PEOPLE-BASED LEARNING

CONTEXT-BASED LEARNING

• Do NOT expect
• Definitions
• Hard data
• Citations (but I provide the sources)
• DO expect
• Values and assumptions driving People-Based Learning and CBL
• While they may be effective and useful to you
 IT’S NOT EASY TO SAY WHAT PEOPLE-
BASED LEARNING IS OR WHAT IT ISN’T…

• Terminological mess
• Not a separate approach; rather, part of PBL / P5BL framework
• Peer-to-peer simultaneous teaching & learning
 CASE S TUDY: L EARNING OL D ENGLI SH (E ARLY
M EDIEVAL E NGLIS H) AT THE JAGIEL LONIAN
UNIVE RSIT Y

• Self-motivated students, self-

defined learning goals
• A “democratic” formula
• Non-traditional role of the tutor(s)
• Non-traditional assessment
• Some success, some drawbacks
 IT’S NOT EASY TO SAY WHAT PEOPLE-
BASED LEARNING IS OR WHAT IT ISN’T…

• Terminological mess
• Not a separate approach; rather, part of PBL / P5BL framework
• Possible aspects:
• Peer-to-peer simultaneous teaching & learning
• Ability to use the skills & knowledge learnt to help people as the goal
 APPLYING PEOPLE-BASED LEARNING
IN MEDICAL EDUCATION

• Memorising medical textbooks proved ineffective

• Group discussions on real patient cases used instead
• Now reportedly used in over 60% of all medical schools around the world
 IT’S NOT EASY TO SAY WHAT PEOPLE-
BASED LEARNING IS OR WHAT IT ISN’T…

• Terminological mess
• Not a separate approach; rather, part of PBL / P5BL framework
• Possible aspects:
• Peer-to-peer simultaneous teaching & learning
• Ability to use the skills & knowledge learnt to help people as the goal
• Focus on the growth of the students as human beings, not only on the skills or
knowledge to be acquired.
 CONTEXT-BASED LEARNING

• Basic assumption: practical relevance of learning/teaching materias is the crux

(e.g. learning a language in the country in which it is spoken, learning a skill you
need in your job…)
• Idea of learning equalling memorising any information is outdated
• The new role of the tutor
 CONTEXT-BASED LEARNING

• Basic assumption: practical relevance of learning/teaching materias is the crux

(e.g. learning a language in the country in which it is spoken, learning a skill you
need in your job…)
• Idea of learning equalling memorising any information is outdated
• The new role of the tutor
 SELECTED BIBLIOGRAPHY

Dewey, John (1938/1997). Education and Experience, 1938/1997. New York. Touchstone.
Dewey, John (1897). My Pedagogic Creed. School Journal, 54(3), 77–80.
Fruchter, Renate; Lewis, Sarah (2003). Mentoring and Reverse Mentoring in P5BL. International Journal of Engineering Education (IJEE). 19
(5): 663.
Hegel, G.W.H. (2008). Preface. In Philosophy of Right. New York: Cosimo, pp. xi-xxii. First edition published in 1821.
Markham, Thom. (n.d.). It’s Time for Strengths-Based Project Based Learning. The Learning Council. Available at:
https://www.thelearningcounsel.com/article/it’s-time-strengths-based-project-based-learning
P5BL Approach (People, Problem, Process, Product and Project Based Learning)—an introduction. Online resources of K12 Academics. Available
at: https://www.k12academics.com/Educational-Practices/Problem-Based Learning/p5bl-approach-people-problem-process-product-project-ba
Rose, David Edward (2012). Context-Based Learning. In: Norbert M. Seel (ed.), Encyclopedia of the Sciences of Learning. New York, Dordrecht,
Heidelberg, London: Springer, pp. 799-802.
Schmidt, Henk G; Rotgans, Jerome I; Yew, Elaine HJ (2011). The process of problem-based learning: What works and why. Medical Education. 45
(8): 792–806. doi:10.1111/j.1365-2923.2011.04035.x.
Wood, D. F. (2003). ABC of learning and teaching in medicine: Problem based learning. BMJ. 326 (7384): 328–330.
doi:10.1136/bmj.326.7384.328.