A Model of Problem-Based Learning Higher Education Curricula: Creating Learning Pathways
A problem-based curriculum model has been implemented to enhance the pedagogical content of undergraduate and graduate learning to create learning pathways between K-12 learning communities and the university.
||Problem-Based Learning, Curriculum Development, Higher Education, Learning Pathways, Technology
International Journal of Learning, Volume 12, Issue 9, pp.41-58.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.328MB).
Joette Stefl-Mabry is an assistant professor of Information Studies at the University of Albany. Her research interests are in the use of information and educational technologies to grow Knowledge Communities, with a special focus on connecting the K-12 learning environment to the teaching and learning practice of the university. Her upcoming book, Knowledge Communities: Bringing the Village into the Classroom, examines how knowledge, which in the nineteenth century looked at classification (according to arguments by McLuhan) now, in the twenty-first century centers upon "connections". In addition to teaching introductory master's courses at the School of Information Studies, she also teaches School Library Media courses which focus upon the integration of information theory, practice, assessment,and technology.
Jennifer Powers is a visiting assistant professor at the University at Albany. She teaches undergraduate courses in web development and information science. She has her Masters degree in Classics from Tufts University and her doctorate in Information Science from the University at Albany, with specializations in Organizations, Education and Information Technology, and Collaboration. Current research interests include trust and power in interorganizational relationships and collaboration among undergraduate students, graduate students, and K–12 teachers and students.
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