In this article, the authors discusses Visualization in Technology Education (VisTE). VisTE units are designed to enhance students' knowledge in science, develop good visual and presentation skills, understand emerging technologies, and most of all help with the integration of standards that promote technological literacy. Technological changes…

This article discusses the necessary steps that need to be taken in order to prepare students in the work force and help them succeed. In this article, the author talks about how to change educational practices to ensure that all the right things are being taught. Curriculum standards are the place to start, and while none of the business people…

In 2009 Australia's vocational education and training (VET) system, in common with so many other areas of public policy and the economy, was preoccupied by the effects of the global economic downturn and, like other sectors, sought to reposition itself to deal with the economic fallout, while anticipating its role in the recovery. Yet, as…

In well-defined domains such as Physics, Mathematics, and Chemistry, solutions to a posed problem can objectively be classified as correct or incorrect. In ill-defined domains such as medicine, the classification of solutions to a patient problem as correct or incorrect is much more complex. Typical tutoring systems accept only a small set of…

Primary school teachers generally have to teach several subjects. Their training, however, is often fairly short and it is tempting to force-feed them with everything they need to know to teach these subjects. It is more realistic to accept that a short course cannot do everything. Instead, it would be better to equip these students with skills…

There are concerns in the literature that the use of case-based teaching of anatomy could be compromising the depth and scope of anatomy learned by students in a problem-based learning curriculum. Poor selection of clinical cases that are used as vehicles for teaching/learning anatomy may be the root problem because some clinical cases do not…

Asserts that within the context of problem-based learning environments, professors can encourage students to use computers as problem-solving tools. The ten-step Integrating Technology for InQuiry (NteQ) model guides professors through the process of integrating computers into problem-based learning activities. (SWM)

Analyzes results from the final clinical examinations of two separate campuses of the University of the West Indies that use two different learning approaches. Concludes that, except for a few isolated cases, there were no statistically significant differences between the performance of the traditional group and the problem based learning (PBL)…

At the University of Dundee (Scotland), distance learning is used to provide inservice opportunities for nurses and midwives. The modular courses feature problem-based and work-based learning, text-based study guides, and strategies to provide continuous learner support. (SK)

Discusses a new systems integrated course format that offers an attractive alternative to teachers at traditional medical schools that wish to obtain many of the benefits of problem-based learning without adopting a full problem-based learning curriculum. (Author/CCM)

Presents a scenario about a planet that uses problem based learning to teach evolution and ecology to freshman biology students. (YDS)

Examines the problem-based perspective and the pedagogy of problem-based learning. Outlines alternative philosophical perspectives for professional education. (SK)

This case study examines the application of problem-based learning to the teaching of introductory instructional design (ISD). Suggests that ISD is a dynamic process of problem understanding and problem solution and that ISD instruction should therefore focus more on the problem attributes and not on the generality of the systems approach model.…

An effective way to prepare teachers to facilitate problem-based learning (PBL) is group reflective practice. First the group discusses the practice of PBL facilitation. Then participants critically analyze their personal practice of facilitation in the context of PBL. (Contains 52 references.) (SK)

Reports on educational experiences with an assessment method to assess knowledge in a problem-based learning context. This progress test is a comprehensive test sampling knowledge across all content areas of medicine reflecting the end objectives of the curriculum. (MKR)