The Challenge of Building Communities About PBL Supervision

2021 ◽  
pp. 177-194
Author(s):  
Hans Hüttel ◽  
Dorina Gnaur
Keyword(s):  
Community Of Practice ◽  
Problem Based Learning ◽  
Web Based ◽  
Knowledge And Skills ◽  
Teaching Faculty ◽  
The Creation ◽  
New Community ◽  
Project Supervision

Problem-based learning (PBL) is central to the degree programmes at Aalborg University (AAU), but if one is a member of the teaching faculty with a degree from another institution, it is unlikely that one is familiar with PBL. In this chapter, the authors describe the development of an ongoing experiences with PBL Exchange, a web-based platform whose goal is to facilitate the transfer and development of knowledge and skills within PBL project supervision by means of a web-based crowdsourcing approach that makes it easy to exchange and discuss one's specific problems and experience with project supervision. The goal was to build a new community of practice from a network of practice, but this has turned out to be difficult. The authors discuss and analyze their experiences and suggest technical and social developments that may be able to facilitate the creation of community of practice.

A Web-Based Platform for Competence Development in PBL Supervision

2019 ◽  
Vol 15 (3) ◽  
pp. 20-33
Author(s):  
Hans Hüttel ◽  
Dorina Gnaur
Keyword(s):  
Community Building ◽  
Competence Development ◽  
Major Conclusion ◽  
Web Based ◽  
Knowledge And Skills ◽  
Project Supervision ◽  
Web Platform

In this article, the authors describe the development of, and ongoing experiences with, PBL Exchange, a web-platform whose goal is to facilitate the transfer and development of knowledge and skills within the field of PBL project supervision by means of a web-based crowdsourcing approach that makes it easy to exchange and discuss one's specific problems and experience with project supervision. PBL Exchange is a closed expert crowdsourcing forum where experts are guiding other experts towards solving the problems that they have: The users of the system are project supervisors at Aalborg University. A major conclusion is the community building has been a challenge, and this article describes ongoing efforts to address this.

scholarly journals COVID-19 lockdown impact on physical activity and anxiety levels among physiotherapy practitioners, teaching faculty and students in Mumbai: a cross-sectional web-based e-survey study

2021 ◽  
Vol 8 (5) ◽  
pp. 2406
Author(s):  
Farzan Kamdin ◽  
Kruti Khemani ◽  
Annamma Varghese
Keyword(s):  
Physical Activity ◽  
Short Form ◽  
Significant Proportion ◽  
Mental Wellbeing ◽  
Survey Study ◽  
Cross Sectional ◽  
Web Based ◽  
Teaching Faculty ◽  
Anxiety Levels ◽  
Physiotherapy Students

Background: Coronavirus (COVID-19) has spread rapidly throughout the world leading to an emergency global pandemic. Among the varied affected sections of the population and healthcare, physiotherapy is no exception. To what extent, both the physical activity and anxiety levels have been affected amongst the physiotherapy practitioners, teaching faculty and students is not completely known. Hence, this study was undertaken.Methods: Among a potential 400 participants, 357 responded (response rate=89.25%). Cross-sectional web based open e-survey was sent using google forms via emails and social media platforms such as Whatsapp, facebook, instagram and linkedin messenger. The primary outcome measures were international physical activity questionnaire-short form (IPAQ-SF) for self-reported physical activity and general anxiety disorder (GAD-7) questionnaire for measuring self-reported anxiety.Results: Out of the 357 participants, 40 were inactive (<600 METs/week), 175 were minimally active (600-3000 METs/week) and 142 were health enhancing physically active (>3000 METs/week). The GAD-7 score showed a significant proportion of participants (74%) to have mild to moderate anxiety and only 26% had moderately severe to severe anxiety. Physiotherapy students were found to do least amount of physical activity in a week (mean METs/week of 2590) and were also more anxious with an average GAD-7 score of 7.7. Practicing physiotherapists and teachers had better scores of 3285 and 3028 METs/week and also better mean GAD-7 scores at 6.4 and 5.3, respectively.Conclusions: The lockdown caused by the COVID-19 pandemic has affected the physical activity levels and mental wellbeing of physiotherapy students more than the physiotherapy practitioners and teaching faculty.

