A Model of Problem-Based Learning Higher Education Curricula: Creating Learning Pathways
This paper will describe a model and methods that were used to develop, implement, and assess a problem-based learning curriculum designed to enhance the pedagogical content of graduate and undergraduate school curricula by creating learning pathways amongst undergraduate students, graduate students, K-12 educators, K-12 students, and university professors. Problem-Based Learning (PBL) is a teaching and learning approach that has its roots in medical education at McMaster University, Hamilton, Canada (Zumbach, Kumpf, and Koch, 2004). According to Zumbach, Kumpf, and Koch, "PBL uses case-based learning in small groups and is designed as a curriculum rather than just as a single lesson approach" (p.25). Technology provides the opportunity to integrate learner support into Problem-Based Learning environments. PBL and technology provide the opportunity for communities to grow and learn together. Problem-based curriculum can provide real-world, purposeful interactions to help graduate and undergraduate students learn how to work with and learn from a diverse group of people laterally and horizontally within a learning community. The model provides graduate and undergraduate students opportunities to learn important critical thinking and problem solving skills and share their knowledge with K-12 learning partners.
Keywords: Problem-Based Learning, Curriculum Development, Higher Education, Learning Pathways, Technology
Dr Joette Stefl-Mabry
Assistant Professor, School of Information Science and Policy Assistant Research Professor, Department of Educational Theory and Practice , University at Albany, State University of New York
Dr Jennifer Goodall Powers
Visiting Assistant Professor, School of Information Science and Policy, University at Albany, State University of New York