Enhanced functions of teacher during the problem-based learning evolution (based on the experience of the European universities participating in the Tempus Medis project)

Auteurs-es

DOI :

https://doi.org/10.15587/2313-8416.2016.67711

Mots-clés :

problem-based learning, advanced problem-based learning, real problem-based learning, iteration, Agile methodology

Résumé

In modern conditions the training effectiveness increase relies mainly on the problem-based learning (PBL) methodology implementation. The article reveals the basic forms of PBL evolution and corresponding teaching staff functions. The study exposed detailed features of teacher role at each of the PBL stages methodology development on the example of teaching the industrial control system design. Taking into account these features will allow making the more accurate choice of the desired model for PBL implementation in teaching and learning process and preparing the relevant methodological support. Due to the teacher role complexity increasing with the PBL development the need for further training of instructors in the PBL methodology as well as in the relevant subject area is underlined.

Bibliographies de l'auteur-e

Oleg Galchonkov, Odessa National Polytechnic University 1 Shevchenko ave., Odessa, Ukraine, 65069

Candidate of technical science, associate professor

Department of Information Systems

Institute of Computer Systems

Alexander Nevrev, Odessa National Polytechnic University 1 Shevchenko ave., Odessa, Ukraine, 65069

PhD, associate professor

Department of Information Systems

Institute of Computer Systems

Natalia Lozienko, Odessa National Polytechnic University 1 Shevchenko ave., Odessa, Ukraine, 65069

Leading Specialist

Department of Marketing and Innovation Policy

Références

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Savery, J. R., Duffy, T. M.; Wilson, B. G. (Ed.) (1996). Problem-based learning: An instructional model and its constructivist framework. Constructivist Learning Environments: Case Studies in Instructional Design. New Jersey: Educational Technology Publications, 135–148.

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Hernando, M., Galan, R., Navarro, I., Rodriguez-Losada, D. (2011). Ten Years of Cybertech: The Educational Benefits of Bullfighting Robotics. IEEE Transactions on Education, 54 (4), 569–575. doi: 10.1109/te.2010.2095014

Galchonkov, O. M., Loziienko, N. V. (2015). Advanced problem-based learning. The experience of the European universities participants to the TEMPUS MEDIS project. Odes’kyi Politechnichnyi Universytet. Pratsi, 2, 195–200. doi: 10.15276/opu.2.46.2015.33

Galchonkov, O., Nevrev, O., Loziienko, N. (2016). Real Problem-Based Learning: specific features of the training method for creation of modern industrial control systems (based on the experience of the European universities participating in (TEMPUS MEDIS). ScienceRise, 2/5 (19), 25–29. doi: 10.15587/2313-8416.2016.60621

Agile_software_development (2015). Wikipedia. Available at: https://en.wikipedia.org/wiki/Agile_software_development

544490-TEMPUS-1-2013-1-ES-TEMPUS-JPCR. A Methodology for the Formation of Highly Qualified Engineers at Masters Level in the Design and Development of Advanced Industrial Informatics Systems (2013). Universitat Politecnica de Valencia.

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Publié-e

2016-04-30

Numéro

Rubrique

Pedagogical Education