Dr. Lorna Uden, School of Computing, Staffordshire University, The Octagon, Beaconside, Stafford, ST18 0AT U.K.
(in connection with the ISA 2000 Congress in Wollongong, December 12 - 15, 2000)

Target audience: Anyone who wants to help students or employees to improve problem solving and Critical thinking skills.

In a dynamic technical environment it is no longer sufficient simply to teach computer students about their subject: the content and context will have changed almost before they reach their first job. These students need problem-solving, critical thinking and metacognitive skills in addition to their technical expertise. They must have lifelong learning skills to cope with the ever-changing nature of the software evolution. In order to equip them with these skills, it is necessary to adopt a new approach to teaching. Problem-Based Learning(PBL) is an instructional method that challenges students to ‘learn to learn’, working cooperatively in groups to seek solutions to real world problems. These problems are used to engage students’ curiosity and initiate learning the subject matter. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources. This tutorial teaches the PBL process in small groups, allowing an active participation in the process.

Biography of the author:
Lorna Uden is a senior lecturer in the School of Computing at Staffordshire University where she has use PBL in her teaching for a number of years. She has also has conducted PBL workshops at conferences. Her interests include using technology for teaching and learning, problem-based learning, metacognitive and learning strategies, HCI, Internet learning, object-orientation, CSCW, multimedia and E-commerce. She is a member of ACM.

The tutorial will explain the basic principles and the tutorial process of PBL. Participants will be invited to join in working groups to explore the potential of PBL as well as its underlying theories. They will be guided through the complete PBL process, with particular emphasis on the first and last phases, with self-directed learning in between these two phases. There will be a period for reflection on the experiences gained and the possible objectives of PBL. This will allow participants to appreciate the power of PBL to motivate learning and the depth of learning possible.

Overgenomen van internet (discussie-lijst), dd. 2 mei 2000.