Customer-Driven Standardization in the Forensic Science Market in England and Wales

2019 ◽  
pp. 218-232
Author(s):  
Karen McGregor Richmond
Keyword(s):  
Forensic Science ◽  
Community Of Practice ◽  
Unintended Consequences ◽  
England And Wales ◽  
Institutional Goals ◽  
The Creation

This chapter aims to contribute to the nascent, but expanding, body of literature concerned with sociologies of standards and standardization. Specifically, this chapter focuses on the creation of standardized forensic “products” within the marketized forensic science sector in England and Wales. This “menu” of standardized forensic products emerged during a period of significant economic and organizational disruption. The implementation of these codified products created further tensions, demonstrating the unintended consequences, which may flow from incomplete application of standards, incomplete understanding of their effect, and the instrumental use of these same standards, not to achieve efficiencies or harmonization but to affect particular institutional goals, and which are not shared across the wider community of practice.

How to Utilize an Online Community of Practice (CoP) to Enhance Innovation in Teaching and Learning

2012 ◽  
pp. 532-544
Author(s):  
Jacob Prisk ◽  
Kerry Lee
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Online Community ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Future Trends ◽  
Classroom Learning ◽  
Web Based ◽  
Sustainable Community ◽  
Online Community Of Practice

Involving the community in supporting students’ learning is something most educators would consider high in importance. Communities of practice have proven they assist authentic learning to take place. Developing an online community of practice adds a layer of complexity to classroom learning, as it is more than simply converting activities to Web-based interactions. This chapter provides background to what communities of practice are and how they function. It outlines the considerations needed to design a successful and sustainable community of practice. Utilization, considerations for implementation and future trends will also be elaborated upon.

The Effects of Web-Enabled Self-Regulated Learning and Problem-Based Learning with Initiation on Students' Computing Skills

2011 ◽  
pp. 1614-1627
Author(s):  
Pei-Di Shen
Keyword(s):  
Online Teaching ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Work Force ◽  
Vocational Schools ◽  
Web Based ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills ◽  
E Learning

Vocational degree earners represent a major portion of the work force in Taiwan. However, the reality of computing education in Taiwan’s vocational schools is that it’s not so practically oriented, revealing much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based self-regulated learning, web-based problem-based learning with initiation, and their combination to enhance students’ computing skills. Four classes in successive years, with a total of 177 third-year students, were divided into 2 (SRL vs. non-SRL) × 2 (PBL with initiation vs. PBL without initiation) experimental groups. Results were generally positive. Results revealed that the effects of webenabled SRL, web-enabled PBL with initiation, and their combinations on students’ computing skills have significant differences. We hope that the online teaching method applied in this study is also useful for those teachers engaged in e-learning, specifically, in vocational schools.

Preparing Tomorrow's Teachers to Use Web-Based Education

2000 ◽  
pp. 129-146 ◽  
Author(s):  
Deborah L. Lowther ◽  
Marshall G. Jones ◽  
Robert T. Plants
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
World Wide ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Web Based ◽  
Knowledge And Skills ◽  
The World ◽  
The Impact ◽  
Web Based Education

The potential impact of the World Wide Web (WWW) on our educational system is limitless. However, if our teachers do not possess the appropriate knowledge and skills to use the Web, the impact could be less than positive. It is evident, then, that our teachers need to be prepared to effectively use these powerful on-line resources to prepare our children to thrive in a digital society. The purpose of this chapter is to discuss the impact of Web-based education on teacher education programs by addressing the following questions: • How is the World Wide Web impacting education? • Are teacher education programs meeting the challenge of producing certified teachers who are capable of integrating meaningful use of technology into K-12 classrooms? • What is expected of teacher education programs in regards to technology and Web-based education? • What knowledge and skills do preservice teachers need to effectively use Web-based education? • What instructional approaches should be used to prepare preservice teachers to use Web-based education?

Problem-Based Learning (PBL)

2021 ◽  
pp. 38-56
Author(s):  
Mahmoud Hawamdeh ◽  
Idris Adamu
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Real Life ◽  
Problem Based Learning ◽  
Higher Order ◽  
Educational Institutions ◽  
Learning Skills ◽  
Knowledge And Skills ◽  
Life Problems ◽  
Approach To Teaching

This chapter discuss how Problem-Based learning (PBL) helps to achieve this century's approach to teaching and learning for students in higher educational institutions. If adopted, this method of teaching will enable student to attain learning skills (skills, abilities, problem solving, and learning dispositions that have been identified) to acquire a lifelong habit of approaching problems with initiative and diligence and a drive to acquire the knowledge and skills needed for an effective resolution. And they will develop a systematic approach to solving real-life problems using higher-order skills.

