Blogs

Blog in German: Passen Problem Based Learning und MOOCs zusammen?

By Andrea Scheurlen Theler, HDEL

In den meisten MOOCs dominieren instruktionale Methoden wie Videos und Quizzes. Daran ändern auch ein paar Diskussionsforen wenig. Mit ihrem MOOC zum Problem Based Learning (PBL) zeigt die Maastricht University, dass es auch anders geht.

Als europäische Pionierin im PBL hat sich die Maastricht University schon lange einen Namen gemacht: Alle ihre Studiengänge sind nach diesem Prinzip organisiert. Jedes Thema wird anhand eines Problemfalls in tutorierten Kleingruppen erarbeitet. Vorlesungen ergänzen den PBL-Ansatz, stehen aber nicht im Zentrum.

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Weekly summary: The eighth week of Problem-Based Learning: Principles and Design

danielle_verstegenBy Daniëlle Verstegen – This is officially the last week of our MOOC. We would like to thank you all for your participation and for sharing your ideas and insights with each other and with us.
We have one last request: please fill in our end evaluation survey. You can find…

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Weekly summary: The seventh week of Problem-Based Learning: Principles and Design

danielle_verstegenBy Daniëlle Verstegen – It might be even more interesting to look at assignments from teams in other tracks. We see that many issues come back in all tracks but then viewed from different perspectives. What is often missing we feel is more concrete discussion of how you could apply what you now know…

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Weekly summary: The sixth week of Problem-Based Learning: Principles and Design

danielle_verstegenBy Daniëlle Verstegen – We are following a small number of teams in more detail (as observers only) and we are starting to see that teams work in different ways. In this virtual setting, many teams divide the work implicitly or explicitly, using different tools and ways of communication. We hope that you have found a way to…

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Weekly summary: The fifth week of Problem-Based Learning: Principles and Design

danielle_verstegenBy Daniëlle Verstegen – We see in the analytics that participation in this MOOC is now fairly stable: most people who have managed to participate up to seem to continue. Although there is still a small decline, there are still well over 60 teams that have handed in last week’s assignment…

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Weekly summary: The fourth week of Problem-Based Learning: Principles and Design

danielle_verstegenBy Daniëlle Verstegen – In this fourth week many teams are developing a way to collaborate and communicate, although some teams seem to be struggling a bit. To make changing groups easier, we have opened a specific forum. About 70 teams are submitting assignments. The set of assignments 1B shows many…

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Weekly summary: The third week of Problem-Based Learning: Principles and Design

danielle_verstegenBy Daniëlle Verstegen – We are very happy to see many interesting discussions on the ‘Discussions’. Groups of people seem to have found each other around specific topics, like PBL for young children, or How elaborate should self-study be? or How can we stimulate brainstorming. Have you noted that you can ‘subscribe’ to a thread that you find interesting? Then new comments will arrive in…

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Weekly summary: The second week of Problem-Based Learning: Principles and Design

danielle_verstegenBy Daniëlle Verstegen -Last Tuesday we made 12 new groups of all participants who had filled in their profile, but had not joined a group yet. This brings the total number of groups to 110. There are more groups in track 2, but also a reasonable number of groups in track 1 and track 3.
We are happy to see that…

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Weekly summary: The first week of Problem-Based Learning: Principles and Design

danielle_verstegenBy Daniëlle Verstegen – We started this week with over 2500 subscribers. In the statistics we see that about half of you have been active in the first week. India, Brazil, and the Unites States are well represented, but we see participants from all over the world. Nearly 100 groups have been formed, some based in a particular country, others with a particular interest, e.g. language teachers or science teachers. The first discussions have started up, and we are very happy to see that…

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MOOC’s and Self-Directed Learning

amber_dailey_hebert
By Amber Dailey-Hebert  – I was extremely honored and excited to serve as a facilitator for Maastricht University’s first PBL MOOC.  As a practitioner and researcher of eLearning, this opportunity represented a new innovation in MOOC’s through the application of team-based work using the PBL model.  It also represented an opportunity to learn more about self-directed learning and virtual team learning on a global scale.  In the first week, we had over 2800 participants…

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By Jeroen van Merriënboer – Only 5 more days to go until the start of our PBL MOOC! It is hard to believe that its birth dates back to the end of 2013, when the University Board asked us to start its development. Why did it take us so long to develop this course?

First, it took the project team quite some time to figure out what a MOOC should look like, when it remains faithful to…

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What is our role as instructors?

By Geraldine Clarebout – I just came to Maastricht to start a new job as an assistant professor e-learning. I was asked whether I wanted to be involved in a MOOC on problem-based learning. This sounded very interesting! I participated myself in a MOOC-course on ‘life cycle analysis’ and was involved in the development of a MOOC for freshmen at the University of Leuven. So, I was very keen to find out what…

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More experience & more questions

danielle_verstegenBy Daniëlle Verstegen – Our pilot run is over!
We have been very happy to see more participants than we feared (and less than we hoped, of course), and even happier to see that a good percentage actively participated and kept participating… Some interesting discussions on the discussion forum about online learning and online PBL. Will it be like this…

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How did we develop the contents for this MOOC?

By Diana Dolmans – When we are designing a course, we -as teachers- often start thinking about the knowledge that we want to teach, which is related to our specific domain of expertise. When we designed course materials for this MOOC, we took another approach. We started by consulting teachers who work with Problem-Based Learning in daily practice and asked them…

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MOOC. Massive. Online. Open. Course.

By Lianne Loosveld – Somehow, ‘Massive’ didn’t sound good to me. Open, online and course I liked, but massive had a negative connotation to me. This always kind of withheld me from taking part in a MOOC. I didn’t like the idea of being one of many students, being left to myself to figure out what to do and when to do it. It also was the factor I wasn’t looking forward to…

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MOOCs and PBL: a happy marriage?

danielle_verstegenBy Daniëlle Verstegen – Massive Open Online Course (MOOC) is the new buzz word in education. Some of us are trend watchers, trying to follow –or better even: lead – the newest trend. Some of us feel an immediate resistance to anything called a trend. I’m probably more in the latter category. After following a couple of MOOCs, however, I have to admit that they are attractive: the range of topics that is available, the complete freedom to choose what interests me at this particular…

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