“…a comprehensive guide for those new to PBL, and suitable for those new to teaching or for the more experienced looking for a new challenge.”Dr Liz Beaty, Director (Learning and Teaching), HEFCE

“This book vividly articulates the key ideas of PBL and provides new PBL practitioners with key guiding posts for its implementation. It is an excellent contribution to the art of using PBL.”Associate Professor Oon-Seng Tan, Nanyang Technological University, Singapore

·What is problem-based learning?·How can it be used in teaching?· How does problem-based learning affect staff and students?· How do we assess and evaluate it?

Despite the growth in the use of problem-based learning since it was first popularised, there have been no resources to examine the foundations of the approach and offer straightforward guidance to those wishing to explore, understand, and implement it.

This book describes the theoretical foundations of problem-based learning and is a practical source for staff wanting to implement it. The book is designed as a text that not only explores the foundations of problem-based learning but also answers many of the frequently-asked questions about its use. It develops readers understanding beyond implementation, including issues such as academic development, cultural, diversity, assessment, evaluation and curricular models of problem-based learning.

Foundations of Problem-based Learning is a vital resource for lecturers in all disciplines who want to understand problem-based learning and implement it effectively in their teaching.

Interest in problem-based learning continues to flourish worldwide. To date there has been relatively little to help staff to examine the complex issues relating to facilitating the implementation of problem-based learning and the ongoing development of staff, students and the curriculum.

This book explores a broad range of issues about facilitation, in particular: understandings of facilitation that have emerged from the author''s recent research and ways of equipping and supporting staff in terrestrial and virtual contexts. It also questions how students are assessed and suggests ways of preventing plagiarism in problem-based learning. It examines what it might mean to be an effective facilitator and suggests ways of designing problem-based curricula that enhance learning.

“This [book] represents a significant collection of papers which, I am sure, will help inform the development of an online pedagogy for problem-based learning.”Michael Prosser, Director Research and Evaluation, Higher Education Academy

“The studies presented in this book are evidence informed and theoretically framed in ways that promise to advance our understanding of these complex areas. This collection will be an invaluable read for anyone involved in PBL and/or e-learning in higher education. “Glynis Cousin, Senior Adviser, Higher Education Academy

Problem-based Learning Online is the first book to:

Contributors: Chris Beaumont, Siân Bayne, Chew Swee Cheng, Frances Deepwell, Sharon J. Derry, Roisin Donnelly, Carolyn Gibbon, Cindy E. Hmelo-Silver, Per Grøttum, David Jennings, Ray Land, Karen Lee, Kirsten Hofgaard Lycke, Anandi Nagarajan, Remy Rikers, Frans Ronteltap, Maggi Savin-Baden, Henk Schmidt, Helge I. Strømsø, Andy Syson, Kay Wilkie, Wilco te Winkel.

“…a comprehensive guide for those new to PBL, and suitable for those new to teaching or for the more experienced looking for a new challenge.”Dr Liz Beaty, Director (Learning and Teaching), HEFCE

“This book vividly articulates the key ideas of PBL and provides new PBL practitioners with key guiding posts for its implementation. It is an excellent contribution to the art of using PBL.”Associate Professor Oon-Seng Tan, Nanyang Technological University, Singapore

·What is problem-based learning?·How can it be used in teaching?· How does problem-based learning affect staff and students?· How do we assess and evaluate it?

Despite the growth in the use of problem-based learning since it was first popularised, there have been no resources to examine the foundations of the approach and offer straightforward guidance to those wishing to explore, understand, and implement it.

This book describes the theoretical foundations of problem-based learning and is a practical source for staff wanting to implement it. The book is designed as a text that not only explores the foundations of problem-based learning but also answers many of the frequently-asked questions about its use. It has also been designed to develops the reader''s understanding beyond implementation, including issues such as academic development, cultural, diversity, assessment, evaluation and curricular models of problem-based learning.

Foundations of Problem-based Learning is a vital resource for lecturers in all disciplines who want to understand problem-based learning and implement it effectively in their teaching.

