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PROBLEM-BASED LEARNING FOR SOFTWARE ENGINEERS
Tutorial
in connection with the ISA 2000 Congress in Wollongong
December 12 - 15, 2000
'http://www.icsc.ab.ca/150-tut.htm#Dr. Lorna Uden'
tutorial organizer:
Dr. Lorna Uden
School of Computing,
Staffordshire University
The Octagon, Beaconside
Stafford, ST18 0AT
U.K.
Phone +44 (0)1785 353276
Fax: +44 (0)1785 353497
E-mail: [log in to unmask]
Estimated time: 3 hours
Target audience: Anyone who wants to help students or employees to improve
problem solving and Critical thinking skills.
Introduction:
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.
Outline:
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.
Sample slides follow
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