From the Socrates partner finding database [http://www.siu.no/socpart]
http://www.siu.no/socpart.nsf/By+date/527A806F3D01A77BC1256F94003676AE?OpenDocument
| Institution: | Norwegian "EDU.4 Higher education institution:" Norwegian University of Science and Technology (NTNU) |
| Seeking: | Any partner(s) |
| Keywords: | Problem-based learning, vocational , |
| Expertice offered: | PLU - The Programme for Teacher Education at the Norwegian University of Science and Technology (NTNU) offers both "ordinary" teacher education for secondary school and highschool and vocational teacher education. |
| Expertice sought: | I am first of all looking for other teacher education institutes, but anyone who finds this project relevant in any way may contact me. |
| Support scheme(s): | Grundtvig |
| Description /activities: | I am looking for partners interested in participating in a
project on Problem-Based Learning (PBL) in teacher education. I would,
first of all, like to focus on vocational teacher education, but all
teacher education would be interesting to me. At the Norwegian University of Science and Technology (NTNU) in Trondheim, vocational teacher education is a 2 – years flexible study programme. By saying flexible we mean it is a 50% part-time study based on some meetings on campus, but most of the work the students have to take home, based on ICT with individual work and working in groups and teacher practice. From August 2005, I would like to focus on problem-based learning on and off campus with focus on peer-assist learning. How can the students together with their teacher/supervisor organize their learning between the meetings on campus? Many questions have to be answered about how to learn in students’ meetings and how to define the role as a mentor in distance learning. In problem-based learning the students are supposed to be involved in their own learning. But to what degree do they manage? How do we organize the work on campus and to what extent do we want them to make their own rules for meetings off campus? How often shall the students meet each other in groups, how shall they organize work, learning - goals, define problems, define individual and common work, give response and evaluate each other and common work and ideas etc.? There are many questions about how to organize learning on and off campus with and without teacher and mentor from the teacher education institution. I would like to make the curriculum for vocational teacher education PBL-based. But how should I determine goals and topics? Our students have to do individual work for their portfolio and final evaluation. In PBL the intention is to focus on common group-based work and goals. How do we do that? I am looking for partners to discuss these problems and pilot PBL in teacher education in different settings from on-campus education to ICT-based and flexible studies at different levels of teacher education. I hope to hear from you and recommend you to look at the Grundtvig 2 intentions in the Socrates programme for grants from your National Agency. I am also interested in participating in similar projects. So don’t hesitate to contact me. Project web page: http://www.jenshaugan.com/projects/pbl/ |
| Please contact: | Assistant professor Jarl Ove Glein NTNU – PLU Laaven – Dragvoll gaard N-7491 Trondheim Norway E-mail: jarl.ove.glein@plu.ntnu.no Institution URL: http://www.ntnu.no/ |