This book discloses ways in which learners and teachers manage complex and diverse learning in the context of their lives in a fragile and often incoherent world. These are the untold stories. The central argument of the book is that the potential and influence of problem-based learning is yet to be realized personally, pedagogically and professionally in the context of higher education. It explores both the theory and the practice of problem-based learning and considers the implications of implementing problem-based learning organizationally.

"Problem-based learning is contested and murky ground in higher education. In her study, Maggi Savin-Baden clears the thickets, offering a bold ambitious framework and, in the process, gives us a compelling argument for placing problem-based learning in the centre of higher education as an educational project. It is a story not to be missed."- Professor Ronald Barnett

"This is a challenging and very worthwhile read for anyone concerned with the future of higher education, and issues of teaching and learning. The metaphor of ''untold stories'' is powerfully explored at the level of staff and student experience of problem-based learning."- Professor Susan Weil

Narrative Inquiry of Displacement: Stories of Challenges, Change and Resilience describes a variety of displacement experiences in different cultures and contexts. The text uses narrative methodologies to share participant stories and explore the nature and effects of displacement.

Each chapter examines and theorises the narrative approach used to show the link between the data collection and the story, illustrating research decisions and analysis in action. The book presents a range of displacement stories, including migration, immigration, social and political displacement. The chapters also provide stories of adoptions, diaspora communities and people affected by apartheid and the Holocaust.

This volume is recommended for those working in qualitative inquiry and scholars of migration and refugee studies, providing immediate and theoretically nuanced accounts of displacement experiences globally.

Narrative Inquiry of Displacement: Stories of Challenges, Change and Resilience describes a variety of displacement experiences in different cultures and contexts. The text uses narrative methodologies to share participant stories and explore the nature and effects of displacement.

Each chapter examines and theorises the narrative approach used to show the link between the data collection and the story, illustrating research decisions and analysis in action. The book presents a range of displacement stories, including migration, immigration, social and political displacement. The chapters also provide stories of adoptions, diaspora communities and people affected by apartheid and the Holocaust.

This volume is recommended for those working in qualitative inquiry and scholars of migration and refugee studies, providing immediate and theoretically nuanced accounts of displacement experiences globally.

Despite the range of studies into grief and mourning in relation to the digital, research to date largely focuses on the cultural practices and meanings that are played out in and through digital environments. Digital Afterlife brings together experts from diverse fields who share an interest in Digital Afterlife and the wide-ranging issues that relate to this. The book covers a variety of matters that have been neglected in other research texts, for example:

Our lives are shaped by and shape the creation of our Digital Afterlife as the digital has become a taken for granted aspect of human experience. This book will be of interest to undergraduates from computing, theology, business studies, philosophy, psychology, sociology, and education from all types of institutions. Secondary audiences include researchers and postgraduate researchers with an interest in the digital.

At a practical level, the cost of data storage and changing data storage systems mitigate the likelihood of our digital presence existing in perpetuity. Whether we create accidental or intentional digital memories, this has psychological consequences for ourselves and for society. Essentially, the foreverness of forever is in question.

Maggi Savin-Baden is Professor of Higher Education Research at the University of Worcester. She has a strong publication record of over 50 research publications and 17 books.

Victoria Mason-Robbie is a Chartered Psychologist and an experienced lecturer having worked in the Higher Education sector for over 15 years. Her current research focuses on evaluating web-based avatars, pedagogical agents, and virtual humans.

Despite the range of studies into grief and mourning in relation to the digital, research to date largely focuses on the cultural practices and meanings that are played out in and through digital environments. Digital Afterlife brings together experts from diverse fields who share an interest in Digital Afterlife and the wide-ranging issues that relate to this. The book covers a variety of matters that have been neglected in other research texts, for example:

Our lives are shaped by and shape the creation of our Digital Afterlife as the digital has become a taken for granted aspect of human experience. This book will be of interest to undergraduates from computing, theology, business studies, philosophy, psychology, sociology, and education from all types of institutions. Secondary audiences include researchers and postgraduate researchers with an interest in the digital.

