Complete thesis - Murdoch University

the course) required exploration, since perception of the learning environment has beenfound to be related to the approach to learning students adopt (Cope and Staehr, 2005)• the focus on what students were doing (ie the process) is in conflict with the ultimateaim of the intervention – to model professionals in practice. Schön (1983) notes thatin the ordinary form of practical knowledge practitioners do not think about whatthey are doing, except when puzzled or surprised. He named this reflecting-in-action,and argued that it is central to the ability to act effectively in unique, ambiguous, ordivergent situations.Table 7.7: Issues in flexibility and creativityFrom Thomas et al (2002)Addressed in this study contextindividuals or groups do not engage ineffective and efficient processes of innovativedesign:– structuring failure – problem analysis is a critical stage:starting from the unknown and progressingto a description of the problem itself,and the knowledge needed to deal with itis fundamental to RE– bring critical judgment into play too – problem-solving habit is challenged byearlythe need to generate alternate solutionpaths–behaviour is path dependent– students were encouraged to re concep-relevant implicit knowledge that alternateperspectives to a problem existthe appropriate level, type, and directionalityof motivation are not broughtto beartualise the problem– the value of alternative perspectives isfostered through participation a collaborativeenvironment and the active promotionof critical friendship– critical appraisal and self appraisalskills are developed through the use ofreflection tools such as the 4SAT (Zimitatand Alexander, 1999)– although external motivation is difficultto eliminate within an undergraduate degree,PBL is seen to foster intrinsic motivationthrough the authenticity of thetasks undertaken (Wilson and Cole,1996)Another issue identified related to the assessment components for the unit. As noted previously,the redesign of the unit was time-intensive, therefore the backup of being able torun in Apprenticeship mode was necessary. In addition, the lead time was too short forformally changing assessment within the unit: the exam could not be removed. This meanta mismatch between the espoused theory (student-centred, problem-based learning) and thefinal assessment component, an exam, and was in conflict with the concept of constructive312