Complete thesis - Murdoch University

What the summary chart (see Figure 8.7) shows is that from a possible score of 20 points onConceptual Change/Student Focus and its appropriate Strategy, the teacher achieved scoresof 16 and 18. From a best (lowest) possible score of 4 points for Information Transmission/TeacherFocus and its Strategy, a score of 8 for each was achieved. While this suggestssome gains in the researcher’s approach to teaching, more improvement is possible. Althoughthe authors of this instrument do not publish norms, these results provide a mechanism toenable comparison of alignment (between teacher and students and between learning modelsand teacher) – these will be described and discussed later in this chapter. One strategy tobe tried within this cycle is to apply Lepper et al (1993)’s view of scaffolding. They suggestthat the most suitable way to scaffold pupils is not necessarily to tell them what is maximallyinformative. The most helpful remarks, in their opinion, are those that are incomplete orotherwise imperfect. This can help the learner to think more about the problem being solved.Accordingly, the apparently laudable and precise patterns of feedback, correction, diagnosisand demonstration are not representative of what expert tutors actually do. This strategymay be seen as addressing the ‘direction’ tendencies in the teacher.8.2 Cycle 3 – Studio LearningThe decision to modify the CreativePBL environment developed for 2003 was based on reflectionof the findings of Cycle 2 and a revisiting of the literature of the discipline of REand of PBL. This latter suggested that, if the PBL is collaborative, learners are expected toconstruct a problem representation, transferring their internal representation into externalones. Where the problem is ill-structured, learners exchange and negotiate their perspectivesin order to tackle the intrinsic complexity of the problem. This leads to dynamic (to thedetriment of systematic) manipulation of the problem space and eventual problem solving,rather than a step-by-step process that is determined by individual emerging views.8.2.1 Mapping the curriculumAlthough curriculum mapping has had limited use in higher education (attributed to itscomplexity and static nature (Robley et al, 2005)), its value was acknowledged during theReview process of Cycle 2 (see Section 7.2.5) – the map provided a clear indication of alignmentissues, and was a useful resource for alignment of units within the discipline and acrossall engineering specialisations. Detailed maps were therefore mandated for all units to bepresented in Design Studio mode.The curriculum map developed for ENG260 was extended and updated to reflect changes to344