By David Newble, Robert Cannon
First released in 2000. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Extra info for A Handbook for Teachers in Universities and Colleges 4th Ed
The Open Discovery approach places more emphasis on the process. The framework of the course and the problems may be the same as the Guided Discovery approach, but the students have a much greater responsibility for determining what they should learn. Complete coverage of all content aspects is not expected. The method of instruction Problem-based learning is usually conducted in small groups of 5-10 students with a tutor. As a rule, the tutor is there to facilitate the process rather than to be a provider of content knowledge.
If you wish to be more cautious, another alternative is to introduce PBL as a component of the curriculum or into individual courses with or without the expectation that the whole course will eventually change to PBL. In any case, you should be aware that one of the most common sources of failure in PBL courses is to neglect the preparation of both other staff and students for this approach. Staff and students alike will need time and assistance to develop their understanding of the 'whys and hows' of PBL before they begin.
Where resources are an issue, it is possible for some educationally sound compromises to be made. For instance, ifnonexpert tutors are acceptable for some components of the course it may be possible to use staff who previously have not had a major teaching role and also some senior students as tutors. Another alternative is to undertake the tutor-led sessions in large group settings as described in the next section. This approach requires skill on the part of the teacher. However, it is one we have found to be very successful and highly rewarding.