Complete thesis - Murdoch University

The next section describes changes to the learning environment which impact on this cycle.The chapter then continues in its description and discussion of the components of theCreativePBL model.7.1 Context for Cycle 27.1.1 Curriculum componentsIn 2002 the curriculum model was changed so that the Design Project and Thesis (ie groupand individual capstones) were merged and effectively outsourced (see Figure 7.2)Figure 7.2: BE(SE) Murdoch University: curriculum components post2002This change had critical impact on ENG260 – as was noted in Chapter 6, for the majority ofstudents the experience of student-centred learning had been based on the capstone projects– they preferred to be ‘taught’ within formal units. The follow-on unit to ENG260 hadalready been modified to assist students to transition to the workplace by providing a learnercentredenvironment based on PBL. However, issues raised there suggested a student-centredapproach to learning should be introduced early within the student learning experience – thefinal year was too late. That work (reported in Armarego (2002)), can be summarised asproviding students with a number of opportunities:• to identify, analyse and solve a number of issues, repetitively. This acts as preparation276