LEARNING TO TEACH LEARNING - TOWARDS A CONCEPT FOR THE TRAINING OF LECTURERS IN CONDUCTING PROBLEM-BASED LEARNING STUDY PROJECTS IN ASIA
In an effort to respond to demands on graduates seeking jobs in a rapidly changing horticultural and food sector, Problem-Based-Learning (PBL) study projects are being introduced in universities in China, Indonesia and Vietnam within the joint Asian-European project DOCUMAP. Among the skills students should learn in these study projects are: ability to learn, ability to apply their knowledge, and the capability to reflect on the process that has led to the research results. Learning how to learn enables students to acquire new knowledge and skills throughout their lives, responding to the needs of ever-changing work environments. For PBL study projects teaching faculty must change their role from being a lecturer of a subject towards an enabler of learning. This means being able to choose problems suitable to the learning objectives, train students in PBL, teamwork and communication skills, observe learning processes within groups, guide students problem analysis and empirical research as well as facilitate reflection processes that enable learning on different levels. This paper introduces a concept for training of staff in conducting such projects. First experiences in implementing the training are discussed as well as conclusions drawn for further improvement of the concept.
Hofmann-Souki, S., Tran, V.H., Tran, T.L.H. and Ashabul, A. (2011). LEARNING TO TEACH LEARNING - TOWARDS A CONCEPT FOR THE TRAINING OF LECTURERS IN CONDUCTING PROBLEM-BASED LEARNING STUDY PROJECTS IN ASIA. Acta Hortic. 920, 45-53
experiential learning, university-industry cooperation, competence-based