Friday, November 18, 2005
Hypnose
The new hypnotising fragrance! Hmm that is my b'day present to myself.
Woke up early today and had my sahur at 5 am. I'm determined to finish my puasa in Syawal, God permit. My literature review is rather slow. I'm distracted (hypnotized) by the books. In fact, I'm reading every page of the PBL book by Savin-Baden (2004). I'm attracted by the chapter on the application of learning theories in PBL. It is interesting how a theory can be made to suit your needs. PBL lends itself well to the applications of many learning theories, learning styles, and learning environment.
To engage a learner in learning you have to first know the learner, what the learner brings to the learning environment, match the pedagogy to the learner needs and monitor the learning by coaching and mentoring and see the results.
PBL has many variations, of which the implementation would depend much on the philosophy of the designer and the implementor and the vision of the organization. We saw TBL in Bandung, of which the components are pretty similar to the PBL. I use PoEIT (pedagogy of engagement integrating technology) in my class. The method is based on students working with real life problems and real clients in an environment where technology is a solution. It has the elements of group work, real problems, tutorial, coaching and interacting.
An interesting aspect of PBL which I feel is important for facilitators or lectures to know is how to manage conflict in group, which I notice occurs quite frequently in the group work in my class. An interesting report that I am reading from the students perspective they will not report the conflict to the lecturers for fear of the repercussion on their grade. It boils down to how their performace is assessed.
If the group grade matters then there will always be someone in the group who will be a sucker to work hard for everyone else, and of course the freeloaders are there for the ride. I suppose a way to overcome this problem is to ensure that individuals assess the other group members. I have done that, but what I have found is that not many people are again willing to tell on their friends. Often individuals will give a similar mark for everyone in the group. But there have been occassions where the individual student will come and report on the other individual in the group especially when that student perceives that she/he has put in more effort than everyone else in the group. I suppose as a lecturer we have to be vigilant and always be on the look out for these type of behavior to ensure that the experience benefits every individual in the group.
Back to the reading!
Woke up early today and had my sahur at 5 am. I'm determined to finish my puasa in Syawal, God permit. My literature review is rather slow. I'm distracted (hypnotized) by the books. In fact, I'm reading every page of the PBL book by Savin-Baden (2004). I'm attracted by the chapter on the application of learning theories in PBL. It is interesting how a theory can be made to suit your needs. PBL lends itself well to the applications of many learning theories, learning styles, and learning environment.
To engage a learner in learning you have to first know the learner, what the learner brings to the learning environment, match the pedagogy to the learner needs and monitor the learning by coaching and mentoring and see the results.
PBL has many variations, of which the implementation would depend much on the philosophy of the designer and the implementor and the vision of the organization. We saw TBL in Bandung, of which the components are pretty similar to the PBL. I use PoEIT (pedagogy of engagement integrating technology) in my class. The method is based on students working with real life problems and real clients in an environment where technology is a solution. It has the elements of group work, real problems, tutorial, coaching and interacting.
An interesting aspect of PBL which I feel is important for facilitators or lectures to know is how to manage conflict in group, which I notice occurs quite frequently in the group work in my class. An interesting report that I am reading from the students perspective they will not report the conflict to the lecturers for fear of the repercussion on their grade. It boils down to how their performace is assessed.
If the group grade matters then there will always be someone in the group who will be a sucker to work hard for everyone else, and of course the freeloaders are there for the ride. I suppose a way to overcome this problem is to ensure that individuals assess the other group members. I have done that, but what I have found is that not many people are again willing to tell on their friends. Often individuals will give a similar mark for everyone in the group. But there have been occassions where the individual student will come and report on the other individual in the group especially when that student perceives that she/he has put in more effort than everyone else in the group. I suppose as a lecturer we have to be vigilant and always be on the look out for these type of behavior to ensure that the experience benefits every individual in the group.
Back to the reading!
# posted by Maznah @ 3:40 AM 
