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Problem-based Learning into the Future pp 127–149Cite as

Agile Staff Professional Learning for Learning

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Abstract

A human resource crucial to the success of an agile PBL curriculum and pedagogy is the academic teaching staff who are also known in the PBL literature and field as PBL facilitators. Facilitating or teaching students in an agile PBL environment is hugely important, yet it is a role that is very challenging for many academic staff involved in PBL, regardless of their educational contexts. In this book, we prefer to term this important human resource ‘the agile PBL teacher’, as they are a central element in an agile PBL ecology for learning. Being a facilitator of learning is of utmost importance in any PBL context or curriculum; however, an agile PBL teacher also performs a number of other academic tasks that are equally important, in that they prepare students and induct them into a particular way-of-being and becoming. In this chapter, we explore characteristics deemed important for an agile PBL teacher with a focus on activating (facilitating) student learning and developing. We also discuss academic or faculty development and issues involved in preparing agile PBL teachers.

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Authors and Affiliations

  1. University of Southern Queensland, Toowoomba, QLD, Australia

    Megan Yih Chyn A. Kek

  2. Xi’an Jiaotong-Liverpool University, Suzhou, Jiangsu, China

    Henk Huijser

  3. Batchelor Institute, Batchelor, NT, Australia

    Henk Huijser

Authors
  1. Megan Yih Chyn A. Kek
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  2. Henk Huijser
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Kek, M.Y.C.A., Huijser, H. (2017). Agile Staff Professional Learning for Learning. In: Problem-based Learning into the Future. Springer, Singapore. https://doi.org/10.1007/978-981-10-2454-2_7

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  • DOI: https://doi.org/10.1007/978-981-10-2454-2_7

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