Program
Welcome to the Second international conference on problem-based
learning in higher education Linköping Sweden, Sept 17-20 2000.
Registration opens September 17, 1 p.m. at Linköping
Konsert&Kongress. The conference starts with the opening ceremony September
17, 5 p.m.
During the conference days, September 18-20, there will be plenary presentations
every morning and after the lunch break. The plenary session is followed
by parallel paper sessions, workshops, symposia and keynote hearings.
During the paper sessions 2-3 papers will be presented. Student from
PBL-programs at Linköping university will act as chairpersons.
The workshop sessions are interactive with the participants. One abstract
is presented at each workshop.
During poster sessions the authors will be present to demonstrate and
discuss their posters. Posters will be displayed during all conference
days.
The key note hearing is a possibility to ask questions and discuss with
the key note presenter. The session will be guided by a moderator
During a symposium contributions are discussed and presented in an integrated
way.
The printed program will be available in Linköping, but will not
be sent to the delegates in advance. Please keep updated through this web-site.
Sunday | Monday | Tuesday
| Wednesday
Sunday September 17
13.00 |
Registration opens |
17.00 - 19.00 |
Opening ceremony
Eva Joelsson, Mayor, Linköping municipality
Entertainment and refreshments |
Monday September 18
8.00 - 8.30 |
Opening remarks
Björn Eriksson, Governor, provincial government of Östergötland
Bertil Andersson, Rector, Linköpings universitet |
8.30 - 9.30 |
Plenary session
Reality, value, and the future of problem-based learning
Don Margetson, , School of Vocational, Technology and Arts Education,
Griffith University, Australia |
9.30 - 10.00 |
Coffee |
10.00 - 11.10 |
Paper sessions |
Keynote hearing
Don Margetson
|
A
Vignettes
|
B
Assessment
|
C
Developmental perspectives on PBL
|
D
Theoretical perspectives
|
11.20 - 12.30 |
Paper sessions |
Workshop
Assessment
|
A
Vignettes
|
B
The role of the tutor
|
C
Evaluation of PBL programs
|
12.30 - 13.30 |
Lunch |
13.30 - 14.30 |
Plenary session
The role of the facilitator in problem-based learning: the human
touch
Erik D. U. de Graaff, Delft University of Technology, The Netherlands |
14.30 - 15.00 |
Coffee |
15.00 - 16.10 |
Paper sessions |
Workshop
Assessment
|
Keynote hearing
Erik D. U. de Graaff
|
A
The role
of the tutor
|
B
Evaluation of PBL programs
|
C
Program Implementation
|
16.10 - 17.00 |
Poster
presentation |
18.00 |
Conference
dinner
18.00 Refreshments in the foajé.
18.45 Concert in the "Konsert salen" with the Linköping university
choir "Linnea".
19.30 Buffet from the county of Östergötland in Garden.
(Times are approximate). |
Tuesday September 19
Wednesday September 20
Sunday September 17
17.00-19.00 |
Opening ceremony
Eva Joelsson, Mayor, Linköping municipality
Entertainment and refreshments |
Monday September 18
08.00-08.30 |
Opening remarks
Björn Eriksson, Governor, provincial government of Östergötland
Bertil Andersson, Rector, Linköpings universitet |
08.30-09.30 |
Plenary session
Reality, value, and the future of problem-based learning
Don Margetson
School of Vocational, Technology and Arts Education, Griffith University,
Australia
|
10.00-11.10 |
Paper sessions |
|
A. Vignettes (Operan)
How can we interest the students in basic theories which we think
will help illuminate their practice?
