Peeling back the layers of learning: A classroom model for problem-based learning

McLoughlin, Moira; Darvill, Angela

doi:10.1016/j.nedt.2006.04.010

Cited by 13 publications

(8 citation statements)

References 16 publications

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“…Researchers have reported problem-based learning (PBL) to be a viable approach in enhancing real-world competencies in a number of academic fields, including medicine (Lycke et al 2006), nursing (McLoughlin andDarvill 2007), criminal justice (Jones 2006;Sims 2006), engineering (Bütün 2005;Litzinger et al 2005;Newstetter 2005), management (Kloppenborg and Baucus 2004), mass communication (Chen et al 2001) and marketing (Hocutt 2000;Wee et al 2003). However, to the best of the author's knowledge, a thorough assessment of the effectiveness of the PBL approach in enhancing creativity in the context of advertising design education remains lacking.…”

Section: Introductionmentioning

confidence: 99%

Creativity in advertising design education: an experimental study

Cheung

2011

Instr Sci

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Have you ever thought about why qualities whose definitions are elusive, such as those of a sunset or a half-opened rose, affect us so powerfully? According to de Saussure (Course in general linguistics, 1983), the making of meanings is closely related to the production and interpretation of signs. All types of design, including advertising design, are about meaning-making. This study examines the effectiveness of a problembased learning (PBL) approach in enhancing student designers' creative flexibility in advertising design. A semiotic approach is employed to examine hand-sketched print advertisements for a bakery promoting the metaphorical theme Bread is Life produced by participants in a series of PBL workshops (the experimental group) and a series of lecturebased workshops (the control group). The visual representations realised through these sketches in association with the metaphor were categorised into different signifiers by five experienced creative directors and are compared on an inter-group basis. The results of the semiotic analysis show the experimental group to have generated a wider variety of signifiers than the control group, thus reflecting the higher degree of creative flexibility that results from the use of a PBL approach. Theoretically, this empirical study addresses a number of conceptual issues in advertising design, creativity, problem solving, divergent thinking and semiotics. Practically, it contributes to an understanding of how a PBL approach can contribute to the enhancement of semiotic association skills amongst student designers in a professional communication context.

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Section: Introductionmentioning

confidence: 99%

Creativity in advertising design education: an experimental study

Cheung

2011

Instr Sci

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“…PBL can be conducted in a number of ways based on different models such as the McMaster PBL model (Woods 1996), the Maastricht “seven-jump” model (Barrows 1996), the Aalborg “problem oriented project pedagogy (POPP)” model (Dirckinck-Holmfeld 2002), Seymour’s “five-stage” model (Seymour 2010), and the Salford model (McLoughlin and Davrill 2007). In order to illustrate how a PBL process is usually described informally in natural language, we take the seven-jump model description from Maurer and Neuhold (2012) as an example through this paper:To get students started on a certain topic, they are confronted with an assignment that … outlining the problem or asking for a specific task to complete.…”

Section: Characterize Pbl and Identify Technical Requirementsmentioning

confidence: 99%

A model-driven PBL application to support the authoring, delivery, and execution of PBL processes

Wang

Samaka

Miao

et al. 2016

RPTEL

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As problem-based learning (PBL) is becoming more and more popular, there is also a growing interest in developing and using technologies in the implementation of PBL. However, teachers may have difficulties to design and deliver a pedagogically well-designed and technically smoothly executable online or blended PBL process on their own because they lack appropriate expertise in learning theories and design methods as well as a deeper understanding of the potential affordances of the available technologies. From this premise, we are committed to developing and testing methods and tools to support the design and delivery of online or hybrid PBL processes with high flexibility and a low threshold of usage requirements. This paper presents a technical approach to develop a web-based PBL application that supports both authoring and run-time usage. In comparison with other tools and technical approaches, it is concluded that a combined use of a model-driven approach and semi-structured data management appears to be a promising approach to effectively and efficiently support the authoring, delivering, and execution of design-time and run-time PBL processes.

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“…An important comment to illustrate how transferable skills of becoming a nurse and linking knowledge and understanding to practice was the overall focus for facilitators here. The students use the onion model, devised by McLoughlin and Darvill (2007), to support the process and offer structure, and with the use of carefully prepared PBL scenarios and explicit grading criteria, this can identify weaker students in order to offer more focused feedback for development (suggested in Painvin et al 1997). These findings are also supported by Biggs (2003) who suggests that the assessment strategy should be congruent with the learning outcomes and goals of the module or programme.…”

Section: Assessmentmentioning

confidence: 99%