Chris Beaumont

Chris Beaumont is Senior Lecturer, Department of Computing, Liverpool Hope University College. He is currently pathway leader for Internet Technology where he teaches on undergraduate and MSc computing programs. After graduating as a Senior Scholar in Computer Science from Trinity College, Cambridge, he worked in industry with GEC-Marconi and Digital Equipment Corporation for a number of years before returning to higher education. He is a registered practitioner within the Higher Education Academy and has also held a number of External Examiner posts within the UK. He has been practicing and researching Problem-based Learning for a number of years and has published and presented several papers on PBL.

Publications

Technology and Problem-Based Learning
Lorna Uden, Chris Beaumont. © 2006. 344 pages.
Problem-based learning (PBL) has been the focus of many developments in teaching and learning facilitation in recent years. It has been claimed that PBL produces independent...
Traditional vs. Cognitive Learning
Lorna Uden, Chris Beaumont. © 2006. 24 pages.
In order to help our readers to have a better understanding of the PBL process, we feel that it is important first to understand something about traditional methods of learning...
What is Problem-Based Learning?
Lorna Uden, Chris Beaumont. © 2006. 19 pages.
Employers today are demanding communication, team, and problem-solving skills. Few of these skills are evident in the classroom, as students memorise facts for regurgitation....
Why Problem-Based Learning
Lorna Uden, Chris Beaumont. © 2006. 21 pages.
Since its adoption at McMaster University, Canada, in the 1960s for medical school teaching, PBL has gained popularity and has spread to many disciplines worldwide. Why has PBL...
The Tutor's Role
Lorna Uden, Chris Beaumont. © 2006. 22 pages.
Traditionally, learning has been dominated by explanation and by organisation of a body of knowledge. A typical mode of learning is that the teacher initiates the question...
Preparing Students for PBL
Lorna Uden, Chris Beaumont. © 2006. 17 pages.
Students working in PBL must be responsible for their own learning and for what they will actually do in their research. Throughout the PBL process, students have to define and...
Developing Problems / Triggers
Lorna Uden, Chris Beaumont. © 2006. 36 pages.
The starting point for problem-based learning is a problem statement, which is also often called a trigger since it starts the PBL case and prompts the development of learning...
The Tutorial Process
Lorna Uden, Chris Beaumont. © 2006. 31 pages.
The tutorial process is at the heart of PBL. In addition to the acquisition of knowledge and conceptual understanding relevant to the given problem, we believe the tutorial group...
Assessment
Lorna Uden, Chris Beaumont. © 2006. 22 pages.
Assessment probably has a more important effect on student learning than anything else. For the student, high grades and good qualifications signify success and open better...
Integrating E-Learning Technology
Lorna Uden, Chris Beaumont. © 2006. 19 pages.
Information technology has been used in teaching, learning, and assessment for many years, from programmed learning and on-line tutorials, which are teaching-centred, at one end...
Curriculum and Organisational Issues
Lorna Uden, Chris Beaumont. © 2006. 11 pages.
The subject of problem-based learning can raise some surprisingly strong emotions, both in terms of the right process to use and the right curriculum model. For example, on the...
Lessons Learned and Tips
Lorna Uden, Chris Beaumont. © 2006. 66 pages.
We have been applying PBL to learning by our students since 1996. Although many lessons have been learned, we are still continually learning and discovering new insights each...
Postscript
Lorna Uden, Chris Beaumont. © 2006. 5 pages.
We hope that by the time you have reached this chapter, you will have become enthusiastic to incorporate principles and practice of PBL into your teaching. In the chapters of...