Complete thesis - Murdoch University

• identification of the learning objectives from the curriculum mapping to be specificallyaddressed• a cross check that domain content could be addressed by the problem (and that appropriatecontent was accessible within the environment)• identification of the graduate attributes addressed by this problem• trigger identification and subsequent construction.In addition, a trigger sequence (see Figure 7.12) was determined, as triggers were coded in anxml document and released (the memos etc previously mentioned) automatically. The webmaterial was expanded to include resources on the PBL methodology. These included supportdocuments for students on the PBL process (see Figure 7.11), self-assessment items basedon the 4SAT instrument (Zimitat and Alexander, 1999) (see Figure 7.13), trigger checklistsand the like, and were adapted from work undertaken by the academic mentor in a previousPBL environment (Searle and Clarke, 2000).Figure 7.11: Setting the scene PBL300