A Model of Problem-Based Learning Higher Education Curricula: Creating Learning Pathways

By:
Dr Joette Stefl-Mabry,
Dr Jennifer Goodall Powers
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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
Stream: Curriculum and Pedagogy
Presentation Type: Virtual Presentation in English
Paper: Model of Problem-Based Learning Higher Education Curricula, A


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
USA

Joette Stefl-Mabry is an assistant professor of Information Science and Policy at the University of Albany. Her research interests are in the use of information and educational technologies to grow Knowledge Communities, with a special focus on connecting the K-12 learning environment to the teaching and learning practice of the university. Her upcoming book, Knowledge Communities: Bringing the Village into the Classroom, examines how knowledge, which in the nineteenth century looked at classification (according to arguments by McLuhan) now, in the twenty-first century centers upon "connections". In addition to teaching introductory master's courses at the School of Information Science and Policy, she also teaches School Library Media courses which focus upon the integration of information theory, practice, assessment, and technology.

Dr Jennifer Goodall Powers

Visiting Assistant Professor, School of Information Science and Policy, University at Albany, State University of New York
USA

Jennifer Powers is a visiting assistant professor at the University at Albany. She teaches undergraduate courses in web development and information science. She has her Masters degree in Classics from Tufts University and her doctorate in Information Science from the University at Albany, with specializations in Organizations, Education and Information Technology, and Collaboration. Current research interests include trust and power in interorganizational relationships and collaboration among undergraduate students, graduate students, and K–12 teachers and students.

Ref: L05P0492