Scenario-Based Learning (SBL) represents a set pedagogy methods widely recognized as a key tool in the educational toolkit, for safe training in reasoning and decision-making. Virtual scenarios (VS) encourage students to use their knowledge base to explore simple management decisions as they work through a case that mimics a real-world problem. Within this context the TELSON project aims at: (i) innovating teaching practice through technology-enhanced learning tools, such as VS; (ii) developing students’ critical thinking and reasoning skills with the use of SBL methods in the study programs encompassing selected biomedical and natural sciences; (iii) sharing know-how and transferring best practices from universities which have already gone through a successful implementation of authentic, motivating, competency-based learning styles into curricula; (iv) delivering interactive VS in the languages and cultures of the partners and associated educational networks; (v) comparing pedagogical value and efficiency of two different but established SBL methods: Problem-Based Learning (PBL) and Team-Based Learning (TBL). The multi-institutional investigation of this type represents a benchmark in the exploration of pedagogy, efficacy and staffing efficiency of each method, in an era in which learning activities are increasingly blending face-to-face with eLearning. The partnership of this project comprises three institutions from three European countries: Masaryk University (Czechia), “Grigore T. Popa” University of Medicine and Pharmacy Iasi (Romania), and St George’s University of London (United Kingdom). The project engages with other partners and networks, particularly RoEduNet and MEFANET educational networks, to increase the use of VS tools and SBL methodologies and to assess their effectiveness and advantages on large populations of students and teachers. Teachers in the participating institutions will acquire cutting edge skills in VS development and pedagogy activities. Freely available resources will contribute to education in biomedical and natural fields in many other institutions, nationally, regionally and globally. During the project period, 10 interactive VS will be created and reviewed in English and subsequently translated into Romanian and Czech languages. This set of VS will be implemented into curricula to support self-directed learning, reasoning and critical thinking skills of students at the partner universities studying in their own languages, and also for foreign students. The VS resources for PBL and TBL can be adapted for different challenges and social cultures. Students will test the VS cases and use them during PBL and TBL sessions at two multiplier events – (i) summer school on mathematical biology and (ii) conference on scenario-based learning. Information that will be deducted from the data collected during anticipated evaluation activities will serve for an analysis of changes in students‘ learning and performance when approached by various types of scenario-based learning: PBL vs. TBL. University curriculum development staff will have an opportunity to consider relative merits of PBL and TBL. This will also have a value for general training and education in any area of competency.
BACKGROUND AND CONTEXT ----- The concept of knowledge societies brings the need of progress in pedagogy, as the traditional approach to teaching consisting of in-class time delivering content does not allow students to achieve deeper learning. There is a broad range of instructional approaches which support collaborative learning (CL), i.e. activities involving joint intellectual effort by students who work together in groups, test their own understanding and examine the understanding of others. A widely accepted and widespread CL activity is Problem-Based Learning (PBL) developed in 1960’s. It is a student-centric learning activity in which an educator only acts as a moderator supporting the discussion around a problem to be solved by a small group of students. The group determines all necessary learning outcomes for solving the problem, conducts research around them and discusses the arisen issues together. A relatively new development in higher education is team-based learning (TBL), which has formed an alternative to PBL. Both PBL and TBL emphasize student engagement and active participation in learning, and adopt the general blended learning approach by mixing face-to-face instruction with online resources. OBJECTIVES ----- The TELSON project has aimed at innovating teaching and learning practice by using two collaborative learning methods – PBL (Problem-Based Learning) and TBL (Team-Based Learning). A unique feature of this project was the use of VS (Virtual Scenarios), which in both of the collaborative learning variants encourage students to use their knowledge-base to explore simple management decisions as they work through a case that mimics a real-world problem. Within this context, the TELSON project aimed at the following particular objectives; (i) developing students’ critical thinking and reasoning skills with the use of SBL (Scenario-Based Learning) methods in the study programs encompassing selected biomedical and life sciences; (ii) sharing know-how and transferring best practices from universities which have already gone through a successful implementation of authentic, motivating, competency-based learning styles into curricula; (iii) delivering interactive VS in the languages and cultures of the partners and associated educational networks; (iv) comparing pedagogical value and efficiency of two different but established SBL methods: Problem-Based Learning (PBL) and Team-Based Learning (TBL). The multi-institutional investigation of this type represents a benchmark in the exploration of pedagogy, efficacy and staffing efficiency of each method, in an era in which learning activities are increasingly blending face-to-face with eLearning. PARTICIPANTS ----- The partnership of this project comprised three institutions from three European countries: Masaryk University (Czechia), “Grigore T. Popa” University of Medicine and Pharmacy Iasi (Romania), and St George’s University of London (United Kingdom). The project also engaged with partners’ networks, particularly RoEduNet and MEFANET, in order to increase the use of VS tools and SBL methodologies and to assess their effectiveness and advantages on large populations of students and teachers. RESULTS, IMPACT AND BENEFITS ----- Educators in the participating institutions acquired cutting edge skills in virtual scenario development and in pedagogy for collaborative learning activities, namely PBL and TBL. The created learning resources – 17 interactive virtual scenarios – with the carefully prepared PBL and TBL lessons contributed to education in biomedical and life science subjects at the involved institutions thanks to the implementation into parametrically mapped curricula. The number of training and learning activities organized during the project period enabled to trigger several feedbacks and thus to continuously test and validate educators’ efforts on real students. The project was concluded with a brochure and a paper describing multi-institutional investigation of students’ and other stakeholders’ perspectives on PBL and TBL. As a result, curriculum development staff at universities will have an opportunity to consider relative merits of PBL and TBL. This also has a value for general training and education in any area of competency.