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dc.contributor.authorRoyle, Karl
dc.contributor.editorUden, L.
dc.contributor.editorLiberona, D.
dc.contributor.editorSanchez, G.
dc.contributor.editorRodríguez-González, S.
dc.date.accessioned2019-07-23T08:28:02Z
dc.date.available2019-07-23T08:28:02Z
dc.date.issued2019-05-28
dc.identifier.citationRoyle, K. (2019) Opening Spaces for the Development of Human Agency with Problem Based Learning in Palestinian Higher Education, in Uden, L., Liberona, D., Sanchez, G., Rodríguez-González, S. (Eds.) Learning Technology for Education Challenges 8th International Workshop, LTEC 2019, Zamora, Spain, 15th–19th April, 2019, Proceedings. Basel, Switzerland: Springer International Publishing, pp. 260-278.en
dc.identifier.isbn9783030207977en
dc.identifier.issn1865-0929en
dc.identifier.doi10.1007/978-3-030-20798-4_23en
dc.identifier.urihttp://hdl.handle.net/2436/622588
dc.description.abstractThis paper appraises the impact of Problem Based Learning (PBL) implementations within the (2016-19) Erasmus Plus "Methods" Project (Modernization of Teaching Methodologies in Higher Education: EU experience for Jordan and Palestinian territory) which introduced a range of learning modalities into formal learning contexts in higher education settings in Jordan (4 Universities) and Palestine (4 Universities). The project was jointly led by the Universities of Jordan and Birzeit, Palestine and there were six European partner universities. The paper focuses on the impact of PBL approaches on learners and university teachers through an analysis of semi-structured group interviews with students and individual staff interviews across a range of courses in the arts and sciences within the Palestinian context. The results of this small-scale research study are presented within a thematic framework focusing on participation, collaboration, agency, knowledge creation, problem solving and identity modification. It explores how far the adoption of student-centred PBL designs can open spaces for the development of human agency and capabilities within an existing orthodoxy of practice in Higher Education Settings in Palestine. It locates these student-centred practices within the context of higher education under occupation and examines what contribution they make to developing individuals’ capacity to act effectively for change within the power dynamics and limits of their context.en
dc.formatapplication/PDFen
dc.language.isoenen
dc.publisherSpringeren
dc.relation.ispartofseriesCommunications in Computer and Information Science 1011en
dc.relation.urlhttps://www.springer.com/gb/book/9783030207977?gclid=CjwKCAjw4NrpBRBsEiwAUcLcDFGSIZQSl5H-WpR0VHo60gJN67UHDeLPCk75WPUVoBPwf3LumQK62BoChUMQAvD_BwEen
dc.subjectEducationen
dc.subjecttechnologyen
dc.subjectagile pedagogyen
dc.subjectproblem based learningen
dc.titleOpening Spaces for the Development of Human Agency with Problem Based Learning in Palestinian Higher Educationen
dc.typeConference contributionen
dc.date.updated2019-07-12T14:51:54Z
dc.conference.name8th International Workshop, LTEC 2019
pubs.finish-date2019-04-19
pubs.place-of-publicationZamora, Spain
pubs.start-date2019-04-15
dc.date.accepted2019-05
rioxxterms.funderUniversity of Wolverhampton
rioxxterms.identifier.project561940-EPP-1- 2015-1-JO-EPPKA2-CBHE-JPen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
rioxxterms.licenseref.startdate2020-05-28en
dc.source.booktitleLearning Technology for Education Challenges
dc.source.beginpage260
dc.source.endpage278
refterms.dateFCD2019-07-23T08:18:30Z
refterms.versionFCDAM


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