Improving the authenticity of the PBL model through learning in the workplace and community approaches

This paper reports on a recent research project undertaken by the Office for PBL at Victoria University (VU) which explored strategies for enhancing the 'authenticity' of the curriculum in the problem-based learning Bachelor of Engineering programs through learning approaches such as industry placements, service learning and industry-sponsored projects. The aim was to recommend approaches which both met a recent mandate by VU that 25% of all course assessment relate broadly to students' learning in the workplace and community (LiWC) and were consistent with VU's PBL model. A literature review, interviews with academic staff and interviews with representatives from industry and community organisations that had hosted students were conducted. The findings indicated that various learning in the workplace and community approaches were complementary with problem-based learning and in particular that projects with an industry or community partner could enhance the 'authenticity' of VU's approach while retaining some of the advantages of a classroom-based learning model. For this reason it was recommended that mainstreaming projects with an industry or community partner throughout the course was the most appropriate option for meeting the University's requirement. However, improvements were identified as needed to ensure that all parties accrued benefits from involvement and that assessment of the projects better utilised feedback from the industry and community partners. The results have informed a re-design of the PBL engineering curriculum.