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Book Chapter: Facilitating problem-based learning

TitleFacilitating problem-based learning
Authors
Hmelo-Silver, CEBridges, SMMcKeown, JM
KeywordsFacilitation
Problem‐based learning
Teacher education
Medical education
Professional education
Professional development and training
Educational technologies
Issue Date2019
PublisherWiley Blackwell.
Citation
Facilitating problem-based learning. In Moallem, M, Hung, W & Dabbagh, N (Eds.), The Wiley Handbook of Problem-based Learning, p. 297-320. Hoboken, NJ: Wiley Blackwell, 2019 How to Cite?
DOI: http://dx.doi.org/10.1002/9781119173243.ch13
AbstractFacilitation of problem‐based learning (PBL) activities is complex, yet central to the goals of this pedagogy. Productive facilitation that meets the goals of PBL is a skill that must be developed and practiced. This chapter reviews the epistemology underlying PBL and its facilitation, the goals of PBL facilitation, and characteristics of good facilitators. We then review specific strategies for facilitation, followed by professional development that can be used to support facilitation for a wide range of teachers’ experience levels. We also examine the role of new technologies in facilitating PBL. We conclude with the importance of reflection and professional development in facilitation.
Persistent Identifierhttp://hdl.handle.net/10722/253497
ISBN
9781119173212
Series/Report no.Wiley Handbooks in Education

 

DC FieldValueLanguage
dc.contributor.authorHmelo-Silver, CE-
dc.contributor.authorBridges, SM-
dc.contributor.authorMcKeown, JM-
dc.date.accessioned2018-05-21T02:58:42Z-
dc.date.available2018-05-21T02:58:42Z-
dc.date.issued2019-
dc.identifier.citationFacilitating problem-based learning. In Moallem, M, Hung, W & Dabbagh, N (Eds.), The Wiley Handbook of Problem-based Learning, p. 297-320. Hoboken, NJ: Wiley Blackwell, 2019-
dc.identifier.isbn9781119173212-
dc.identifier.urihttp://hdl.handle.net/10722/253497-
dc.description.abstractFacilitation of problem‐based learning (PBL) activities is complex, yet central to the goals of this pedagogy. Productive facilitation that meets the goals of PBL is a skill that must be developed and practiced. This chapter reviews the epistemology underlying PBL and its facilitation, the goals of PBL facilitation, and characteristics of good facilitators. We then review specific strategies for facilitation, followed by professional development that can be used to support facilitation for a wide range of teachers’ experience levels. We also examine the role of new technologies in facilitating PBL. We conclude with the importance of reflection and professional development in facilitation.-
dc.languageeng-
dc.publisherWiley Blackwell.-
dc.relation.ispartofThe Wiley Handbook of Problem-based Learning-
dc.relation.ispartofseriesWiley Handbooks in Education-
dc.subjectFacilitation-
dc.subjectProblem‐based learning-
dc.subjectTeacher education-
dc.subjectMedical education-
dc.subjectProfessional education-
dc.subjectProfessional development and training-
dc.subjectEducational technologies-
dc.titleFacilitating problem-based learning-
dc.typeBook_Chapter-
dc.identifier.emailBridges, SM: sbridges@hku.hk-
dc.identifier.authorityBridges, SM=rp00048-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1002/9781119173243.ch13-
dc.identifier.hkuros285035-
dc.identifier.spage297-
dc.identifier.epage320-
dc.publisher.placeHoboken, NJ-

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