Project Based Learning and Learning Environments

Introduction It has been suggested (SCORM 2003) that the uptake of technologies supporting learning objects will depend "on the ability of those technologies to tailor instruction to the needs of individuals". As previously reported (Kurzel 2007), this tailoring can impact on the: * content that is accessed and the media forms used in its representation * groupings of the content and the relationships between them * method of instruction employed and the learning styles supported * interactions that the student has with tutors and other students * computer interface that the student interacts with and perhaps modifies. The instruction employed will play a significant role in this uptake and will certainly be a reflection of the learning theory adopted by the instructor. Instructional models can be placed in two broad categories: instructor-driven and based on cognitive learning theory, or student-driven and based on constructivist learning theory (Allert et al., 2002). Expository teaching lies in the first category. An instructor, in this case the lecturer, organises learning material into a hierarchical structure, starting with introductory material and building on those ideas using repetition and practise to reinforce principles. It is the instructor's role to guide the learning, integrating new ideas with previously taught ideas. The content knowledge is delivered before a problem is introduced, allowing students to apply that attained knowledge to the problem (Wee, 2004). University teaching has historically been in this format of lectures and tutorials. On the other hand, the basis of constructivist learning theory is that 'knowledge can be constructed personally, through reflection and relating new knowledge to prior experience, or socially, through interaction and discussion with others, such as teachers, other learners or family and friends. Either way, knowledge becomes personal and embedded within a context that is relevant to the learner's own life and experience' (Bates, 2005, pp. 55-56). The problem based learning model is an example of a constructivist learning theory. It has traditionally been used to teach medical sciences where a problem is defined, researched and reported on. What about a multimedia course where the final outcome is an interactive game set up as a course-long project? Derry & Hmelo-Silver (2005) use the term 'case-based problem solving' in their report of their problem based learning model used to teach teachers. Savin-Baden (2003) defines project-based learning as being something different to problem based learning, whereas Boud (1985) claims they can be the same. In the context of teaching a course based around a multimedia major project, the project becomes a major problem and stages within the project become smaller problems that are inter-related and need to be satisfied. Traditionally, problem based learning is based in a classroom. The group meets where an instructor can facilitate the discussion of the learning issues. Individual research may be conducted off-campus but the collaborative learning integral to this methodology is provided by face-to-face communication and the process of negotiation of outstanding learning issues. Savin-Baden (2003) introduced computer-mediated collaborative problem-based learning as a model that combines the current trend of online-learning within universities, with a problem based learning focused instructional methodology. She argues that if teams of students are provided with asynchronous (real-time) communication tools such as shared whiteboards and chat rooms, 'computer-mediated communication can provide more intense communication than face-to-face teams' (Savin-Baden, 2003, p. 93). Project Based Learning (PBL) was the instructional methodology pursued in the course 'Interactive design for multimedia' that had a multi-phase project as the major assessment component. …