PBL curriculum re-design: a multiliteracies perspective

Abstract

Social constructivism and social constructionism offer much theoretically to support the transformation of problem-based learning (PBL) in higher education due to incorporation of educational technologies under the banner of blended learning (Bridges, McGrath & Whitehill, forthcoming). From a curriculum development perspective, few frameworks exist for a holistic approach to incorporating innovation. The application of multiliteracies pedagogy and its principles of design (New London Group, 2000) is one possible avenue for supporting and enhancing innovations in PBL curricula. Using undergraduate dental education as a case study, this presentation will explore the conceptual fit for higher education of the key premises of the multiliteracies philosophy: diversity of students and their futures; diversity of literacy practices; and active citizenship. Additionally, the effects of curriculum ‘designing’ drawing on the multiliteracies approach will be explored. An interactional ethnography (IE) was adopted to systematically study PBL over time (Bridges, et al 2010) with a particular focus on student engagement with a variety of educational technologies. Naturally occurring classroom and self-study interactions (Year 1, 3, 4 students) were recorded across three problem cycles (1-2 weeks each) explored the role of educational technologies in mediating learning. It was evident that within the social learning process that is PBL, the appropriation of mediating tools was dependent on relevance to new knowledge. It was also evident that students’ accessing of educational technologies, visual tools and learning objects was socially and academically relevant to learning across the problem cycle. (Abstract by HERDSA 2011)