This paper discusses an initiative that utilised a combination of "Project based Learning" and a"Learning with Technology" approach. Project based learning emphasises group work and knowledge construction whereas learning with technology emphasises using technology as a tool to promote thinking. A Digital Video (DV) Camp project was organised at the Hong Kong Institute of Education with twenty teacher education students to explore how technology could enhance meaningful learning in a project based learning environment. The objective of the project was to investigate how students could learn with Digital Video technology through collaborative project based learning activities. The paper discusses how students utilised DV technology in small groups to produce two DV outputs – a one minute introduction of their group members and a three minute DV on a specific topic. Student feedback and evaluation was positive in relation to the approach and feedback was used to reorganise another DV camp in the subsequent year. Implications for the approach are discussed.
[Copyright of Australian Society for Computers in Learning in Tertiary Education (ascilite) at http://www.ascilite.org.au]

Graduates need to be able to acquire transferable skills so as to enable them gain employment in the treacherous and unpredictable environment of today's world. As educators in the higher education sector, how are we going to engage all students in the deep learning process so that they could resolve problems themselves? This paper delimits the exploration and evaluation of problem-based learning (PBL) and its effects on student learning. In this study, the original pure PBL model is modified and developed into a form that is suitable to both deep and surface students in a Higher Diploma engineering course of Hong Kong Institute of Vocational Education (Tsing Yi). This PBL model started with a problem at the beginning of the term given to a group of students. Then, a variety of teaching and learning modes which included lectures, tutorials, group discussion, and presentation were used to facilitate students to solve the problem. Promising results gathered from summative test and student interview show that this modified PBL model is suitable to students of both learning approaches. This PBL model is worthwhile for further investigation to improve the quality of student learning and problem solving skill to survive in this fast changing society.
[Copyright of Australian Society for Computers in Learning in Tertiary Education (ascilite) at http://www.ascilite.org.au]

The design of the problems that are used in problem-based learning plays an important part in achieving the intended learning objectives set by teaching staff. To a large extent, the learning issues generated by students during tutorials determine their learning activities and form the framework for the direction of self-directed study. The relevance of these learning issues will drive and stimulate students to become more competent self-directed learners. The work described in this paper explores the match between students' learning issues and the learning objectives that have been set by teaching staff. The findings indicate that students recognize (on average) 79.9% of the learning objectives with a significant improvement as the semester progresses (p < 0.01). There is also evidence to suggest that students move towards independent learning as a result of problem-based learning.
[Copyright of Innovations in Education & Teaching International is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/1470329032000103762]