Anne Hove
School of Occupational Therapy, Copenhagen, Denmark
Part-time families work
C. S. Primrose
The School of Nursing and Midwifery, The Robert Gordon University,
Aberdeen, UK
B. Assessment (Konsertsalen)
Approaches to the assessment of student performance in PBL tutorials
Carole Gannon, Ray Peterson and Ted Cleary
Medical Education Unit, Adelaide University, Australia
Self-assessment of professional development in physiotherapy during
the first years of study
Kristina Beckmann
Faculty of Health Sciences, Linköpings universitet, Sweden
C. Developmental perspectives on PBL (Operetten)
Group processes in BPL tutorial groups
Eva Hammar Chiriac
Department of Behavioural Sciences, Linköpings universitet, Sweden
Invited: Cornerstones for learning - in universities and in Pre-school/primary
school
Gunilla Fredriksson
Department of child and youth teacher training, Linköpings universitet,
Sweden
D. Theoretical perspectives (Sonaten)
Problem based learning and the research/teaching nexus
Lewis Elton
University College London, UK.
Problem based - what does it really mean?
Charlotte Silén
Faculty of Health Sciences, Linköpings universitet, Sweden
Key note hearing (Solot)
Don Margetson |
11.20-12.30 |
Paper sessions |
|
A. Vignettes (Operan)
Student motivation in PBL: the problems and solutions are in the
"problem"
Yves Mauffette and Alexandre Soucisse
Department of Biology, Université du Québec à
Montréal, Canada
Questioning to learn and learning to question: Structure and function
of PBL scenarios in environmental science education
Madeleine Abrandt Dahlgren and Gunilla Öberg
Linköpings universitet, Sweden
B. The role of the tutor (Konsertsalen)
What does it mean to be a problem-based learning tutor?
Jane Adams
Wolfson Institute of Health Sciences, Thames Valley University, UK
The role of the staff support group
Marion Griffin
Wolfson Institute of Health Sciences, Thames Valley University, UK
C. Evaluation of PBL programs (Operetten)
Problem based learning applied to a MSc in psychology programme -
five years of experience
Stiwne, D., Holmqvist, R. and Cederström, A.
Department of Behavioural Sciences, Linköpings universitet, Sweden
Study of educational preferences in computer engineering education
Simin Nadjm-Tehrani and Lena Strömbeck
Department of Computer and Information Science, Linköpings universitet,
Sweden
Workshop. Assessment (Sonaten)
Alternative ways of assessment in a learning to learn curriculum
M. R. Nieweg and P. A. Abrahamse
High School of Amsterdam, Institute of Physiotherapy; Institute of
Business and Administration-Co-op HEAO, The Netherlands |
13.30-14.30 |
Plenary session
The role of the facilitator in problem-based learning: the human
touch
Erik D. U. de Graaff
Delft University of Technology, The Netherlands |
15.00-16.10 |
Paper sessions |
|
A. The role of the tutor (Operan)
Assisting learning - the tutors role in PBL
Charlotte Silén
Faculty of Health Sciences, Linköpings universitet, Sweden
Providing tutors with written feedback on the tutorial performance
in a PBL setting
Ray Peterson, Carole Gannon and Ted Cleary
Medical Education Unit, Adelaide University, Australia
B. Evaluation of PBL programmes (Konsertsalen)
Evaluating the student experience of PBL to improve the student experience
of PBL.
Ranald Macdonald (1) and Jan Broersma (2)
Academic Development, Learning and Teaching Institute, Sheffield Hallam
University, UK (1), International Business School Breda, The Netherlands
(2)
An evaluation of PBL in pre registration nursing curricula
Carolyn Gibbon and Christine Wall
School of Health, Liverpool John Moores University, UK
C. Programme Implementation (Operetten)
Problem-based learning - A pilot project in the veterinary curriculum
at University College Dublin
Michael Monaghan, Philip Bushby and Miriam Kennedy.
University College Dublin, Ireland
A hybrid of problem based learning in higher level biochemistry:
a first experience
Ewan Ward and Anthony Williams
Faculty of Science, Avondale College & Learning and Development
Program, The University of Newcastle, Australia
Workshop. Assessment (Sonaten)
Developing an individualized problem-based learning assessment method:
a "how to do it" workshop
Kristi L. Arndt (a. k. a. Green)
Problem-Based Learning Center, Samford University, USA
Key note hearing (Solot)
Erik D. U. de Graaff |
16.10-17.00 |
Poster exhibition (Galleri K) |
18.00- |
Conference dinner (Times are approximate).
18.00 Refreshments in the foajé
18.45 Concert in the "Konsert salen" with the Linköping university
choir "Linnea".
