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1、1PARTICIPATORY AND COLLABORATIVE LEARNING WITH TELD COURSEWARE ENGINE()ABSTRACTTELD stands for Teaching by Examples and Learning by Doing. It unifies what have been widely known as Case method (CM), Problem-base learning (PBL), and Project-based learning (PBL) in business, medical, and engineering e
2、ducation respectively. Two key premises of successful TELD are student participation and collaboration during the TELD process. It is usually resource-intensive to accomplish these two premises. The number of tutors required to facilitate seminars and workshops within small groups is obviously great
3、er than that of teachers to give formal lectures to large classes. This requirement restricts the adoption of the TELD method in educational establishments where resources are increasingly stretched already. The TELD courseware engine has been developed with an intention to overcome this limitation
4、to some extent. As a virtual study room, TELD provides facilities for the groups and teams to plan their learning activities, to indicate the roles and responsibilities of team members, and to indicate when and what individual members should do and how they should integrate their findings through te
5、amwork in the form of workshops or meetings. This paper discusses and explains these TELD online facilities for enabling student involvement and collaboration.Keywords: Case method, Teaching by examples, Learning by doing, Problem-based learning, Project-based learning, Online courseware.1. INTRODUC
6、TIONTELD stands for Teaching by Examples and Learning by Doing. TELD represents a teaching and learning method that unifies what have been widely known as Case method (CM), Problem-base learning (PBL), and Project-based learning (PBL) in business, medical, and engineering education respectively. For
7、 example, the case method (CM) has been adopted by a vast number of business programs all over the world since its formal introduction at the Harvard Business School in 1900s (Barnes et al, 1994; Erskine et al, 1998). Likewise, the Problem-Based Learning (PBL) method has been widely practised by lea
8、ding medical schools in the world since it was formally introduced at the McMaster University Faculty of Health Sciences in 1920s (http:/edweb.sdsu.edu/clrit/learningtree/; http:/www.samford.edu/pbl/). Engineers have always been trained through various projects. Project-Based Learning (PBL) has been
9、 commonly used for teaching senior undergraduate and graduate courses, even for 2teaching subjects such as design technology in primary and secondary schools (http:/ It is until recent years when Case Method, and Problem-/Project- Based Learning (PBL) are no longer the preserves where they were orig
10、inally introduced. They have been widely promoted across a wide range of disciplines.Whatever the term is used to describe these methods, the essence is to extensively use real and/or hypothetical problems, examples, and case studies in the course of teaching and learning. TELD (Teaching by Examples
11、 and Learning by Doing) captures this essence and therefore unifies these different terms. For this reason, CM, PBL, and TELD are used interchangeably throughout this paper. TELD emphasizes the balance between the knowledge acquisition and skill development. That is, knowledge is most effectively ac
12、quired in the context in which it is discovered. Teaching by Examples provides such a context of problem-based learning. In addition, skills are most efficiently developed during the process by which a practical problem is solved. Learning by Doing creates such a problem-solving process.Among the ma
13、ny premises of the TELD method, student participation and collaboration in the teaching and learning process are key to the success. Cooperative learning (CL) encourages students to learn from each other in addition to class contact with the tutors. This method has a number of advantages in engineer
14、ing education (Johnson, 1999; Johnson and Johnson, 1988; Mourtos, 1997). For example, CL results in greater efforts to learn, a greater understanding of technical information, and a greater independent ability to perform job functions. The method promotes higher achievements, development of critical
15、 thinking and reasoning, positive attitudes towards learning, interpersonal skills, and self-confidence.The TELD method emphasizes the balance between collaborative, individual and competitive learning. When a project is assigned to a team, the members must collaborate in order to complete the proje
16、ct to a good standard. The project is broken down into smaller work packages or activities and the activities are in turn allocated to individual team members. Individual contributions resulted from activities are integrated to form the overall solution to the entire project. Towards the end of the project, a peer assessment is carried out to indicate the degrees of individual contribut