At a practical level, the cost of data storage and changing data storage systems mitigate the likelihood of our digital presence existing in perpetuity. Whether we create accidental or intentional digital memories, this has psychological consequences for ourselves and for society. Essentially, the foreverness of forever is in question.

Maggi Savin-Baden is Professor of Higher Education Research at the University of Worcester. She has a strong publication record of over 50 research publications and 17 books.

Victoria Mason-Robbie is a Chartered Psychologist and an experienced lecturer having worked in the Higher Education sector for over 15 years. Her current research focuses on evaluating web-based avatars, pedagogical agents, and virtual humans.

What is artificial intelligence (AI)? How does AI affect death matters and the digital beyond? How are death and dying handled in our digital age?

AI for Dying and Death covers a broad range of literature, research and challenges around this topic. It explores ethical memorisation, digital legacies and bereavement, post death avatars and AI and the digital beyond. It also analyzes religious perspectives on AI for death and dying, and planning for death in a digital age.

What is artificial intelligence (AI)? How does AI affect death matters and the digital beyond? How are death and dying handled in our digital age?

AI for Dying and Death covers a broad range of literature, research and challenges around this topic. It explores ethical memorisation, digital legacies and bereavement, post death avatars and AI and the digital beyond. It also analyzes religious perspectives on AI for death and dying, and planning for death in a digital age.

Few religious leaders have examined the potential for the positive impact of digital media and digital immortality creation in religious contexts. It is evident that there have been recent moves away from traditional funeral services focusing on the transition of the deceased into the future world beyond, towards a rise of memorial content within funerals and commemorative events. This has heralded shifts in afterlife beliefs by replacing them, to all intents and purposes, by attitudes to this life.

Digital Afterlife and the Spiritual Realm explores the ways in which digital media and digital afterlife creation affects social and religious understandings of death and the afterlife.

Features

For many people, digital afterlife and the spiritual realm largely remains an area that is both inchoate and confusing. This book will begin to unravel some of this bafflement.

“…a comprehensive guide for those new to PBL, and suitable for those new to teaching or for the more experienced looking for a new challenge.”Dr Liz Beaty, Director (Learning and Teaching), HEFCE

“This book vividly articulates the key ideas of PBL and provides new PBL practitioners with key guiding posts for its implementation. It is an excellent contribution to the art of using PBL.”Associate Professor Oon-Seng Tan, Nanyang Technological University, Singapore

·What is problem-based learning?·How can it be used in teaching?· How does problem-based learning affect staff and students?· How do we assess and evaluate it?

Despite the growth in the use of problem-based learning since it was first popularised, there have been no resources to examine the foundations of the approach and offer straightforward guidance to those wishing to explore, understand, and implement it.

This book describes the theoretical foundations of problem-based learning and is a practical source for staff wanting to implement it. The book is designed as a text that not only explores the foundations of problem-based learning but also answers many of the frequently-asked questions about its use. It develops readers understanding beyond implementation, including issues such as academic development, cultural, diversity, assessment, evaluation and curricular models of problem-based learning.

Foundations of Problem-based Learning is a vital resource for lecturers in all disciplines who want to understand problem-based learning and implement it effectively in their teaching.

Interest in problem-based learning continues to flourish worldwide. To date there has been relatively little to help staff to examine the complex issues relating to facilitating the implementation of problem-based learning and the ongoing development of staff, students and the curriculum.

This book explores a broad range of issues about facilitation, in particular: understandings of facilitation that have emerged from the author''s recent research and ways of equipping and supporting staff in terrestrial and virtual contexts. It also questions how students are assessed and suggests ways of preventing plagiarism in problem-based learning. It examines what it might mean to be an effective facilitator and suggests ways of designing problem-based curricula that enhance learning.

