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LEADER 00000cam  2200637Ii 4500 
001    960909681 
003    OCoLC 
005    20181130032111.4 
006    m     o  d         
007    cr cnu---unuuu 
008    161019s2017    si      ob    000 0 eng d 
019    961010617|a962258280|a964291464|a965145151|a966941499
020    9789811024542|q(electronic bk.) 
020    9811024545|q(electronic bk.) 
020    |z9789811024528 
020    |z9811024529 
024 7  10.1007/978-981-10-2454-2|2doi 
035    (OCoLC)960909681|z(OCoLC)961010617|z(OCoLC)962258280
040    N$T|beng|erda|epn|cN$T|dN$T|dYDX|dIDEBK|dAZU|dOCLCF|dCOO
049    MAIN 
050  4 LB1027.42|b.K45 2017eb 
072  7 EDU|x036000|2bisacsh 
072  7 JNT|2bicssc 
072  7 JMRL|2bicssc 
072  7 EDU|x001000|2bisacsh 
082 04 371.39|223 
100 1  Kek, Megan Yih Chyn A.,|0
245 10 Problem-based learning into the future :|bimagining an 
       agile PBL ecology for learning /|cMegan Yih Chyn A. Kek, 
       Henk Huijser. 
264  1 Singapore :|bSpringer,|c[2017] 
300    1 online resource (xviii, 195 pages) 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
340    |gpolychrome|2rdacc|0
347    text file|2rdaft|0
504    Includes bibliographical references. 
505 0  Chapter 1 Introduction -- Part 1: Imagining PBL in a 
       changing world for learning -- Chapter 2 Imagining an 
       agile PBL: Towards an ecology for connected learning -- 
       Chapter 3 Agile PBL and the next generation of learners --
       Part 2 Imagining an agile PBL curriculum for learning -- 
       Chapter 4 Imagining an agile PBL curriculum: Focusing on 
       learning outcomes and authentic interdisciplinary problems
       -- Chapter 5 Assessing agile PBL -- Part 3 Imagining an 
       agile university for learning -- Chapter 6 Agile student 
       development and engagement for learning -- Chapter 7 Agile
       staff professional learning for learning -- Chapter 8 
       Agile curriculum sustainability: Continuous improvement --
       Chapter 9 Agile PBL research: Developing a sustainable 
       research and scholarship agenda -- Chapter 10 Conclusion. 
520    In this book we respond to a higher education environment 
       that is on the verge of profound changes by imagining an 
       evolving and agile problem-based learning ecology for 
       learning. The goal of doing so is to humanise university 
       education by pursuing innovative approaches to student 
       learning, teaching, curricula, assessment, and 
       professional learning, and to employ interdisciplinary 
       methods that go far beyond institutional walls and include
       student development and support, curriculum sustainability,
       research and the scholarship of teaching and learning, as 
       well as administration and leadership. An agile problem-
       based learning (PBL) ecology for learning deliberately 
       blurs the boundaries between disciplines, between students
       and teachers, between students and employers, between 
       employers and teachers, between academics and professional
       staff, between formal and informal learning, and between 
       teaching and research. It is based on the recognition that
       all of these elements are interconnected and constantly 
       evolving, rather than being discrete and static. 
       Throughout this book, our central argument is that there 
       is no single person who is responsible for educating 
       students. Rather, it is everyone's responsibility - 
       teachers, students, employers, administrators, and wider 
       social networks, inside and outside of the university. 
       Agile PBL is about making connections, rather than 
       erecting barriers. In summary, this book is not about 
       maintaining comfort zones, but rather about becoming 
       comfortable with discomfort. The actual implementation is 
       beyond the scope of this book and we envisage that 
       changing perceptions towards this vision will itself be a 
       mammoth task. However, we believe that the alternative of 
       leaving things as they are would ultimately prove 
       untenable, and more distressingly, would leave a 
       generation of students afraid to think, feel, and act for 
       themselves, let alone being able to face the challenges of
       the 21st century. 
588 0  Print version record. 
650  0 Problem-based learning.|0
650 14 Education. 
650 24 Learning & Instruction. 
650 24 Assessment, Testing and Evaluation. 
650 24 Educational Technology. 
650 24 Higher Education. 
650 24 Professional & Vocational Education. 
650 24 Teaching and Teacher Education. 
655  4 Electronic books. 
700 1  Huijser, Henk,|d1969-|0
776 08 |iPrint version:|tProblem-based Learning into the Future.
       |d[Place of publication not identified] : Springer Verlag 
990    SpringerLink|bSpringer English/International eBooks 2017 -
       Full Set|c2018-11-30|yMaster record variable field(s) 
       change: 650|5OH1 
990    SpringerLink|bSpringer English/International eBooks 2017 -
       Full Set|c2018-10-31|yNew collection 
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