This chapter presents a case study where Problem Based Learning (PBL) ap-proach is applied to a Web-based environment. It first describes the main features behind the PBL for creating Business Engineers able to face the grand technologi-cal challenges of the 2020. Then it introduces a Web Based system supporting the PBL strategy, called the “Virtual eBMS”. This system has been designed and im-plemented at the e-Business Management Section of the Scuola Superiore ISUFI – University of Salento (Italy). Besides the logical and technological description of Virtual eBMS, the chapter presents two applications of the platform in two differ-ent contexts: an academic context (international master) and an entrepreneurial context (awareness workshop with companies and entrepreneurs). The system is illustrated starting from the description of an operational framework for designing curricula PBL based from the author perspective and, then, illustrating a typical scenario of a learner accessing to the curricula. In the description, it is highlighted both the “structured” way and the “unstructured” way to create and follow an en-tire learning path.
Problem-Based Learning in Web Environments: the case of “Virtual eBMS” for Business Engineering Education
G. Secundo;
2010-01-01
Abstract
This chapter presents a case study where Problem Based Learning (PBL) ap-proach is applied to a Web-based environment. It first describes the main features behind the PBL for creating Business Engineers able to face the grand technologi-cal challenges of the 2020. Then it introduces a Web Based system supporting the PBL strategy, called the “Virtual eBMS”. This system has been designed and im-plemented at the e-Business Management Section of the Scuola Superiore ISUFI – University of Salento (Italy). Besides the logical and technological description of Virtual eBMS, the chapter presents two applications of the platform in two differ-ent contexts: an academic context (international master) and an entrepreneurial context (awareness workshop with companies and entrepreneurs). The system is illustrated starting from the description of an operational framework for designing curricula PBL based from the author perspective and, then, illustrating a typical scenario of a learner accessing to the curricula. In the description, it is highlighted both the “structured” way and the “unstructured” way to create and follow an en-tire learning path.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
