Orchestrating problem-based learning: a case study of conceptual ship design for non-specialists.

Abstract

Problem based learning (PBL) which simulate authentic scenarios are often the pedagogy of choice for teaching complex curriculum areas like Ship Design. Design projects typically present competing possible actions, and while individuals and teams may work on different parts of the problem these need to come together as a whole. Critically there is a need to draw on a wide range of resources covering theory, technical tools and data, reference materials as well as experience. The design process is iterative and how and when specific resources are used is part of the learning. The context for the research reported in this paper is a module called ‘Ship Design’ which is an elective component of an MSc Course in Maritime Operations and Management at City University London. We conducted an ethnographic study into student activity on this module and found amongst other things that under time constraints students experience information overload and loss of direction. We found that this is remedied by interventions from the teacher and the use of appropriate resources for reasoning. These insights were used to design an on line tool which associates design phases with heterogeneous resources and represents iteration points. This is an example of orchestrating resources. It is also an example application of semantic technologies for modelling design and learning with wider applications