Institute:	QUT
Discipline:	Science
Title:	Problem ­based delivery: a flexible approach to developing generic skills through problem-based learning in introductory science programs
Year addressed:	1st Year
Phase:	Identifying Attributes, Curriculum, Learning Experiences and Assessment
Generic Attributes:	-Ability to identify and solve scientific problems -Effective communication skills relevant to science -Information literacy in the context of science -A capacity for life long learning in the manner practiced by scientists

Issues Revealed:

Problem Based Delivery (PBD) was identified as an essential part of the teaching process and involved delivery strategies such as: cooperative group work; group learning augmented by email interaction of team leaders with tutors and teachers; self-paced learning using multimedia materials; computer-based learning, including use of the Internet; virtual laboratories and virtual field experiences; and flexible project reporting by students"

Actions Taken:

-Identifying Qualities: The PBD team accepted the qualities identified by the Bachelor of Applied Science course team which corresponded closely to those identified by the University for QUT graduates. It was suggested that these qualities would need clearer identification as science-specific generic skills and work would need to be carried out on the assessment of the generic skills.
-An implementation model was developed with the following steps: QUT Generic Attributes; PBD Modules for stage 1 (subjects without prerequisites):teacher modelling, guided practice; Discipline specific (science) generic attributes; PBD modules for stage 2 (subjects with prerequisites): teacher modelling, guided practice.
-Problem Based-Delivery modules were developed
-Modules were implemented in 5 first year subjects. The outcome has yet to be reviewed. At the review stage the generic attributes will be developed as a list of science specific skills.
-A survey to the QUT Science Alumni and input from Faculty and external advisory committees is to be carried out to assist with the issue of defining the generic science attributes
-Learning Experiences: These were based on PBD with an emphasis on Teacher modelling and guided practice which in turn lead to independent learning in students. The PBD involved the use of flexible delivery strategies that relied heavily on computer-based technology. Two of these methods were discussed as examples within the report: Template Development and Electronic discussion forums.

Lessons Learned/Reflections:

-Surveying of students who participated in PBD modules with regards to online "Discuss" sessions showed that there had been extensive usage of the system for passive reading but that there was reluctance from some students for more active participation in discussions.