Duration
10h Th, 10h AUTR
Number of credits
| Specialised master in pedagogy in higher education | 2 crédits |
Lecturer
Anne Collard, Didier Giet, N...
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
- Introduction to the underlying principles of problem-based learning
- Reflection on the pedagogical stakes involved in PBL from a learner's perspective
- Description of various PBL applications
- Reflection on tutorial issues
- Small group dynamics
- Integrated device of assessment methods adapted to PBL
- Reflection on possibilities of transferring PBL activities and assessment strategies to other teaching and learning contexts than the medical one
Learning outcomes of the learning unit
At the end of the training sessions, participants will be able to:
- Understand the underlying theoretical principles of problem-based learning
- Understand the basics of working dynamics specific to small groups
- Identify the stakes involved in tutoring learning in small groups
- Identify the pitfalls of tutoring practices applied to small groups and elaborate strategies to avoid them
- Think out possibilities of integrating some of the principles and/or methods of PBL and tutorial support into the elaboration of your own pedagogical project
Prerequisite knowledge and skills
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Planned learning activities and teaching methods
- Lectures on theory
- Viewing of video recordings of PBL seminars for medical students (bachelor's and master's levels) followed by discussion
- Debates about the difficulties and benefits of PBL
- Reflection and debate about possibilities of transferring PBL principles and/or methods to other contexts than the medical one
Mode of delivery (face-to-face ; distance-learning)
The course takes place face-to-face
Recommended or required readings
Different articles on PBL will be presented to the participants.
Assessment methods and criteria
You write down a reflective report (2 to 5 pages) in which you explain how this course has contributed to make your reflections on your own teaching practice evolve. You should also explain which elements of PBL and tutorial support could be transferred to your practice and for which purpose.
Your reflective report should help you to regulate your teaching practice. It will be assessed according to the following criteria:
- You refer explicitly to theoretical elements and to your personal experience of the seminars on PBL in which you took part
- You demonstrate reflective ability (questioning and critical analysis)
- You present your reflections in an adequate form (respect of instructions and of APA referencing rules, structured argumentation, quality of language)
This course amounts to 5% of the Formasup end-of-programme grade. A minimum grade of 10 out of 20 is required to pass the course.
If you undertake Formasup in 2 years, optional courses with a lesser grade than 10/20 obtained in year 1 cannot be retaken in year 2.
Work placement(s)
Organizational remarks
The course corresponds to the following IFRES sessions of pedagogical training:
IFRE0066-1 : L'apprentissage par problèmes : principes, exemples d'application et prérequis - 19/02/19 de 14h à 17h30 au CHU
IFRE0052-1 : Le tutorat pour l'apprentissage par problèmes (APP) et en petits groupe - 22/02/19 de 13h30 à 17h au CHU
IFRE0055-1 : Dispositif intégré d'évaluation de performances complexes : ECOS, EMS et Oraux multidisciplinaires intégratifs - 04/02/19 de 13h30 à 17h au CHU
You have to enrol for those sessions on the IFRES Website (http://www.ifres.ulg.ac.be/portail/) in order to take the course
Contacts
A. Collard : acollard@uliege.be