Complete thesis - Murdoch University

7.2.2 Developing the learning environmentThe prime motivation in changing the learning environment was to address the issues identifiedpreviously as an ‘ill-fit’ as early as feasible within the SE student’s programme of study,and to challenge the expectations students had about teaching, through less traditional approachesto learning.The CreativePBL model was developed to address the characteristics of RE as a domain, andto provide a learning environment that enhances the opportunity for creative and divergentthinking. There is evidence that students who have been taught to explore different waysto define problems (the prime objective of RE) engage in more creative problem solvingover the longer term (Baer, 1988), addressing flexibility and adaptability issues raised bypractitioners.Applying a PBL methodologyAs previously noted (see Section 3.5.3) one taxonomy (Barrows and Tamblyn, 1980) proposesseveral varieties of PBL in use. These describe a continuum, from lecture-based cases toclosed-loop problem-based where an evaluation of the reasoning used based on the resourcesutilised is incorporated. The type of scenarios offered, the assessment methods, learnerautonomy and the way in which teaching and learning occur determine which variation ismost appropriate for any given environment. The PBL process advocated by Koschmannet al (1994) is used in this research to anchor the student within the learning environment,and provides the discipline to assist in content learning (Gardner, 1999).Learners meet an ill-structured problem before they receive any instruction. They have toformulate the problem, determine what information they need and what will constitute asolution. Teachers ask questions such as ‘what’s going on here?’ and ‘what do we need toknow?’. As students become self-motivated learners, teachers fade into the background andbecome colleagues.Embedding creativity-enhancing activitiesThe PBL process also provides an appropriate environment for the development of creativepotential. Table 7.4 lists some of these.Divergent thinking requires motivational states such as willingness to take risks, tolerance ofambiguity, and the courage of one’s own convictions, as well as personal properties such asopenness, flexibility and nonconformity. Amabile’s positive influences for creativity, therefore,also enhance divergent thinking.291