An Investigation, using Reusable Learning Objects (RLOs), into how Effective Interactive Learning is for the Teaching of Philosophical Logic

摘要

With funding from the University of Nottingham's (UK) Centre for Integrative Learning, the project investigated the effectiveness of 'student-centred' learning. This was done by using a reusable learning object (RLO). RLOs are popular within the Sciences and Medicine, but are used less frequently within the Humanities. Even so, it seemed that philosophy students grappling with the core subject of philosophical logic would find them beneficial. And that, as such, they would be a good mechanism for investigating a selection of philosophy students' approaches to learning. The results indicate that the students took well to driving their own learning, and that they appreciated the independence and the flexibility that the logic RLO provided. 'Student-centred learning' is, as it turns out, a useful model for developing best practice in the teaching of philosophical logic.