The "Educational Media and Technology Yearbook" is dedicated to theoretical, empirical, and practical approaches to educational media development. All chapters are invited and selected based on a variety of strategies to determine current trends and issues in the field. The 2011 edition highlights innovative Trends and Issues in Learning…

While some geographers have embraced active learning as a means to engage students in a course, many others stick to conventional teaching methods. They are often deterred by suggestions that it can be difficult to implement active learning where students have no prior knowledge of a subject, that active learning requires too much work of…

Using the metaphor of "design studios," this article offers an example of how a professor implemented a problem-solving-through-design model. Based on this example, professors can redistribute resources and reconsider the role of both students and professors to support "design" as a method of problem solving. (SWM)

Presents assessment methods for professors implementing problem-based learning in their classrooms. Included methods are a self- and peer-assessment models as well as rubrics for designing assessment methods. (SWM)

Compares two groups of psychotherapy students with regard to their educational training in a three-year program. One of the groups attended a traditional psychotherapy program based on conventional lectures while the other attended a problem-based learning (PBL) program. The traditionally trained group reported a significantly higher level of…

Describes the introduction of problem-based learning experiences into the curriculum of the title program and discusses results of evaluation, which indicated mostly positive reactions to problem-based learning. (EV)

Discusses the new generation of learners who know they will live in a world where team-based programmatic and problem-based learning is a primary activity. The ThinkQuest program, the world's largest academic competition on the Internet, is highlighted, demonstrating the integration of academic disciplines and collaboration via the Internet. (PEN)

Gives examples of problem-based learning, relates its theoretical framework to andragogy, and compares it to traditional learning methods. Suggests the need for research to demonstrate its usefulness in nursing education. (SK)

Data from 58 nursing students and 19 teachers evaluated an alternative curriculum that integrates problem-based learning with training in planning and social skills and reflection on learning. Compared to prior students, those in the new program appear more capable of reflecting on knowledge. Application of theory to practice needs improvement.…

Describes an experiment on the use of problem-based learning. (Author/YDS)

Describes the different stages of tutors' evaluation process within a single discipline using a problem-based learning program and presents the results of their performance evaluation in two academic years. Confirms the existence of different tutoring styles valued by students and also the importance of continuous feedback in the improvement of…

Discusses the implications of the National Council of Teachers of Mathematics (NCTM) standards for mathematics curricula and instruction and provides three examples of lessons from problem-based curricula for various grades. (Author/MM)

Provides an analytic case description of an innovative, problem-based principals preparation program at Stanford University, incorporating views of students, graduates, and faculty. Promising aspects of the program are highlighted. Appendices include annotated lists of core courses and problem-based learning projects. (Contains 36 references.)…

Problem-Based Learning (PBL) is a pedagogical approach to learning that presents curriculum-related problem or situation whose solution requires students to practice skills of analysis, integration, and application. Two settings using PBL are demonstrated to study the effectiveness and strength of this learning technique in school curriculum.

GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies. The design of GeoThentic is grounded on the technology, pedagogy, and content knowledge (TPACK) framework as a metacognitive tool. This paper describes how the TPACK…