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PBL as a Tool for Fostering Refugee Studies in University Education

PBL as a Tool for Fostering Refugee Studies in University Education

Aybiçe Tosun, Daniela Monteiro, and Jorge Barbosa, “PBL as a Tool for Fostering Refugee Studies in University Education,” in Higher Education in a Digital Era through Project-Based E-Learning: Contributes of the RESTART4EDU Project, ed. Paulo C. Dias et al., Psicologia 10 (Braga: Axioma - Publicações da Faculdade de Filosofia, 2023), 243–50, https://doi.org/10.17990/Axi/2023_9789726973676_243.

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  • PBL as a Tool for Fostering Refugee Studies in University Education

    Item Type Book Section
    Editor Paulo C. Dias
    Editor Ângela Sá Azevedo
    Editor Íris Oliveira
    Editor Elif Kara
    Editor Onur Ergünay
    Editor Haci Mustafa Dönmez
    Editor Mihai Girtu
    Editor Daniela D. Căprioară
    Author Aybiçe Tosun
    Author Daniela Monteiro
    Author Jorge Barbosa
    Date 2023
    Language English
    URL https://doi.org/10.17990/Axi/2023_9789726973676_243
    Rights © 2023 Aletheia - Associação Científica e Cultural
    Place Braga
    Publisher Axioma - Publicações da Faculdade de Filosofia
    ISBN 978-972-697-366-9
    Pages 243-250
    Series Psicologia
    Series Number 10
    Book Title Higher Education in a Digital Era through Project-based E-learning: Contributes of the RESTART4EDU Project
    Date Added 7/21/2023, 10:30:44 PM
    Modified 7/21/2023, 11:03:19 PM

    Tags:

    • Educational Design
    • Educational Technologies
    • Pedagogy
    • Project-Based Learning
    • Psychology

    Notes:

    • Akilova, M., Donovan, A., Miles, B., Phillips, N., & Verdooner, E. M. (2021). Theory is Not Enough! Experiential and Project-Based Approaches to Teaching International Social Work. Journal of Human Rights and Social Work, 6(3), 193–203. https://doi.org/10.1007/s41134-021-00165-1.

      Barrios-Padura, Â., Jiménez-Expósito, R. A., & Serrano- Jiménez, A. J. (2019). Aprendiendo construcción mediante retos: despertando conciencias, construyendo intuiciones. In D. García-Escudero & B. B. i Milà (Eds.), Jornadas sobre Innovación Docente en Arquitectura : JIDA: Jornadas sobre Innovación Docente en Arquitectura (pp. 278–289). Iniciativa Digital Politècnica Oficina de Publicacions Acadèmiques Digitals de la UPC.

      Bolon, I., Mason, J., O’Keeffe, P., Haeberli, P., Adan, H. A., Karenzi, J. M., Osman, A. A., Thumbi, S. M., Chuchu, V., Nyamai, M., Babo Martins, S., Wipf, N. C., & Ruiz de Castañeda, R. (2020). One Health education in Kakuma refugee camp (Kenya): From a MOOC to projects on real world challenges. One Health, 10, 1-7. https://doi.org/10.1016/j.onehlt.2020.100158

      Botella Nicolás, A. M., & Ramos Ramos, P. (2021). El aprendizaje basado en proyectos en el aula de música. Per Musi, 40, 1–15. https://doi.org/10.35699/2317-6377.2020.24084

      Dooly, M., Masats, D., & Mont, M. (2021). Launching a solidarity campaign: Technology-enhanced project-based language learning to promote entrepreneurial education and social awareness. Journal of Technology and Science Education, 11(2), 260–269. https://doi.org/10.3926/jotse.1224

      ERG (Eğitimde Reform Girişimi). (2018). Bir Arada Yaşamı ve Geleceği Kapsayıcı Eğitimle İnşa Etmek. https://indd.adobe.com/view/6066c857-843a-4d49-b7e9-77f635a950cf

      Hallermann, S., Larmer, J., & Mergendoller, J. R. (2011). PBL in the Elementary Grades: Step-by-Step Guidance, Tools and Tips for Standards-Focused K-5 Projects. Buck Institute for Education.

      Jones, C., & Rutter, J. (1998). Mapping the Field: Current Issues in Refugee Education. In J. Rutter & C. Jones (Eds.), Refugee Education: Mapping the Field (pp. 1–11). Trentham Books.

      Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based learning: a proven approach to rigorous classroom instruction. ASCD Alexandria.

      Naidoo, L. (2018). Setting the Context. In N. Loshini, J. Wilkinson, M. Adoniou, & K. Langat (Eds.), Refugee Background Students Transitioning Into Higher Education. Navigating Complex Spaces. Springer.

      Nieto, S. (2017). Re-imagining multicultural education: new visions, new possibilities. Multicultural Education Review, 9(1),1-10. https://doi.org/10.1080/2005615X.2016.1276671

      Poldma, T. (2016). Linking Education to Community in the Context of Learning by Designing Solutions for an Ever-Growing Humanitarian Crisis. LEARNing Landscapes, 10(1), 235–256. https://doi.org/10.36510/learnland.v10i1.731.

      Shapiro, S., Farrelly, R., & Curry, M. J. (Eds.). (2018). Educating Refugee-background Students. Multilingual Matters. https://doi.org/10.21832/SHAPIR9979

      Sork, T., & Boskic, N. (2017). Technology, terrorism and teacher education: lessons from the delivery of higher education to Somali refugee teachers in Dadaab, Kenya. 64–68. https://doi.org/10.21125/inted.2017.0121.

      Terrón-López, M.-J., Velasco-Quintana, P. J., Lavado-Anguera, S., & Espinosa-Elvira, M. del C. (2020). Preparing Sustainable Engineers: A Project-Based Learning Experience in Logistics with Refugee Camps. Sustainability, 12(12), 4817. https://doi.org/10.3390/su12124817.

      Turkawka, G., Weidinger, W., & Boulos, S. (2019). Children of refugees in education (core): a massive open online course (MOOC) providing access to oer materials to strengthen transversal skills of  adolescent learners . In L. G. Chova, A. L. Martínez, & I. C. Torres (Eds.), EDULEARN19 Proceedings (pp. 8108–8108). IATED Academy. https://doi.org/10.21125/edulearn.2019.1982.

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