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The learning objectives of most third level institutions are to promote deep-learning, and problem-solving abilities, providing students with life-long learning skills, which they can continue to use after graduation. However, research suggests that traditional didactic teaching methods may fail to achieve these learning objectives, and instead support passive and shallow learning. As a consequence, new teaching methods have been developed, to enhance the educational and learning power in a teaching environment.
Problem-based learning (PBL) is a relatively recent teaching strategy, which places the responsibility of learning on the student. Its general aims are to develop critical thinking and communication skills, as well as knowledge acquisition, in a problem-solving context. PBL differs from traditional didactic teaching in several ways. It is a student-centred mode of teaching, where the students determine the learning objectives within the context of a problem. It is problem-based and not necessarily subject based, demonstrating the interdisciplinary nature of most real-life problems; the teacher acts as a facilitator and not as a provider of facts, thus supporting learner autonomy.
There are different PBL models, and, as with other forms of teaching and learning, there are guidelines that need to be adhered to in order to maximise learning potential and prevent shortfalls in PBL. This chapter will address all of the above issues, providing case examples, to give the reader a greater understanding of PBL.
This poster explains how to play the computer programme ‘Animal Ethics Dilemma’. In connection to the poster there will be access to a computer, so that it will be possible to test the programme. ‘Animal Ethics Dilemma’ is a computer supported learning tool developed primarily for veterinary students. The aim of the programme is to the students aware of ethical issues that arise in animal use. The programme is constructed as a computerized role game with five case studies that the students can play or explore. The poster may usefully be read together with to the paper “Animal Ethics Dilemma – a computer supported learning tool”.
In many Veterinary Schools there is a growing focus on animal ethics and it has become a part of their curricula. But how can veterinary students learn to relate to ethics? How can we motivate the students? How can we clarify the ethical issues relating to various forms of animal use? How can a student understand his/her own ethical standpoints – and those of others? These and many other questions are addressed by means of ‘Animal Ethics Dilemma’, a computer supported learning tool developed primarily for veterinary students and professionals who work with animals. It is not a stand alone tool for teaching animal ethics but is a supplement to other ways of teaching. The programme is constructed as a computerized role game with five cases that the students can play or explore through several different ethical perspectives. Film- and theatre narration techniques are used to enhance student motivation. The students are also allowed to create their own cases. This paper will firstly give a brief presentation of the programme. Secondly the underlying idea behind the programme and ethics learning will be presented. Finally perspectives and further development of the programme will be discussed. This paper may usefully be read together with the abstract of the poster “Presentation of the computer programme ‘Animal Ethics Dilemma’”.
