Problem-Based Learning Space and its Relationship to Technology and Pedagogy at Victoria University
Professor Stephen W Bigger
Victoria University (VU) has a strong record of producing engineering graduates who are technically very competent. However, it has been noted that some could benefit from the further development of generic skills such as oral and written communication as well as project management skills. During 2004, the Vice Chancellor created a working party comprising academic staff and a strong contingent of industry partners that worked throughout late 2004 and 2005 to identify those competencies of an engineer that industry really seeks. The industry partners expressed their view that an engineer should possess: (i) strong communication skills, (ii) written skills, (iii) project management skills and (iv) technical knowledge. The view held by industry was one of the major drivers for change to a problem-based learning (PBL) curriculum from the traditional lecture-based curriculum in the engineering schools in the Faculty of Health, Engineering and Science (FHES). The success of PBL delivery at VU has been critically dependent on both the academic structure of the programs and on the development of appropriate infrastructure or learning spaces in which the programs are conducted.
This paper will describe the advances and developments in specially designed PBL learning spaces that have occurred within FHES. These have been made to support the transition from traditional lecture-based teaching and learning to problem-based teaching and learning. In designing the teaching spaces it was considered critical to support student research, report writing, and students’ reflection, all of which are important aspects of the targeted engineering competencies and learning principles on which the VU PBL model is based. The presentation will report on both qualitative and quantitative studies that were conducted to evaluate the PBL learning spaces. The participants in these studies were engineering students that have been involved in the new pedagogy over the last two years.
The nature of a PBL program is to cater for students working in groups or teams. The present work has been specifically performed and completed on PBL studios designed for teams of first and second year students. In addition to this, the implementation of third and fourth year PBL studios is in progress and scheduled to be completed by March 2008. Some preliminary data relating to these spaces will also be presented. A detailed analysis of the study in which students were asked to evaluate both qualitatively and quantitatively the following characteristics of the new PBL spaces will be presented: (i) technology including laboratory and specialist equipment as well as information and communication technology, (ii) space including furniture, fittings, etc., (iii) user friendliness of the space and (iv) suitability of the space to the curriculum. Survey results pertaining to other specialist laboratory space associated with the PBL program will also be presented, along with an analysis of feedback obtained from the industrial partners. The paper will also highlight the importance of having teaching spaces constructively aligned to the pedagogy and technology.