Focus is on learning (not on teaching or exam)

The course uses a variant of problem-based learning approach, where learning is motivated and guided by complex problems presented by the teachers

• Students are then in charge of learning:
  • Identification of what they need and want to learn to solve the problem
  • Studying the material and applying it
  • Learning from others and helping others learn
  • Discussing and synthesizing the results
  • Introspection of learning and further learning needs
• Teachers and learning objectives(!) give guidance and help
• Teachers are available in person during the course meeting times
• No fixed lectures or exercises, teaching will be organized on demand

Problem-based learning (PBL)

Characteristics (from http://www.queensu.ca/ctl/goodpractice/problem/course.html):

1. Reliance on problems to drive the curriculum - the problems do not test skills; they assist in development of the skills themselves.
2. The problems are truly ill-structured - there is not meant to be one solution, and as new information is gathered in a reiterative process, perception of the problem, and thus the solution, changes.
3. Students solve the problems - teachers are coaches and facilitators.
4. Students are only given guidelines for how to approach problems - there is no one formula for student approaches to the problem.
5. Authentic, performance based assessment - is a seamless part and end of the instruction.

For more information on problem-based learning, see e.g. http://www.queensu.ca/ctl/goodpractice/problem/index.html, especially sections "What is PBL", "Why PBL", and "the PBL learning process".

About grading

How do the teachers know what you learned?

• They are very happy to hear it directly from you, especially in the learning journal. Other than that they only have a hunch.
• Group works demonstrate what the group learned.
• The teachers do their best to help you learn (and that is practically the only task they have in the course!). They do NOT try to evaluate or grade what you learned individually, but what your learning process has been like.
• Thus: focus on learning, not on proving that you learned

How do the teachers know how your learning process is like?

• They are very happy to hear it directly from you, especially in the learning journal. Other than that they only have a hunch.
• Evaluation is largely based on the personal insight and learning experience that your learning journal demonstrates
• See Reporting for instructions