This contribution focuses on 'problem based learning' (however we prefer the notion of ‘problem-oriented project studies’) and the role of the teacher in such a context. The classic traditional role as an expert deciding the curriculum, providing lectures and seminars, giving assignments and marking papers / essays is complemented and in some way overruled by a new role as supervisor and facilitator for the group of students working with a research problem, they themselves have picked. However different dimensions of this new teacher role can be seen – from expert in an academic field (result-oriented focusing on how the final product demonstrates the students’ ‘correct’ way to handle the academic aspects of the subject in mind) to a role more focusing on processes, methodological dimensions and stressing the importance of a reflexive approach. Some teachers may even tend to take on a role of a ‘therapist’, questioning and assisting the members of the group in the complex task of acting together with fellow students in an uncertain and volatile context and environment.
|Title of host publication||Proceedings of the Seventh International Conference on Networked Learning 2010|
|Editors||Lone Dirckinck-Holmfeld, Vivien Hodgson, Chris Jones, Maarten de Laat, David McConnell, Thomas Ryberg|
|Number of pages||12|
|Publication date||3 May 2010|
|Publication status||Published - 3 May 2010|