The renewed focus by higher and further education institutions on student learning has led to an emphasis on distinguishing and defining learning as processes and learning as outcomes, which has facilitated a shift from an instructional to a learning paradigm.
- What are we learning about students learning as we implement new approaches to teaching?
- How do we know our students are learning?
- How do we measure learning?
- Is learning more ubiquitous than acquisition models imply?
- If learning is about “embodied construction”, what “identities” are learners developing?
These are some questions that we will be exploring at the symposium this year.
Student learning outcomes are defined in terms of the knowledge, skills, and abilities that students attain as a result of their involvement in a particular set of educational experiences. But is learning just about the acquisition of knowledge, skills and abilities? Or is it more than that? This symposium invites you to confront conventional beliefs about learning and offers an invigorating platform to discuss the value and nature of learning.
Teachers, students, educational administrators, researchers, staff developers, employers and relevant government bodies are cordially invited to contribute. The symposium will consist of keynote addresses, invited lectures, concurrent sessions (paper presentations), panel, poster sessions and PBL tutorials. Participants who are new to PBL or who are interested in learning about problem-based philosophy will have the option to participate in a series of workshops or PBL tutorials that will help them to understand PBL as an idea and process for learning.
- Self-directed learning/ self -regulated learning
- IT and innovation in education
- Assessment of student learning
- Small group teaching
- Facilitation
- Professional Development
- Curriculum Design
- PBL Research
- Epistemology underpinning PBL and/or other learning theories
