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Workshop III

Course CodeBGN302
Fee CodeS3
Duration (approx)100 hours
QualificationStatement of Attainment

 

How the Course Works

This course involves undertaking three hypothetical PBL projects, based on the industry you work in, or intend to work in. (eg. if you are a nursery worker, you must base your project on a small nursery; or if you work in administration, you will base your project on your sector of the business community.)

 

 

What is PBL?

Problem-based learning has been defined as: “A learning method based on using problems as a starting point for acquisition and integration of new knowledge.”

 

*PBL relies on problems to drive curriculum.

*PBL relies on real-life problems, where students act as professionals.

*PBL problems are not precise – they are not intended to generate neat answers. In your analysis to find the answer, you will gain essential problem-solving and critical-thinking skills.

*There are no single correct or incorrect solutions. Problems are designed so that different appropriate answers might apply – there is never meant to be just one solution.

*Teaching staff are facilitators or coaches, and must resist providing solutions (students solve the problems).

*Students are provided with guidance but not answers – they are given guidance in techniques that might be used for problem solving.

*Assessment is based upon performance, not upon giving correct answers.

 

 

PBL Project Stages

There are commonly three main stages in working through a PBL project:

 

1. Define the Problem

You need to first grasp the nature and scope of a problem. At this stage you will develop a hypothesis for the question. A hypothesis is an explanation for observed data/information that still has to be tested. For example, you might be given a list of symptoms that a person is suffering from and told that they think they might be suffering from schizophrenia. Your hypothesis might be that the person is suffering from schizophrenia.

 

2. Deal with Relevant Information

You need to access, evaluate and select what is most relevant, then utilise what is selected.

*Access – You can access information via internet searches, online libraries or traditional text books and journals.

 

*Evaluate – Students must consider the following about the information they have found:

- Credibility

- Accuracy

- How up to date?

- Bias

- Relevance

 

*Utilise – You will then utilise the information you have gained and use it to answer the question.

 

At this stage, you might change your hypothesis. Using the previous example, you might find that the symptoms do indicate that the person might have schizophrenia.

 

3. Develop a Solution

You need to construct and present a solution. This will require decision-making, followed by developing detail within the decision and then communicating the solution (eg. perhaps putting together a paper, report, multi media presentation).

 

Lesson Structure

There are 3 lessons in this course:

  1. Evaluating Workplace Efficiency
  2. Human Resources Supervision
  3. Plan Workplace Projects - cyclical or finite.

Each lesson culminates in an assignment which is submitted to the school, marked by the school's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.

Aims

  • Identify efficiency problems that occur in the production process at a workplace, develop efficiency improving procedures, and follow up and improvements’ assessing procedures.
  • Demonstrate skills in supervising the performance of team work and individual workers to attain appropriate performance standards.
  • Demonstrate skills in staff and teams motivation.
  • Demonstrate skills in workplace project planning, either cyclical or finite.


Meet some of our academics

Yvonne SharpeRHS Cert.Hort, Dip.Hort, M.Hort, Cert.Ed., Dip.Mgt. Over 30 years experience in business, education, management and horticulture. Former department head at a UK government vocational college. Yvonne has traveled widely within and beyond Europe, and has worked in many areas of horticulture from garden centres to horticultural therapy. She has served on industry committees and been actively involved with amateur garden clubs for decades.
Martin Powdrill25 years working in Telecommunications, IT, Organisational Development, and Energy Conservation & Efficiency, prior to setting up his own Permaculture consulting business. Martin has a Bsc (Hons) Applied Science (Resources Option), MSc Computer Studies, Permaculture Design Certificate. Martin volunteers with many local environmental and community groups, and facilitates discussions on climate change, peak oil, and transition towns. Martin has an allotment, and is currently enrolled in the Scottish Mountain Bike Leader Award programme. Martin’s goal as a catalyst for sustainable change brings together his strengths and experience in his environmental, project management, and business backgrounds.
Tracey JonesWidely published author, Psychologist, Manager and Lecturer. Over 10 years working with ACS and 25 years of industry experience. Qualifications include: B.Sc. (Hons) (Psychology), M.Soc.Sc (social work), Dip. SW (social work), PGCE (Education), PGD (Learning Disability Studies).


Check out our eBooks

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Creative WritingCreative writing is relevant for both fiction and non fiction, and in any place where you write, from business writing to technical reports and children's books. Writing that is creative will usually be more interesting, communicative and effective. Through this book you explore both how to be more creative, as well as how and where to use it.