主讲人简介：

Prof. Lorna Uden is Emeritus Professor ofIT systems in the school of Computing, Engineering and Technology atStaffordshire University.She haspublished widely in conferences, journals, chapters of books andworkshops.Her research interestsinclude Learning Technology, Web Engineering and Technology, Human ComputerInteraction, Groupware, Activity Theory, big data,innovation , E-business, Knowledgemanagement, E-government, Semantic web, Web services ,big data, service innovation, social media,Service Science, Internet of Things (IOT), intelligent transport systems andProblem-Based Learning (PBL).

Professor Uden is program committee memberfor many international conferences and workshops. She is on the editorial boardof several international journals. She is founder and editor in chief of theInternational Journal of Web Engineering and Technology (IJWET) and theInternational Journal of Learning Technology (IJLT), published by Inderscience,UK.

Professor Uden is also visiting professorto universities in Australia, Brazil, China, Colombia, Finland, India, Italy,Japan, South Korea, Malaysia, Mexico, New Zealand, Slovenia, Slovakia, Spain,South Africa, Taiwan and West Indies. . She has been keynote speaker at manyinternational conferences. On the international front, she collaborates widelywith colleagues worldwide in paper writing. She is the founder of the KMO andLTEC conferences. Professor Uden is also the conference chair of KMO2019 andLTEC 2019.

摘要：

“How can I get my students to think andlearn effectively?” is a question often asked by lecturers, regardless of theirdiscipline. The ability to think critically and reason about curricula content,plus the ability and motivation to learn independently throughout one's life isbecoming increasingly important. Problem-Based Learning (PBL) is anyenvironment in which the problems drive the learning. According to Barrows(1992), the main goals of PBL are to develop students' thinking or reasoningskills and to help the students become independent, self-directed learners.

If PBL is so good for learning, why isn'teveryone doing it? Possibly fear of the unknown and lack of resources. UsingPBL requires teachers to change their role from being the centre of attentionand resource of all knowledge to being the coach and facilitator for theacquisition of that knowledge. The learning becomes student-centred, notteacher-centred. PBL is extremely beneficial for research students. The talkintroduces participants to PBL and the benefits thereof.The author describes her experiences of usingPBL and the outcomes of the students and how it affects students’ careers.