Lifelong Learning Programme

This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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This project has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Teachers’ Guide

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TEACHING SCIENTIFIC SUBJECTS THROUGH PROBLEM BASED AND REAL LIFE CASE SCENARIOS

Table of Content

Chapter 1: Contemporary learners and learner-centred learning
1.6 Teaching goals and learning methods in e-learning
Biggs and Tang (2007) identified two archetypical profiles of students. The first one titled “Susan” stands for a traditional good student: highly intellectual with excellent academic background, goal oriented, motivated to learn the subject as well as possible. The analysis allows for an assumption that about 40% of graduates belong to the type of “Susan”. The rest 60% are “Roberts” whose profile depicts him as being of average academic skills, having enough knowledge to enter a university and sufficient motivation to study. Robert wants to learn as much as it is necessary to get a diploma, which promises a better-paid job position. Robert learns the subject aiming to pass an exam. The insights of Biggs and Tang (2007) correspond to the situation in modern schools. 60% of high school graduates are “Roberts” who learn as much as it is necessary. Only 40% or even less are “Susans”: active and curious youth that do not limit themselves by mere learning of facts. The main challenge for schools and teachers in this context is to find student-centred and attractive means to develop higher-level cognitive skills. In other words, to achieve that as many “Roberts” as possible would turn into “Susans”.

E-learning is the main answer to the question how it should be done. Mayes and de Freitas (2007) claim that e-learning integrates the dominating theories of education. The associationist perspective considers acquisition of knowledge, the cognitive perspective touches upon the deep understanding, pursuit of feedback and reflection, while the situative perspective focuses on a student’s motivation to learn. E-learning, according to Fowler and Myes (1999), is developed in all these directions. The basic technology involves provision of information to a student beginning with the presentations and ending with video lectures designed by the teacher. For instance, due to OfficeMix teachers can turn their own presentations into playful and memorable video clips or make use of open access video lectures prepared by other colleagues. Secondary technology helps to remain active and have understanding of the contents as well as receive feedback. Using Quizlet, students receive feedback regarding correct answers in real time. Tertiary technology encourages the dialogue on the relevance of knowledge in real problem solving. For instance, Padlet is one of many tools that a teacher can share with groups of students. The tool operates as an advertisement board where one group of students can submit the result of their learning task, whereas another group can use them, check, provide insights, evaluate, and develop.
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