Towards a situated media practice: Reflections on the implementation of project-led problem-based learning.

Research output: Contribution to journalArticle

Abstract

In the field of media practice education, project-based learning is utilized as a major pedagogic paradigm with the aim of mirroring professional practice within the curriculum. However, if the use of project-based learning is to be considered as more than just a way of administrating student activity, then educators need a critical understanding of how problem encounters order practice within the life cycle of a project. The drawing together of practice-based, project-based and problem-based approaches allows us to see the overlapping nature of these approaches and also differentiate them as unique pedagogies in their own right. It is argued here that this tension between similarity and difference requires a new way of thinking about mirroring professional practice within higher education, one which offers a theory of project-based learning as a productive pedagogy which places problem encounters at its heart. [ABSTRACT FROM AUTHOR]
Original languageEnglish
Pages (from-to)43-59
Number of pages17
JournalJournal of Media Practice
Volume14
Issue number1
DOIs
Publication statusPublished - Mar 2013

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title = "Towards a situated media practice: Reflections on the implementation of project-led problem-based learning.",
abstract = "In the field of media practice education, project-based learning is utilized as a major pedagogic paradigm with the aim of mirroring professional practice within the curriculum. However, if the use of project-based learning is to be considered as more than just a way of administrating student activity, then educators need a critical understanding of how problem encounters order practice within the life cycle of a project. The drawing together of practice-based, project-based and problem-based approaches allows us to see the overlapping nature of these approaches and also differentiate them as unique pedagogies in their own right. It is argued here that this tension between similarity and difference requires a new way of thinking about mirroring professional practice within higher education, one which offers a theory of project-based learning as a productive pedagogy which places problem encounters at its heart. [ABSTRACT FROM AUTHOR]",
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Towards a situated media practice: Reflections on the implementation of project-led problem-based learning. / Hanney, Roy.

In: Journal of Media Practice, Vol. 14, No. 1, 03.2013, p. 43-59.

Research output: Contribution to journalArticle

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