Handbook of Enquiry and Problem-based Learning: Irish Case Studies and International Perspectives

The purpose of this handbook is fourfold.  Firstly, drawing on Irish case studies and international perspectives, it seeks to encourage the enhancement of the student experience of learning, through the development of problem and Enquiry-based Learning.  Secondly, it aims to share success stories while painting a realistic picture of the processes involved:  Thought flows in terms of stories - stories about events, stories about people, and stories about intentions and achievements.  The best teachers are the best storytellers.  We learn in the form of stories.  Frank Smith It does this by discussing progress with initiatives and exploring difficulties, barriers, mistakes, improvements, alongside the strategies used to tackle these real emerging challenges.  Thirdly, by drawing on many contributions from Ireland, it places Irish problem and enquiry-based practice in the international context.  There are case studies from the seven Irish universities and the Dublin Institute of Technology.  These case studies make links with international practice and there are also contributing chapters from England and Finland.  These case studies are from a range of disciplines including; science (biology, physics and earth sciences), health sciences (occupational therapy, speech and language therapy and dentistry), engineering, business, law, education, arts (English literature and visual communications).  Finally, this handbook aims to strengthen collegiality and help develop a collective approach to tackling common educational issues across Ireland and beyond.  The handbook is aimed at academic staff, both those who are considering introducing problem or Enquiry-based Learning strategies for the first time and those who are developing these initiatives on an on-going basis.  Researchers and students on postgraduate courses in learning and teaching will also find the handbook informative, as will librarians su