Based and Interdisciplinary Learning; 5.6 Concluding Remarks; References; Chapter 6: Supervising the Interdisciplinary PBL Project; 6.1 Introduction; 6.2 A Dichotomy in Conceptions of Interdisciplinarity; 6.3 Interdisciplinary Project Work as a Language Game; 6.4 The Supervisor and the Interdisciplinary Project; 6.5 Concluding Remarks; References; Chapter 7: Toward an Interdisciplinary Learning Community of PBL Supervisors and Students
7.1 Learning, Simplified7.2 Learning, Complicated; 7.3 Learning Collectively; 7.4 Learning and Teaching Intentionally; References; Part II: Practising Interdisciplinarity in Problem-Based Learning; Chapter 8: Opening the PBL Game: Problem Construction in Interdisciplinary Project Work in Multicultural Groups; 8.1 Introduction; 8.2 Open Problem Construction and its Learning Potential; 8.3 Interdisciplinarity in Project Groups; 8.4 The Epistemic Game of PBL and the Multicultural Challenge; 8.5 Concluding Remarks; References; Chapter 9: Developing Successful Group Processes in Interdisciplinary Projects.
2.6 Concluding RemarksReferences; Chapter 3: Trust Me, I'm 'The Doctor': Bridging Disciplinary Education and Interdisciplinary Professionalism; 3.1 Introduction; 3.2 Getting to Know The Doctor; 3.3 Educating Doctors: Part 1; 3.4 Interdisciplinarity and Disciplinarity; 3.5 Interdisciplinarity and Multidisciplinarity; 3.6 Interdisciplinarity and Problem Orientation; 3.7 PBL and Interdisciplinarity; 3.8 Some Problems On and Under the Surface; 3.9 Educating Doctors: Part 2; 3.10 Where Do We Go from Here, Doctor Who?; References
Chapter 4: Beyond the Two Cultures. PBL and Transgressive Interdisciplinarity in the Techno-Anthropology Programme4.1 Introduction; 4.2 Anthropology and Engineering: Descriptive and Prescriptive Approaches to Problems; 4.3 Two Modes of Interdisciplinary PBL in Techno-Anthropology; 4.4 New Collaborations, New Knowledge Practices; 4.5 Concluding Remarks; References; Chapter 5: Three Challenges for New Students Facing Problem-Based and Interdisciplinary Learning; 5.1 Setting the Scene; 5.2 Challenging Students Through the Uncertainties of Problems
5.3 Challenges Arising from the Uncertainties of Project Supervisors5.4 Challenging Students Through Their Own Reflections; 5.5 Strategies Enabling Problem-Based and Interdisciplinary Learning; 5.6 Concluding Remarks; References; Chapter 6: Supervising the Interdisciplinary PBL Project; 6.1 Introduction; 6.2 A Dichotomy in Conceptions of Interdisciplinarity; 6.3 Interdisciplinary Project Work as a Language Game; 6.4 The Supervisor and the Interdisciplinary Project; 6.5 Concluding Remarks; References; Chapter 7: Toward an Interdisciplinary Learning Community of PBL Supervisors and Students
7.1 Learning, Simplified7.2 Learning, Complicated; 7.3 Learning Collectively; 7.4 Learning and Teaching Intentionally; References; Part II: Practising Interdisciplinarity in Problem-Based Learning; Chapter 8: Opening the PBL Game: Problem Construction in Interdisciplinary Project Work in Multicultural Groups; 8.1 Introduction; 8.2 Open Problem Construction and its Learning Potential; 8.3 Interdisciplinarity in Project Groups; 8.4 The Epistemic Game of PBL and the Multicultural Challenge; 8.5 Concluding Remarks; References; Chapter 9: Developing Successful Group Processes in Interdisciplinary Projects.