LEADER 05484nam 22006975 450 001 9910136718603321 005 20200707011913.0 010 $a981-10-2454-5 024 7 $a10.1007/978-981-10-2454-2 035 $a(CKB)3710000000908493 035 $a(DE-He213)978-981-10-2454-2 035 $a(MiAaPQ)EBC4718735 035 $a(EXLCZ)993710000000908493 100 $a20161017d2017 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aProblem-based Learning into the Future $eImagining an Agile PBL Ecology for Learning /$fby Megan Yih Chyn A. Kek, Henk Huijser 205 $a1st ed. 2017. 210 1$aSingapore :$cSpringer Singapore :$cImprint: Springer,$d2017. 215 $a1 online resource (XVIII, 195 p. 3 illus., 2 illus. in color.) 311 $a981-10-2452-9 327 $aChapter 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. 330 $aIn 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. 606 $aLearning 606 $aInstruction 606 $aAssessment 606 $aEducational technology 606 $aHigher education 606 $aProfessional education 606 $aVocational education 606 $aTeaching 606 $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000 606 $aAssessment, Testing and Evaluation$3https://scigraph.springernature.com/ontologies/product-market-codes/O33000 606 $aEducational Technology$3https://scigraph.springernature.com/ontologies/product-market-codes/O21000 606 $aHigher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O36000 606 $aProfessional & Vocational Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O35000 606 $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000 615 0$aLearning. 615 0$aInstruction. 615 0$aAssessment. 615 0$aEducational technology. 615 0$aHigher education. 615 0$aProfessional education. 615 0$aVocational education. 615 0$aTeaching. 615 14$aLearning & Instruction. 615 24$aAssessment, Testing and Evaluation. 615 24$aEducational Technology. 615 24$aHigher Education. 615 24$aProfessional & Vocational Education. 615 24$aTeaching and Teacher Education. 676 $a371.3 700 $aKek$b Megan Yih Chyn A$4aut$4http://id.loc.gov/vocabulary/relators/aut$01064426 702 $aHuijser$b Henk$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910136718603321 996 $aProblem-based Learning into the Future$92537922 997 $aUNINA