Click here to download: ProblemBasedLearningAmended+Title+229.pdfProblem based learning: The perfect tool for a creative curriculum, Efrat Tseelon
The article, Problem-based Learning: The Perfect Tool for a Creative Curriculum by Efrat Tseëlon, Chair of Fashion Theory at the School of Design, University of Leeds, UK, provides a summary of the rationale and procedure of the Maastricht model of Problem-based Learning (PBL). PBL is a method that privileges learning over teaching. The method provides intellectual tools as well as the teamworking experience for conducting independent research. Four examples of problems relating to the social and environmental impact of the fashion industry are presented.
This teaching activity has been taken from Parker, L. and Dickson, M.A. (2009) Sustainable Fashion: A Handbook for Educators, Bristol: Labour Behind the Label. Download the whole publication here.
| 1. Level | FE, UG, PG |
| 2. Pre-requisite knowledge required by educators | D. Specific knowledge required: How to become a PBL learner (an introductory session prior to start of course)
|
| 3. Pre-requisite knowledge required by students | D. Specific knowledge required: How to become a PBL learner (an introductory session prior to start of course)
|
| 4. Number of students | 6 to 9 |
| 5. Length of time required | Each PBL problem requires two meetings over two weeks: one for introducing and analysing the new problem, another for the ‘reporting back' that students do after ‘self-study'
|
| 6. Type of activity | Discussion and debate, Research related |
| 7. Discipline | Cross-curricular, Pedagogy |
| 8. Topics covered | All |
Back to teaching