19.30 Buffet from the county of Östergötland in Garden. |
Tuesday September 19
08.30-09.30 |
Plenary session
Inside PBL-groups: Observations, confirmations and challenges
Kirsten Hofgaard Lycke
The Institute for Educational Research, Oslo University, Norway |
10.00-11.10 |
Paper sessions |
|
A. Program implementation, health care (Konsertsalen)
Problem-based learning: a curriculum strategy for women-centred midwifery
Julia Pansini-Murrell and Fiona MacVane-Phipps
Divison of Midwifery and Women's Health , School of Health, University
of Bradford, UK
The development of PBL within a curriculum applied at a School of
Nursing
Rien Heijne
Health Care Faculty, Limburg University of Professional Education,
The Netherlands
B. PBL as distance education (Operetten)
Problematising case studies for distance learning materials
Pamela Shakespeare
Schol of Health and Social Welfare, Open University, UK
Virtual Sherlock: an intelligent computer based PBL system for undergraduate
chemistry
Preetha Ram (1), Anthony Francis (2), Mark Devaney (2) and Ashwin Ram
Chemistry Department, Emory University (1), Enkia Corporation (2),
Atlanta, USA
C. Curriculum design (Sonaten)
Curricular concepts: context, compromise and consequences
Jane Conway and Anthony Williams
The Learning and Development Program, University of Newcastle, Australia
Developing a "modern" curriculum. How far should/can one go?
Ted Cleary, Ray Peterson and Carole Gannon
Medical Education Unit, Faculty Of Health Sciences, Adelaide University,
Australia
D.1. Programme Implementation, language learning
(Operan)
Exploring learner creativity in PBL - a case in language learning
Colleen Wong (1), and Patrick Lai (2)
Department of English (1), Educational Development Unit (2), Hong Kong
Polytechnic University, PRC
D.2. PBL versus project and case based learning
(Operan)
The case study method and the teaching of business communications
Drew Rodgers
School of Business, Oslo College, Norway
Key note hearing (Solot)
Kirsten Hofgaard Lycke |
11.20-12.30 |
Paper sessions |
|
A. PBL as distance education (Konsertsalen)
The integration of problem-based learning with information and communication
technologies in Australian social work education.
D. de Warren, J. Hills, F. Killon, M. Leeks, J.Mensinga and D Travers
School of Social Work and Welfare Studies, Central Queensland University,
Australia
Distance GIS - A distance course in GIS based on PBL (problem-based
learning) for learning organisations
Åke Sivertun
Department of Computer and Information Science, IDA, Linköpings
universitet, Sweden
B. Reaching pre-set objectives in PBL (Operetten)
To what extent do students generate learning issues which correspond
with the pre-set faculty objectives.
Bo Sigrell and Gerd Sundblad
Karolinska Institute, Department of Clinical Neurosciene, Psychotherapy
Section and Intitute of Psychotherapy, Stockholm Count Council, Sweden
The supplementary assessment process: what we do and why
Carole Gannon, Ray Peterson and Ted Cleary
Medical Education Unit, Adelaide University, Australia
Workshop. Innovations in PBL (Sonaten)
The realistic, multiple-week projects and problem-based learning
John C. Bennett, Jr.
Office of Undergraduate Education and Instruction, University of Connecticut,
USA
Symposium. Vignettes (Operan)
The importance of relevant "problems" to facilitate problem-based
learning.
Eva Lund
Department of Medicine and Care, Radiation Physics, Linköping
University, Sweden
Challenge - the most important quality of problems in PBL?
Charlotte Silén
Faculty of Health Sciences Linköpings universitet, Sweden |
13.30-14.30 |
Plenary session
From University to Clinic: evolution of a PBL model over the course
of a modern medical curriculum
Michael Field
Faculty of Medicine, University of Sydney, Australia |
15.00-16.10 |
Paper sessions |
|
A. PBL in the clinical setting (Konsertsalen)
The development of tutorial groups in clinical studies for students
and their preceptors.
