Andrew E. Walker

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Problem based learning (PBL) in its most current form originated in Medical Education but has since been used in a variety of disciplines (Savery & Duff y, 1995) at a variety of educational levels (Savery, 2006). Although recent meta analyses have been conducted (Dochy, Segers, Van den Bossche, & Gijbels, 2003; Gijbels, Dochy, Van den Bossche, & Segers,(More)
In this paper an economics approach to assessing community values in health care priority setting is examined. The approach is based on the concept of ‘willingness to pay’ (WTP). Eighty two parents were interviewed with regard to three aspects of provision of child health services. For each aspect a choice of two courses of action was presented. Parents(More)
This paper reviews the literature surrounding an information filtering technique, collaborative information filtering, which supports the discovery of resources in a way that is sensitive to the context of users. Moreover, via statistical clustering techniques, the system supports automated, personalized filtering and recommendation of relevant resources(More)
This article describes two consecutive enactments of technology-oriented teacher professional development designs, aimed at helping teachers find high-quality online learning resources and use them in designing effective problem-based learning (PBL) activities for their students. To align with current professional development prescriptions, in the first(More)
This article presents a quasi-experimental study comparing the impact of two technologyrelated teacher professional development (TTPD) designs, aimed at helping junior high school science and mathematics teachers design online activities using the rapidly growing set of online learning resources available on the Internet. The first TTPD design (tech-only)(More)
This paper describes the development of a review rubric for learning resources in the context of the Instructional Architect (IA), a web-based authoring tool. We describe the motivation for developing a review rubric, the process for creating it by synthesizing the rubrics of other education-related digital libraries, and the results of testing the rubric(More)
This paper defines a model of teacher practice ("teaching as design"), and describes a professional development curriculum in which K-12 teachers design learning activities using resources and tools from education digital libraries. It then presents preliminary findings from an application of this model in which teachers' artifacts are analyzed to learn(More)