ARTICLE #3 | 55
RE-DESIGNING OF A PROBLEM BASED LEARNING MODULE TO REFLECT A
DISTINCTIVE CURRICULUM
Classroom time can then be focused on the ‘processing’ part of
learning providing opportunities to explore topics in greater depth
and creating conducive learning opportunities. Furthermore,
classroom time could be used to engage students in debates,
creation of learning resources or partaking in Dragon’s Den style
competition to pitch ideas on improving sustainability.
Flipped learning has all the features compatible with the learning
styles of today’s generation which are described as Millennials
(Oblinger 2005). With the opportunity to immerse in multimedia,
Millennials will be attracted by having the choice of learning
through actively doings things and discovering instead of listening
to lectures. In Flipped learning students become heavily engaged
with ICT and as a student-led learning approach, are responsible
for using the right resources to build knowledge. However students
may resort to using resources which are popular but lack academic
rigour or credibility thus requiring sufficient guidance in using the
best tools and resources.
Conclusion
My knowledge and understanding of educational theories and the
principles of curriculum design has guided me in undertaking this
critical evaluation of the cancer module. This has involved examining
whether the module maintains a constructive alignment between
the student-led approach of PBL and assessments which is more
teacher-controlled. A solution was proposed which emphasizes
the need for PBL facilitators to provide implicit direction so that
students are able to recognize core knowledge. Furthermore a reorganisation of the lectures was proposed in order to be consistent
with the format of a spiral curriculum. The proposed changes have
been guided by my understanding and aspiration of meeting the
standards of UKSPF descriptors. Lastly this demonstrates that my
own development has followed a spiral course whereby I have built
on my knowledge and skills attained from module one of the TLHEP
to understand the features of good teaching and a well-designed
curriculum.
References
Ali MK, Grund JM, Koplan JP; Emory Global Health Case Competition
Planning Committee (2011). Case competitions to engage students
in global health. Lancet Apr 30;377(9776):1473-4