Birgitta Almtun
Faculty of Health Sciences, Linköpings universitet, Sweden
Clinical placements once a week in first year - what and how do students
learn
Nina Emaus and Marianne Aars
School of physiotherapy, Norway
B. Enhancing professional skills through PBL (Operetten)
Using problem-based learning in aviation studies to develop critical
thinking, self-regulation and team skills
Irene Henley and Prue Anderson
Department of Aviation Studies, University of Western Sydney, Australia
Developing clinical reasoning skills through flexible delivery in
clinical medicine
Lorellie Stanton and Kylie Duncan
Faculty of Health, University of Western Sydney, Australia
C. Programme Implementation, engineering (Operan)
Problem-based learning for software engineers
Lorna Uden
School of Computing, Staffordshire University, UK
Projects as a means for subject learning and personal development
under student responsibility
Nahid Shahmehri, Johan Åberg and Patrick Lambrix
Department of Computer and Information Science (IDA), Linköping
University, Sweden
Workshop. Vignettes (Sonaten)
Laboratory work as starting-point for the learning-process in problem-based
learning.
Staffan Pelling and Lars Uhlin
Department of Medicine and Care, Faculty of Health Sciences, Linköping
University, Sweden
Key note hearing (Solot)
Michael Field |
16.20-17.30 |
Paper presentation |
|
A. Programme Implementation, health care (Konsertsalen)
Is problem-based learning (PBL) both a philosophy for education and
a 'methodology for life?'
Martin Booy and Gail Boniface
Department of Occupational Therapy Education, University of Wales College
of Medicine, UK
PBL: Changing Cultures
Genevieve Dwyer and Joy Higgs
The School of Physiotherapy, The University of Sydney, Australia
B. Programme Implementation, engineering (Operan)
Problem-based learning for a mathematics course in first year engineering
V. Wertz (1), P. Wouters (3), E. Aguirre (1), P. Delsarte (1), F. Dupret
(1), J.P. Vandeuren (2), E. Vitale (2)
School of engineering (1), Department of mathematics (2), Institute
for higher education and mulitmedia (3), Université catholique de
Louvain, Louvain-la-Neuve, Belgium
C. Programme Implementation, teacher training (Operetten)
Implementing a problem-based learning model in the training of teachers
for an outcomes-based science-technology curriculum
Annemarie van Loggerenber
Dept Teaching & Training Studies, Faculty of Education, University
of Pretoria, South Africa
Problems and encouragements. Experiences from a year with problem
based teacher training.
Arvid Hansen and Birte Simonsen
Department of Pedagogy, Agder University College, Norway
Workshop. Large groups and PBL (Sonaten)
Problem-based learning for large groups
Lorna Uden
School of Computing, Staffordshire University, UK |
17.30-18-00 |
Poster presentation |
Wednesday September 20
08.30-09.30 |
Plenary session
Progress of Transferable Skills in Problem-based and Project-organised
Curricula
Anette Kolmos, Aalborg University, Denmark |
10.00-11.10 |
Paper sessions |
|
A. Developing competencies for supporting PBL (Operan)
Promoting PBL and institution-wide reform of undergraduate education
with a faculty-led institute
George Watson, Barbara Duch, Deborah Allen, Susan Groh, and Hal White
Institute for Transforming Undergraduate Education, University of Delaware,
USA
Seeing double in Dublin: a problem-based learning postgraduate diploma
in learning and teaching in higher education
Terry Barrett
Learning and Teaching Centre, Dublin Institute of Dublin, Ireland
B. Students' conceptions of PBL (Operetten)
Emotional reactions towards PBL education in the introductory phase
of a psychology master's program
Rolf Holmqvist and Dan Stiwne
Department of Behavioural Science, Linköpings universitet, Sweden
To experience learning - in a pre-school teacher education according
to problem-based learning. Licentiate thesis.
