Complete thesis - Murdoch University

Murdoch University, and then, as progress was made in developing the problems to addressthe learning outcomes identified, to these as well. Figure 7.6 shows the fine grained mapping –from Learning Objectives, to RE topic (indicated as Domain) to Murdoch Graduate Attributesand finally to Problem – necessary for alignment.The curriculum map provided a mechanisms for communications between the researcher (asthe discipline expert and curriculum designer) and the mentor (as an expert in pedagogy) toalign their conceptual model of the unit: its intended outcomes could be stated and evaluatedmore clearly. The map also highlighted any discrepancies: that an element is declared as alearning outcome addressed by problem(s) and had support materials identified.It was also anticipated that, as curriculum maps were developed in the future for subsequentSE units (at least those co-ordinated by the researcher), the place of the problems developedfor ENG260 in the longitudinal skill development process could be shown. This would be anasset in the professional (re)accreditation process.One of the most difficult aspects of PBL is the development of the problem (Boud and Feletti,2001; Duch et al, 2001). The curriculum map was expected to be useful at that stage: theextent to which problems were aligned with declared objectives and assessment could bedemonstrated.Biggs (1999) argues that student appreciation that assessment aligns with learning opportunitiesis essential in order to prevent them working with the aim of passing assessment ratherthan with the aim of achieving intended learning outcomes. The curriculum map thereforealso addressed some of the elements of incorrect learning identified in Cycle 1. However,this is a bit of an issue in PBL environments, where, in theory, students determine theirown learning objectives, rather than having them provided. A compromise was chosen forENG260 – the learning objectives were available as part of the support material and couldbe ‘found’ by exploring the environment, but were not ‘given’.The final outcome of the mapping process, and the intense reflection on teaching philosophyit required, was a strong acknowledgement that a focus on creative strategies for dealingwith ill-structured problems was at least as important as technical discipline content. Whileacquiring particular domain knowledge remains one of the unit objectives, adaptiveness ingeneralising knowledge in order to enhance productive thinking as a basis for insight andtrue novelty of thinking is equally important. This became the focus of the next stage of theAction Research process.289