People are the most vital resource in the evolving global knowledge-based economy. To effectively prepare our students for their future roles in such an economy, we need to mirror the real world in our curricula. Our students need to be solving real world problems using the tools of the global knowledge-based economy if they are to succeed and prosper.

Information is not the same as knowledge. A person can spend years poring over facts and figures and never grasp the higher level concepts necessary to be able to tie them all together in a useful way. In a world where everyone is constantly bombarded with information from multiple media, the ability to integrate new data and to understand the underlying connections and their implications is essential.

In any traditional course students are first given large amounts of material to read, and then asked to solve problems using that information. These problem-solving activities often take the form of presenting neat, verification-style problems with an expected model answer. This practice does not effectively prepare our students for the professional problem solving they will face in the workplace where an often ill-structured problem comes first and is a catalyst for inquiry and learning.

A move to student-centred learning requiring active involvement of the learner, where the learner plays an authentic role carrying out complex tasks is needed across curricula. An effective model for this is found in problem-based learning (PBL) which provides students with an opportunity to grapple with realistic, ill-structured problems. A problem-based instructional design puts students in the role of professional problem solvers by designing instruction around the investigation of an ill-structured problem which mirrors real-world problems.

By requiring students to examine problem-focused situations in ways that are relevant, intellectually and emotionally engaging, and highly interactive they are provided with opportunities for:

• mastering problem solving skills
• practicing early problem recognition and intervention
• experiencing practical application of knowledge and skills in authentic settings
• learning from failure in a safe and secure environment
• demonstrating consequences of ignoring something when action is required
• asking and refining questions,
• debating ideas,
• making predictions,
• designing plans and/or experiments,
• collecting and analysing data,
• drawing conclusions,
• communicating their ideas and findings to others
• creating products.

e-PBL?

When we bring Problem Based Learning (PBL) and e-learning together we have an excellent way to get our students using the tools of the global knowledge based economy as well as developing the necessary flexible cognitive skills. Through techniques such as interactive storytelling, multimedia and simulations, e-learning courses can illustrate problems effectively and information and communications technologies (ICT) can support the communication and collaboration necessary for effective problem solving.

Author

Chris Cheers, former lecturer at the Teaching & Learning Centre at Ngee Ann Polytechnic. Chris was the founding editor of Learners Together.

First published February 2001.