15:16, 30 May 2010
Yesterday (Saturday), I participated with a presentation „Problem-Based Learning Methods in Remedies Classes“ in a seminar: „Materials of Legal Practice as Research Objects – Methodologies and Problems“ at the University of Tartu.
The outline of my presentation:
- What is Problem-Based Learning (PBL)?
- What are PBL-methods?
- What PBL-methods have I used in Remedies classes?
- Why have I used PBL-methods in Remedies classes?
- Questions for discussion
I explained why have I used the following methods – case-study, case-presentations, and solving case-patterns in my seminars. First, I explained the method, and thereafter I explained the aim of the used method. I also demonstrated how the use of such methods could technically look like. In the end of the presentation I explained the general aims of using case-study in Remedies classes, and the specific connection between case-study and remedies. One of the discussion questions was related to the shift of responsibility on students for their own learning if the learning bases on case-study, because the students have to independently read and analyse the cases. Therefore, the lecturers are expected to determine the guidance and controlling mechanisms, without which mechanisms, it could be impossible to measure the study process. What could such controlling mechanisms consist of? The study outcomes? The forms of assessment? The grading principles? Study outcomes in this context mean that the lecturer should have a strong idea, what kind of skills the student should acquire by reading a, say, judgment. The forms of assessment should indicate, whether the student has actually acquired the relevant skills. The grading principles should determine the percentage of the relevant skills acquired by the student. This is all very complicated, because study processes are inner processes that may not work or show properly if improperly conducted.
