Bøger af Anette Kolmos

In "The Aalborg PBL Model - Progress, Diversity and Challenges", thirty teachers and researchers share their reflections on the practice of the problem-based and project-organized teaching model (PBL), which has been applied in the faculties of Engineering and Science, Humanities, and Social Science at Aalborg University since 1974.Since its initial implementation, the PBL mode has developed in several important ways. Most notably, the PBL model has developed considerably in relation to the specific nature of the given academic disciplines and become an integrated component of these disciplines.The Articles collected in this book seek to describe and explore this development, highlighting variations on the PBL as it was originally conceived and the challenges that have ocurred during this journey.

Denne publikation har sin oprindelse i Dansk GASAT Forum (Gender And Science And Technology), der eksisterede som et organiseret netværkssamarbejde frem til 1989. Både det danske og det internationale GASAT samarbejde har fokuseret på kvinders og mænds (pigers og drenges) deltagelse i de tekniske og naturvidenskabelige områder i uddannelse og arbejde. I bogen redegøres der for en række undersøgelser og udviklingsarbejder som nogle medlemmer af netværket gennemførte i slutningen af 80'erne. Endvidere er der bidrag fra andre forskere, og det fælles tema i bogen er kønnets betydning og forandring.

Until recently discussions about improvement of educational quality have focussed on the teacher – it was assumed that by training the teacher you could increase the students’ learning outcome. Realising that other changes than better teaching were necessary to give the students more useful competencies, the idea of faculty development was introduced. But even this is not enough. The saying has for some time been ‘from teaching to learning’, but very little attention has actually been on the students’ learning through active studying; how should the student study in a learning-effective way? And the introduction of IT has highlighted the importance of the learning environment, but the focus has narrowly been on the physical environment. However, the mental frame-work is also very important. To assure educational quality it is necessary to take all these elements into account and consider the total learning environment as an integrated whole.