“This [book] represents a significant collection of papers which, I am sure, will help inform the development of an online pedagogy for problem-based learning.”Michael Prosser, Director Research and Evaluation, Higher Education Academy

“The studies presented in this book are evidence informed and theoretically framed in ways that promise to advance our understanding of these complex areas. This collection will be an invaluable read for anyone involved in PBL and/or e-learning in higher education. “Glynis Cousin, Senior Adviser, Higher Education Academy

Problem-based Learning Online is the first book to:

Contributors: Chris Beaumont, Siân Bayne, Chew Swee Cheng, Frances Deepwell, Sharon J. Derry, Roisin Donnelly, Carolyn Gibbon, Cindy E. Hmelo-Silver, Per Grøttum, David Jennings, Ray Land, Karen Lee, Kirsten Hofgaard Lycke, Anandi Nagarajan, Remy Rikers, Frans Ronteltap, Maggi Savin-Baden, Henk Schmidt, Helge I. Strømsø, Andy Syson, Kay Wilkie, Wilco te Winkel.

“…a comprehensive guide for those new to PBL, and suitable for those new to teaching or for the more experienced looking for a new challenge.”Dr Liz Beaty, Director (Learning and Teaching), HEFCE

“This book vividly articulates the key ideas of PBL and provides new PBL practitioners with key guiding posts for its implementation. It is an excellent contribution to the art of using PBL.”Associate Professor Oon-Seng Tan, Nanyang Technological University, Singapore

·What is problem-based learning?·How can it be used in teaching?· How does problem-based learning affect staff and students?· How do we assess and evaluate it?

Despite the growth in the use of problem-based learning since it was first popularised, there have been no resources to examine the foundations of the approach and offer straightforward guidance to those wishing to explore, understand, and implement it.

This book describes the theoretical foundations of problem-based learning and is a practical source for staff wanting to implement it. The book is designed as a text that not only explores the foundations of problem-based learning but also answers many of the frequently-asked questions about its use. It has also been designed to develops the reader''s understanding beyond implementation, including issues such as academic development, cultural, diversity, assessment, evaluation and curricular models of problem-based learning.

Foundations of Problem-based Learning is a vital resource for lecturers in all disciplines who want to understand problem-based learning and implement it effectively in their teaching.

This book discloses ways in which learners and teachers manage complex and diverse learning in the context of their lives in a fragile and often incoherent world. These are the untold stories. The central argument of the book is that the potential and influence of problem-based learning is yet to be realized personally, pedagogically and professionally in the context of higher education. It explores both the theory and the practice of problem-based learning and considers the implications of implementing problem-based learning organizationally.

"Problem-based learning is contested and murky ground in higher education. In her study, Maggi Savin-Baden clears the thickets, offering a bold ambitious framework and, in the process, gives us a compelling argument for placing problem-based learning in the centre of higher education as an educational project. It is a story not to be missed."- Professor Ronald Barnett

"This is a challenging and very worthwhile read for anyone concerned with the future of higher education, and issues of teaching and learning. The metaphor of ''untold stories'' is powerfully explored at the level of staff and student experience of problem-based learning."- Professor Susan Weil

Narrative Inquiry of Displacement: Stories of Challenges, Change and Resilience describes a variety of displacement experiences in different cultures and contexts. The text uses narrative methodologies to share participant stories and explore the nature and effects of displacement.

Each chapter examines and theorises the narrative approach used to show the link between the data collection and the story, illustrating research decisions and analysis in action. The book presents a range of displacement stories, including migration, immigration, social and political displacement. The chapters also provide stories of adoptions, diaspora communities and people affected by apartheid and the Holocaust.

This volume is recommended for those working in qualitative inquiry and scholars of migration and refugee studies, providing immediate and theoretically nuanced accounts of displacement experiences globally.

Narrative Inquiry of Displacement: Stories of Challenges, Change and Resilience describes a variety of displacement experiences in different cultures and contexts. The text uses narrative methodologies to share participant stories and explore the nature and effects of displacement.

Each chapter examines and theorises the narrative approach used to show the link between the data collection and the story, illustrating research decisions and analysis in action. The book presents a range of displacement stories, including migration, immigration, social and political displacement. The chapters also provide stories of adoptions, diaspora communities and people affected by apartheid and the Holocaust.

