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This template has been designed to encourage students to take an active approach to learning, and is therefore designed to focus on learning activities and the resources needed to support them. This may encourage students to be self-directed in carrying out the activities and using the resources. It is important to introduce this approach effectively in the lecture theatre or classroom as this will influence the approach that the students take to these activities.
The template map shows the elements that are included in this version of the template, which has a learning structure to support problem-based learning.
For a description of the template elements, and how to use them, go to the interactive template map (interactive diagram) or overview of template contents (printable table).
The approach to learning activity design in the template is explained below.
This template is designed to support a problem-based learning (PBL) approach to a course. In a problem based learning environment, student learning activities are concentrated on finding the resolution to a major problem, issue or project. This is introduced to the students at the beginning of the topic, as the focus and motivation for student learning. In this environment, learning materials such as readings, practice quizzes, online tutorials, or spreadsheets, become the resources that the students draw upon to find a resolution to the problem task. Lectures or workshops also become resources for the students, to enable the acquisition of knowledge and skills needed to effectively resolve the problem.
For further information on PBL click here (opens in new window) .
The template is structured around the problem scenarios and the resources needed to resolve them. The organiser for a problem scenario has six icons as follows.
These icons form a structure to support student learning in a PBL course. This structure is designed to enable students to readily understand the problem, the requirements of the task, and how they should resolve it.
1. Introduction. This is a single page for a general introduction to and contextual description of the problem. As the students may spend several weeks, or even the whole course, on one problem, and orientation that places a problem in the context of the course is important.
Note: the word "problem" is problematic for some people. Alternatives include:
- issue
- project
- investigation
It is important to select a word with an appropriate connotation for the students and the course.
2. Problem. This is also a single page in the template. It may, however, ultimately contain a complex collection of materials.
Essentially, this part sits at the problem scenario or situation. The aim is to make this a representation of a "real world" situation, using materials to present a rich description of the scenario, with supporting documentation. Ways of presenting the scenario to make it "real" include:
- Interviews with staff involved with the scenario. These could be in text, audio or video.
- Documents reflecting the data people in the problem scenario are working with. These could be reports, sales charts and other kinds of data, letters and memos, maps and charts, press clippings -- anything that represents the complexity and different perspectives in the problem scenario.
- Videos of real situations can be used to add additional realism.
3. Problem task. This icon can be used to represent the specific brief or task for the students, if this is not completely clear from the problem scenario. It is usually advisable to provide some intermediate steps for a problem task that may take several weeks, such as submitting a preliminary analysis or plan for feedback before the students implement a project and prepare a final report. In the template, the problem task uses a learning module to provide stages for task definition and assignment submission.
4. Discussions. This icon is used to provide an online discussion related to the problem. This could be a whole class discussion on the development of the problem and/or a small-group discussion if students are working in groups on the problem task.
5. Resources. Students need access to materials such as course notes, articles, tutorials on technical processes, or Web links to data sources. This icon is used to provide access to resources that relate to the problem. (There is an additional space in the template for more general course resources).
6. Guidelines. This is a single page for additional guidance on how the PBL process works, and how to ensure effective learning outcomes and assignment submission.
These aspects of the problem are the key to supporting PBL in an online learning environment. This support provides a means for the students to continue working on a problem outside of structured classroom activity. The aim of the online support is to enable students to be self-directed, and to be less dependent on guidance from academic staff.
See the PBL activity table for more information on facilitation, student learning and support processes in PBL and materials that should be included in the online course.
UNSW Guidelines on Learning that Inform Teaching include:
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Encouraging active engagement (Guideline 1).
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Students are more engaged when learning tasks are relevant to their chosen profession (Guideline 6)
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Encouraging dialogue among students and staff (Guideline 7).
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Drawing upon diversity of experience (Guideline 8)
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encouraging students to take responsibility for their own learning (Guideline 11).
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Developing graduate attributes such as communication and teamwork through study in the discipline (Guideline 12).
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Learning cooperatively with peers (Guideline 14).
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Assesment practices are designed to support the achievement of meaningful learning outcomes (Guideline 15)
This template is designed to support approaches that are consistent with the recommendations in these guidelines. UNSW Guidelines are not intended to be a checklist. Consider the implication of the guidelines for application in your course. See the individual guidelines for more information.
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