Forwarded on behalf of Charles Engel:
-------------------------------
Dear Anita,
I am interested to see your announcement of what looks like a
fascinating initiative. As some of your colleagues may know, I have
been involved with PBL since I collaborated with the originators of
PBL at McMaster University in the 1960s, I was then responsible for
basing the new medical curriculum at Newcastle, Australia on PBL in
the mid 1970s.
At the Institute I have been running a number of workshops on PBL for
the health
professions. As Visiting Professor I have recently introduced PBL in a
Royal Academy of Engineering pilot module on sustainable development
in engineering at Manchester. At the same time I edited a Guide on
variables in a coherent educational system, based on PBL principles:
http://www.manchester.ac.uk/ceebl/resources/resourcepacks/pblsystemapproach_v1.pdf
.
If I can be of any assistance, please let me know. Please use my home
e-mail address.
With best wishes Charles
----- Forwarded message from [log in to unmask] -----
Date: Sun, 26 Oct 2008 10:02:22 +0000
From: "Anita Pincas" <[log in to unmask]>
Reply-To: "Problem Based Learning" <[log in to unmask]>
Subject: Older people and PBL
To: [log in to unmask]
Problem solving is an interesting issue for anyone dealing with older
learning.
One the one hand, there is the mythology about declining faculties as ageing
proceeds. On the other hand, there is the faith in something called wisdom
that would suggest a higher order ability to deal with problems.
These are important issues because demographic changes are resulting in
growing numbers of older studentds in formal as well as informal learning.
Currently, they participate in ordinary classes alongside younger learners.
Without wishing to forcibly separate older people from the mainstream,
it is still
worth thinking about what they need, and perhaps even more important, what
they can be encouraged to contribute to the group learning process.
That is the kind of thinking that has led to a new short master's level
module** at the Institute of Education in which we investigate the
significance of the many diverse social and individual contexts of older
learning. It is delivered by blended learning with the emphasis on peer
collaboration. We expect it will encourage interest in what we believe is an
important social issue, and is also leading to a whole new learning sector.
As the first programme of its kind, we see it as an important step for
profiling
important issues regarding the older population and offering professional
development in this growing field.
If you are interested, please contact me.
Anita Pincas, [log in to unmask]
Senior Lecturer, Institute of Education, University of London
** Issues in Educating and Training Mature Adults (50+)
www.ioe.ac.uk/courses/ietma
--
Bland Tomkinson
University Adviser on Pedagogic Development
PO Box 88
Manchester M60 1 QD
Telephone (0)161 306 3531
Fax (0)161 306 4863
http://www.manchester.ac.uk/pdo/meet/bland
Any views expressed in this email are personal to me and not necessarily those
of the university.
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