From Problem-Based Learning to Participatory Deep Learning: Uncover Collaborative Means of Teaching and Learning in Education

2.50
Hdl Handle:
http://hdl.handle.net/10755/149958
Type:
Presentation
Title:
From Problem-Based Learning to Participatory Deep Learning: Uncover Collaborative Means of Teaching and Learning in Education
Abstract:
From Problem-Based Learning to Participatory Deep Learning: Uncover Collaborative Means of Teaching and Learning in Education
Conference Sponsor:Sigma Theta Tau International
Conference Year:2003
Author:Wu, Cynthia S.T., RN, MHA
P.I. Institution Name:The Hong Kong Polytechnic University
Title:Assistant Professor
Problem based learning (PBL) is considered as one of the effective teaching strategy by our Nursing faculty. It is one kind of human learning philosophy, a teaching attitude which values human's natural capacities and interests to learn independently provided that both intrinsic and extrinsic environments are facilitating the self-directed learning process. PBL structures a physical environment for students to explore, relate its meaning and apply the knowledge from guided participative knowledge search to self-initiated collaborative knowledge synthesis. The interactive learning dialogues provide opportunities for students to listen, comprehend, analyze and synthesize a diversified dimension of nursing knowledge which includes bio-psycho-social response and behavior and cultural-spiritual-ethical dilemmas and conflicts. At the end, students come up with different strategies, foci and concept flow maps in presenting their ideas in dissecting and uncovering underlying health concerns, problems, dilemmas and conflicts. Ultimately, whether the problem can be solved is not the major learning concern, relatively, the process of knowledge searching for justifiable means to solutions is perceived as a more important and meaningful learning strategy. Students are reinforced not only taking PBL as a slogan as they sometimes really behave in such. They are always reminded and encouraged to take a further step of thinking the underlying learning processes in which they should then appreciate and make efforts. PBL is more than just using problem solving approach or nursing process of addressing issues. The PBL philosophy reflects the need for the teaching teams to have long term commitments. Preparing a motivated learning environment for facilitating students to learn independently and tutors to be aware of adopting a guided but non-directive teaching process becomes a first priority of action plans. This paper will focus on the process of integrated learning methodologies and appropriate facilitation skills in avoiding the pitfalls of PBL teaching and learning.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleFrom Problem-Based Learning to Participatory Deep Learning: Uncover Collaborative Means of Teaching and Learning in Educationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/149958-
dc.description.abstract<table><tr><td colspan="2" class="item-title">From Problem-Based Learning to Participatory Deep Learning: Uncover Collaborative Means of Teaching and Learning in Education</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Wu, Cynthia S.T., RN, MHA</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">The Hong Kong Polytechnic University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">hscwu@inet.polyu.edu.hk</td></tr><tr><td colspan="2" class="item-abstract">Problem based learning (PBL) is considered as one of the effective teaching strategy by our Nursing faculty. It is one kind of human learning philosophy, a teaching attitude which values human's natural capacities and interests to learn independently provided that both intrinsic and extrinsic environments are facilitating the self-directed learning process. PBL structures a physical environment for students to explore, relate its meaning and apply the knowledge from guided participative knowledge search to self-initiated collaborative knowledge synthesis. The interactive learning dialogues provide opportunities for students to listen, comprehend, analyze and synthesize a diversified dimension of nursing knowledge which includes bio-psycho-social response and behavior and cultural-spiritual-ethical dilemmas and conflicts. At the end, students come up with different strategies, foci and concept flow maps in presenting their ideas in dissecting and uncovering underlying health concerns, problems, dilemmas and conflicts. Ultimately, whether the problem can be solved is not the major learning concern, relatively, the process of knowledge searching for justifiable means to solutions is perceived as a more important and meaningful learning strategy. Students are reinforced not only taking PBL as a slogan as they sometimes really behave in such. They are always reminded and encouraged to take a further step of thinking the underlying learning processes in which they should then appreciate and make efforts. PBL is more than just using problem solving approach or nursing process of addressing issues. The PBL philosophy reflects the need for the teaching teams to have long term commitments. Preparing a motivated learning environment for facilitating students to learn independently and tutors to be aware of adopting a guided but non-directive teaching process becomes a first priority of action plans. This paper will focus on the process of integrated learning methodologies and appropriate facilitation skills in avoiding the pitfalls of PBL teaching and learning.</td></tr></table>en_GB
dc.date.available2011-10-26T10:13:19Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:13:19Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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