Abstract
In today's complex world of rapid change, of increasing innovation and of proliferating knowledge, employers and employees must be able to apply tools and knowledge to new situations with increasing frequency to remain productive and competitive (see Nash, 1994). Because we face an environment in which knowledge and skills become rapidly obsolete, people need to know how to be involved in a continual process of 'retooling' their knowledge and skill base (see Swanson et al, 1993). Consequently, learning to think critically, to analyse and synthesize information to solve technical, social, economic, political, and scientific problems, and to engage in lifelong learning, are crucial for successful and fulfilling participation in our competitive society. Learning environments which prepare learners for the complexities of the professional world utilize instructional activities reflecting the problemsolving and challenge-meeting process professionals use on their jobs. Learners need to: • determine for themselves what issues need to be addressed when facing a new problem; • identify knowledge and skills they already possess that can be applied to the situation; • determine which skill and knowledge areas are deficient, arid create learning plans to address those deficiencies; • create timelines, manage resources, and monitor their progress; • apply what they know to problems that may change substantially from one moment to another; and • assess their performance and make changes in personal processes for use to meet subsequent challenges.DOI:10.1080/0968776970050202
Highlights
In 1995, ALT-J published an article titled 'Rich Environments for Active Learning: a definition' (Grabinger and Dunlap, 1995). This present contribution builds on the concepts discussed in that initial article by using Problem-Based Learning (PBL) as an example of REALs
We must modify our traditional assumptions about learning and education. These new assumptions require student-centred methods, techniques and strategies that encourage the development of student responsibility and the use of dynamic, generative, and authentic learning activities
PBL is an excellent example of a student-centred instructional methodology based on a constructivist view of learning
Summary
Learning and the information explosion In today's complex world of rapid change, of increasing innovation and of proliferating knowledge, employers and employees must be able to apply tools and knowledge to new situations with increasing frequency to remain productive and competitive (see Nash, 1994). Because we face an environment in which knowledge and skills become rapidly obsolete, people need to know how to be involved in a continual process of 'retooling' their knowledge. Learning environments which prepare learners for the complexities of the professional world utilize instructional activities reflecting the problemsolving and challenge-meeting process professionals use on their jobs. Determine which skill and knowledge areas are deficient, arid create learning plans to address those deficiencies;. Assess their performance and make changes in personal processes for use to meet subsequent challenges. The instructional activities in which learners need to be engaged require them to take personal and active roles in all aspects of the knowledge construction and problem-solving processes. Critique resource uses, reflect on learning process, adjust learning activities as needed. Develop assessment criteria, evaluate learning, processes, and performance. ALT-] Volume 5 Number 2 begin with definitions of REALs and PBL, move on to a description of the attributes of REALs and how PBL uses those attributes
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