Problem-based learning and the relevance of teaching and learning European Studies in times of crises

Bijsmans, Patrick; Versluis, Esther

doi:10.1057/s41304-020-00263-0

Cited by 9 publications

(5 citation statements)

References 33 publications

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“…To advocate the pluralisation of teaching on EU politics, inclusive of a so-called cognitive periphery, is not to advocate a form of learning that has no clear teacher-led structure or a sense of the disciplinary mainstream (as in extreme versions of 'problem based learning'). It does not involve, for instance, a maximalist embrace of student-led or problem-based learning, because students -particularly in a context of assessed learning that is here to stay in most national contexts -often want and even require some such structure (Bijsmans and Versluis 2020). A textbook, minimal assigned readings, and lectures can help to provide students with that structure.…”

Section: Discussionmentioning

confidence: 99%

“…Its institutions are complex, its history is widely debated and debatable and the academic and theoretical concepts deployed in its study are forever multiplying, as are the range of disciplines interested in it as object of study. Cutting through this complexity in order to render the EU intelligible and digestible is a challenge for teachers of EU politics (see Parker 2016;Bijsmans and Versluis 2020). What we are able to cover in our teaching is, of course, always audience and context specific.…”

Section: Introductionmentioning

confidence: 99%

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Teaching the European Union in Brexit Britain

Parker¹

2022

JCER

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This contribution to the Special Issue focuses on how we might incorporate ‘peripheral thinking’ on the EU, with a particular focus on teaching the EU at a ‘new periphery’: in Brexit Britain. First, it considers the challenges of teaching the EU in the context of what now feels like an almost permanent crisis in the EU. It argues in favour of a ‘critical-pluralist’ approach: that is, an approach that fully engages with a ‘peripheral’ (including ‘critical’, ‘normative’ and ‘dissident’) set of ideas as part of a commitment to scholarly pluralism. Second, it suggests--with reference to the recent experience of updating an EU politics textbook--that a ‘question driven approach’ might be one pedagogically practical way of presenting such a plurality to our students. Finally, it turns to consider how such an approach might be realised in the classroom, in the particular context of teaching the EU at the EU’s ‘new periphery’, the United Kingdom. While that context presented various teaching related challenges, Brexit as a case study was usefully deployed in a variety of ways in order to pursue the critical-pluralist approach that is advocated.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching the European Union in Brexit Britain

Parker¹

2022

JCER

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“…These tools enable students to share and discuss ideas in virtual environments, fostering the interconnectedness of concepts and perspectives as students observe how diverse ideas interconnect and converge to address complex issues. Another attribute of educational technology is that it enables problem-based learning (Zakaria, Maat & Khalid, 2019;Bijsmans & Versluis, 2020), where students face real-world challenges and analyze them from multiple perspectives. Online platforms can offer data and context to students to overcome complex issues and generate comprehensive solutions.…”

Section: Developing Complex Thinking With Educational Technologiesmentioning

confidence: 99%

Prospective narratives on global issues: An AI-based pedagogical model for assessing complex thinking

Sanabria-Zepeda,

Olivo-Montaño,

Artemova

et al. 2024

J. Technol. Sci. Educ.

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This study proposes a pedagogical model for the creation and development of case studies, following a narrative scheme, that will allow the challenges and issues surrounding the megatrends of the 4th Industrial Revolution, specifically with the megatrend "People and the Internet". This proposal will be framed in an online learning environment, it has been designed as the second stage of the educational platform that will guide university students in the process of an ideathon to address the megatrends of the 4th Industrial Revolution. The aim of designing a model for creating case studies related to the megatrends is to foster complex thinking in university students, especially innovative thinking as one of the sub-competences of complex thinking. Fostering complex thinking highlights the importance of cognitive, practical and adaptive skills to address interdisciplinary challenges. The Design Process and Practice methodology and the case study methodology itself were used to develop the narrative case study design model. The outcome of this study adds a tangible dimension that enriches the debates on education and complex systems thinking in the context of the Fourth Industrial Revolution.

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“…As scholars recognize the ongoing impact of the crisis on European integration, there have been calls for greater introspection and critical reflection on the relevance of European Studies, and even to consider the future of the field more broadly should the EU cease to exist (Hodson and Puetter, 2018). In particular, how EU politics should be taught, the diversity of conceptual and theoretical approaches used in learning and teaching, the role of educators in shaping students' understanding of European integration and how to navigate the learning and teaching of EU politics in a period of persistent crisis and constant change have all begun to feature in scholarly debate (for example Bijsmans and Versluis, 2020;David and Drake, 2016;Manners and Rosamond, 2018;Manners and Whitman, 2016;Parker, 2016;Rittberger and Blauberger, 2018). In this context of crisis and the questioning (Dinan, 2017;Webber, 2019).…”

Section: A Pandemic Book or Product Of A Wider Crisis?mentioning

confidence: 99%

Introduction: teaching and learning European politics in a time of crisis

Huggins,

Gravey

2024

Teaching European Union Politics

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This book has been a long time coming. As with many academics balancing research, teaching and academic administration and citizenship, teaching is mostly something we do and often relish, but rarely have time to write about or reflect upon. Over the last decade, we have had the pleasure to meet like-minded colleagues from across Europe and the wider world, at teaching and learning sessions ahead of UACES conferences, in the buzzing EUROTLC biannual conferences, or in dedicated teaching and learning workshops across the continent. These discussions, continued in the pages of dedicated academic journals and blogs such as the Journal of Political Science Education or Active Learning in Political Science, have shaped how we teach every day.At the heart of this book is a commitment to active learning, born and fostered from our engagement with this community of teacher scholars. Active learning can be understood broadly as a learner-oriented approach, moving away from the more traditional 'signature pedagogy' of political science in European universities (Buckley and Reidy, 2014, p. 342) to a more balanced model where students also (or in some cases, primarily) '"learn by doing" and by reflecting on what they are doing' (Paschall and Wustenhagen, 2012, p. 513). This book owes a lot to this community. Some of them have joined us as authors for chapters, for which we are eternally grateful. Others have recommended their peers as authors, leading us to meet and learn from new colleagues. We hope you as a reader will learn as much from our authors as we did.The Guide to Teaching book series aims to provide instructors old and new with resources, support and inspiration. In that respect this book on Teaching European Union Politics is not different from its peers. We hope to be read by both seasoned teachers of the EU, newcomers and visitors from neighbouring fields. If you teach, or plan to teach European Union politics (or a neighbouring field), we hope this book can fuel your own (re)thinking about how to teach this topic. Some of the suggestions in this book require teamwork, and face-to-face environments, others do not, or can easily be adapted to the online teaching world or delivered individually. 1

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Problem-based learning and the relevance of teaching and learning European Studies in times of crises

Cited by 9 publications

References 33 publications

Teaching the European Union in Brexit Britain

Teaching the European Union in Brexit Britain

Prospective narratives on global issues: An AI-based pedagogical model for assessing complex thinking

Introduction: teaching and learning European politics in a time of crisis

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