I. Hensvold
Department of Child and Youth Studies, The Stockholm Institute of Education,
Sweden
Symposia. Supporting creativity in PBL (Konsertsalen)
Structuring the unstructured: supporting creativity in PBL
Mary Caddick, Nicholas Weaver and Dave O'Reilly
School of Architecture, Educational Development Services, University
of East London, UK
Key note hearing
Anette Kolmos |
11.20-12.30 |
Paper sessions |
|
A. Enhancing professionalism through PBL (Operan)
Introducing problem based learning to an interprofessional group
Gail Boniface, Christianne Merz, Jill Riley and Judy Wilkes
Department of Occupational Therapy Education, University of Wales College
of Medicine and Department of Social Work Education, University of Wales
Institute Cardiff, UK
From seven steps model to "Howard Barrows PBL model"
Gitten Hammerberg
Occupational Therapy education Copenhagen, Denmark
B.1. Students' conceptions of PBL (Operetten)
The role of problem-based learning in the development of post-industrial
leadership practice
Anita Rogers
School of Health and Social Welfare, Open University, UK
B.2. PBL versus project and case based learning
Relating problem and project based approaches in engineering studies
Maurits Ertsen (1) and Liesbeth Smulders (2):
(1) Delft University of Technology and (2) The Haagse Hogeschool, University
of Professional Education, The Netherlands
Presentation of the University Network for Innovative
Student Centred Education, UNISCENE (Konsertsalen)
Workshop. Large groups in PBL (Operan)
Challenging the established orthodoxy: PBL for the masses?
Ranald Macdonald
Academic Development. Learning and Teaching Institute, Sheffield Hallam
University, UK |
13.30-14.30 |
Plenary session
The impact of context on student's experience of PBL: A cross-faculty
comparision
Madeleine Abrandt Dahlgren, Department of Behavioural Sciences, Linköpings
universitet, Sweden
|
15.00-16.00 |
Concluding remarks
How do alumni of problem-based schools perceive their education?
Henk Schmidt, Department of Psychology, Maastricht university, The
Netherlands
What is achieved and where is PBL going?
Discussion between Henk Schmidt and Lars Owe Dahlgren |
Poster session
Increase of interdisciplinarity in pharmacy education at the Vrije
Universiteit Brussel, Belgium
P. Petit, Y. Vander Heyden, C. Nelissen, D.L. Massart and B. Rombaut
Learning Resource Centre Faculty of Medicine and Pharmacy; Pharmaceutical
Sciences, Belgium
The Development of a course portfolio in teaching a problem-based
learning course
Clara Gerhardt and Dan Sandifer-Stech
Dept Human Sciences & Design, Samford University, USA
Researching in Swaziland - PBL in practice:
Silja Kiplesund, Anne Kuusivaara, Hannamari Hiiro, Kirsi Kalevo and
Virva Norola
Salo City College of Nursing, Finland
Fourteen years of experience of programme evaluation applied to PBL
curricula
Karin I Kjellgren and Margareta Behrbohm Fallsberg
Division of Medical Education, Linköping University, Sweden
Enhancing and inhibiting factors going from an uniprofessional to
a multiprofessional programme
Brit Næss-Andresen
Postgraduate education in Psychical Health Care, The College of Oslo,
Norway
"Do IT!" - IT as tool in learning tutoring and counselling skills.
Computer-based and problem-based learning in tutor training for
health education
Gerd Bjørke, Vippen Fleischer and Liv Koppang
Faculty of Health Sciences, Oslo University College, Norway
Learning during exam.
Annika Lindh
Faculty of Health Sciences, Linköpings universitet, Sweden
Is PBL an appropriate method for "sandwich" training in landscape
architecture engineering?
Guillemant D., Lanoy J., Petit-Blas C., De Clercq C. and Baillon P.
ITIAPE, France
Integrating computor assisted learning (CAL) and problem-based learning
(PBL) at Mbarara University
A. O. Ihunwo and J. Amatre Mbarara University of Science and Technology,
Uganda
Development of physiotherapy education towards problem-based learning
at the Tampere institute of nursing and health care
Marja-Leena Lähteenmäki and Irmeli Ahonen,Pirkanmaa Polytechnic,
Finland
The "adoptionmodel" developed by the Hogeschool Limburg in the Netherlands
Mieke le Granse and Jet Lancee, Hogeschool Limburg, University of Professional
Education, The Netherlands
|