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Embedding problem based learning in the curriculum: the student experience
Embedding problem based learning in the curriculum: the student experience
Embedding problem based learning in the curriculum: the student experience
Embedding problem based learning in the curriculum: the student experience
Embedding problem based learning in the curriculum: the student experience
Embedding problem based learning in the curriculum: the student experience
Embedding problem based learning in the curriculum: the student experience
Embedding problem based learning in the curriculum: the student experience
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Embedding problem based learning in the curriculum: the student experience

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Slides for the presentation by Caroline Hunter and Ben Fitzpatrick (University of York) in the Show and Tell session at the Learning in Law Annual Conference 2011.

Slides for the presentation by Caroline Hunter and Ben Fitzpatrick (University of York) in the Show and Tell session at the Learning in Law Annual Conference 2011.

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Transcript

  • 1. Embedding Problem-Based Learning in the Curriculum
    The Student Experience
    Caroline Hunter and Ben Fitzpatrick
    University of York
  • 2. PBL Cycle
  • 3. The PBL Session
  • 4. Feedback Sessions
    Mostly:
    • All students attempt to complete work for all Learning Outcomes
    • 5. In feedback, all students make contributions to discussion
    • 6. Discussion with students choosing when to add input
    • 7. OR devise ways in which to spread content between students in discussion (random or pre-arranged)
    • 8. For example, the ducks!
  • PBL is used for all QLD/core modules
    Linked through problem scenarios
    Support:
    Block Guide
    Plenaries
    PBL Tutors: professional practitioners
    Academic staff: interim sessions
    PBL at University of York
  • 9. PBL: Benefits & Drawbacks
    Benefits
    Drawbacks
    Active learning process
    Development of research methods & processes
    Realistic: clients & cases, deadlines, responsibility for own work, & group work
    Combination of individual & collaborative learning
    Roles of Chair & Scribe to develop skills
    Enjoyable & fun!
    Effectiveness of some groups compared to others?
    Realistic?
  • 10. AssessmentLearning Portfolio & Exam complementing PBL
    Exam
    Learning Portfolio
    60%
    PBL: problem scenario released 48 hours in advance
    Attempt to predict questions
    Part One: application of law in relation to problem scenario
    Part Two: questions on broader areas (e.g. reform or issues raised by the area of law)
    40%
    Number of Learning Outcomes to be met
    Student chooses best examples of work from across the year to meet the objectives (pursue interests)
    1500 words for claims over 4-6 outcomes
    Page limit of roughly 30 for evidence
    PBL notes, reflections on notes & journal articles, essays chosen by students or activities/recommendations from Block Guide & lecturers
  • 11. Questions

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