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SOTL proposal (executive summary (universities' challenging-world'…

- - - - t the highest ‘meta-level’ of cognition is usually not implicated when we receive an
        outside task and when the task solution is known, the meta-level does tend to be consulted
        when things go wrong or when the situation is new
    - - PBL environment
      - non PBL environment
      - Definition
        
        how to reflect and analyse thought
        
        how to draw conclusion from analysis
        
        metacognitive task: monitoring and directing the process of problem
        solving (Hacker, 1998)
        
        outcome of metacognotion: if students
        feel confident that they can solve problems, they tend to do better work
        
        Many
        other researchers also make the point that metacognition is best defined by acknowledging
        that it is both knowledge about, and control over thinking processes (Allen and Armour-
        Thomas 1993)
    - - Hmelo et al. (1997)
        argue that problem-based learning by its very nature requires a different way of using
        knowledge to solve problems, and it is this ‘functioning’ knowledge that involves the
        metacognitive processes identified above
  - - - cognitive learning
        
        means that the learning is organized around the problems and
        will be carried out in the projects.
      - contents
        
        A content approach especially concerns
        disciplinary and interdisciplinary learning.
      - social.
        
        learning is achieved through dialogue and
        communication between the team members. Students not only learn from each other, but
        also share the knowledge. Also, while working in a team they develop collaborative skill and
        critical project management skills.
    - - They concluded that students in PBL gained
        slightly less knowledge, but remembered more of the acquired knowledge.
      - Aalborg University concluded that PBL helped students to improve process
        competencies. Process skills are the skills which are used in the application of knowledge
      - These include problem solving, critical thinking, communication, teamwork, self-assessment,
        change management and life-long learning skills.
      - well-structured project work can improve students’ key transferable skills
        and retention rates [18]