Communities of practice as a multidisciplinary response in times of crisis: adapting to successful online learning practices

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kerrie Sadiq
Keyword(s):  
Online Learning ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Informal Education ◽  
Academic Community ◽  
Content Type ◽  
Knowledge And Skills ◽  
Delivery Model ◽  
Learning Practices ◽  
Online Format

Purpose There are many success stories during Covid-19 of academics providing expertly delivered online learning experiences for tertiary students locally and around the world. This paper aims to consider how success was achieved by academics who are not specifically educated with the knowledge and skills to convert a traditional delivery model into an online format and who conventionally spend years working on single projects before they come to fruition. Design/methodology/approach This study provides, as a possible explanation for success, the willingness of academics to embrace a tertiary sector rather than discipline-specific collaborative learning approach to their own informal education in online learning practices through communities of practice. Using learning theory, both analytical and reflective methodologies are adopted through an examination of an example of a successful academic community of practice. Findings Engaging with a multidisciplinary community of practice can be highly beneficial for academics not specifically educated with the knowledge and skills to convert a traditional delivery model into an online format. Communities of practice provide more than online educational skills; they foster a sense of togetherness and a safe environment to share concerns and challenges on both a professional and personal level. Originality/value The benefits of communities of practice for academics during a period of profound operational disruption have yet to be documented in the literature. Specifically, this study highlights the supportive environment provided by a community of practice by examining the successful large-scale transition from face-to-face learning to an online environment during a pandemic.

The Effects of Combined Training of Web-Based Problem-Based Learning and Self-Regulated Learning

2011 ◽  
Vol 6 (2) ◽  
pp. 40-50
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen ◽  
Tsang-Hsiung Lee
Keyword(s):  
Course Design ◽  
Problem Based Learning ◽  
Web Page ◽  
Specific Context ◽  
Web Based ◽  
Combined Training ◽  
Self Regulated Learning ◽  
Low Achieving Students ◽  
Study Results ◽  
Regulated Learning

This study explored, via quasi-experiments, the effects of the combined training in web-based problem-based learning (PBL) and self-regulated learning (SRL) on low achieving students’ skill development. Two classes of 76 undergraduates in a one-semester course titled ‘Web Page Programming and Website Planning’ were chosen for this study. Results were generally positive, showing enhanced skills of website planning and higher levels of involvement. This study provided an illustration of a promising course design and its associated implementations in the specific context of low achieving students, for which there is lack of research in the current literature.

SSM-Based IS Support for Online Learning

2011 ◽  
pp. 1650-1659
Author(s):  
Kam Hou Vat
Keyword(s):  
Information System ◽  
Problem Based Learning ◽  
Personal Space ◽  
Project Work ◽  
Multiple Perspectives ◽  
Web Based ◽  
Collaborative Spaces ◽  
Collaborative Space ◽  
The Many ◽  
The Web

Imagine attending a class where the instructor, after giving an introduction of what the course is entailed, invites you to visit the Web-based course support environment (Vat, 2001). On entering the online environment, you are offered the privilege of creating your own personal space in the form of a customizable information system (IS), guarded by your personal self-assigned identifier and password. Within the personal electronic space, you are furnished with a whole set of tools to experience your learning in the subsequent course enactment (Vat, 2000). Perhaps, you may discover that this support environment is just one of the many environments available for each course offered. Indeed, each such environment is embedded inside the course organizational space, and your personal space is designed such that once inside your own electronic space, you can manage as many courses as you want. Your personal space is like your private workspace, in which you have to perform, keep track of and manage your learning activities. More excitingly, you are given the opportunity to participate in teamwork in the course you are enrolled. This is demonstrated by the provision of possible group spaces associated with the course. Each group space is often called the course collaborative space. Consequently, in your personal space, you can have access to many course organizational spaces, and the respective collaborative spaces installed for such courses (Vat, 2004). Let us further assume that group-based project work is considered as an essential component of the course you are taking. And your instructor has just uploaded the latest information on problem-based learning (PBL) to the course organizational space for your first research assignment. Thereby, it should be worthwhile to begin exploring the context behind the IS support (Vat, 2002a, 2002b), which aims to develop in the learners their abilities to learn, to engage in collaboration, to appreciate multiple perspectives, to evaluate and to actively use and construct knowledge in such an environment.

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