This volume is recommended for those working in qualitative inquiry and scholars of migration and refugee studies, providing immediate and theoretically nuanced accounts of displacement experiences globally.

Despite the range of studies into grief and mourning in relation to the digital, research to date largely focuses on the cultural practices and meanings that are played out in and through digital environments. Digital Afterlife brings together experts from diverse fields who share an interest in Digital Afterlife and the wide-ranging issues that relate to this. The book covers a variety of matters that have been neglected in other research texts, for example:

Our lives are shaped by and shape the creation of our Digital Afterlife as the digital has become a taken for granted aspect of human experience. This book will be of interest to undergraduates from computing, theology, business studies, philosophy, psychology, sociology, and education from all types of institutions. Secondary audiences include researchers and postgraduate researchers with an interest in the digital.

At a practical level, the cost of data storage and changing data storage systems mitigate the likelihood of our digital presence existing in perpetuity. Whether we create accidental or intentional digital memories, this has psychological consequences for ourselves and for society. Essentially, the foreverness of forever is in question.

Maggi Savin-Baden is Professor of Higher Education Research at the University of Worcester. She has a strong publication record of over 50 research publications and 17 books.

Victoria Mason-Robbie is a Chartered Psychologist and an experienced lecturer having worked in the Higher Education sector for over 15 years. Her current research focuses on evaluating web-based avatars, pedagogical agents, and virtual humans.

Despite the range of studies into grief and mourning in relation to the digital, research to date largely focuses on the cultural practices and meanings that are played out in and through digital environments. Digital Afterlife brings together experts from diverse fields who share an interest in Digital Afterlife and the wide-ranging issues that relate to this. The book covers a variety of matters that have been neglected in other research texts, for example:

Our lives are shaped by and shape the creation of our Digital Afterlife as the digital has become a taken for granted aspect of human experience. This book will be of interest to undergraduates from computing, theology, business studies, philosophy, psychology, sociology, and education from all types of institutions. Secondary audiences include researchers and postgraduate researchers with an interest in the digital.

At a practical level, the cost of data storage and changing data storage systems mitigate the likelihood of our digital presence existing in perpetuity. Whether we create accidental or intentional digital memories, this has psychological consequences for ourselves and for society. Essentially, the foreverness of forever is in question.

Maggi Savin-Baden is Professor of Higher Education Research at the University of Worcester. She has a strong publication record of over 50 research publications and 17 books.

Victoria Mason-Robbie is a Chartered Psychologist and an experienced lecturer having worked in the Higher Education sector for over 15 years. Her current research focuses on evaluating web-based avatars, pedagogical agents, and virtual humans.

What is artificial intelligence (AI)? How does AI affect death matters and the digital beyond? How are death and dying handled in our digital age?

AI for Dying and Death covers a broad range of literature, research and challenges around this topic. It explores ethical memorisation, digital legacies and bereavement, post death avatars and AI and the digital beyond. It also analyzes religious perspectives on AI for death and dying, and planning for death in a digital age.

What is artificial intelligence (AI)? How does AI affect death matters and the digital beyond? How are death and dying handled in our digital age?

AI for Dying and Death covers a broad range of literature, research and challenges around this topic. It explores ethical memorisation, digital legacies and bereavement, post death avatars and AI and the digital beyond. It also analyzes religious perspectives on AI for death and dying, and planning for death in a digital age.

Few religious leaders have examined the potential for the positive impact of digital media and digital immortality creation in religious contexts. It is evident that there have been recent moves away from traditional funeral services focusing on the transition of the deceased into the future world beyond, towards a rise of memorial content within funerals and commemorative events. This has heralded shifts in afterlife beliefs by replacing them, to all intents and purposes, by attitudes to this life.

Digital Afterlife and the Spiritual Realm explores the ways in which digital media and digital afterlife creation affects social and religious understandings of death and the afterlife.

Features

For many people, digital afterlife and the spiritual realm largely remains an area that is both inchoate and confusing. This book will begin to unravel some of this bafflement.