O'Neill, GeraldineGeraldineO'NeillHung, WoeiWoeiHung2015-04-132015-04-132010 Taylo2010-01-26Teaching in Higher Educationhttp://hdl.handle.net/10197/6475Problem-based learning (PBL) curricula utilise authentic problems that are based in the real-world of practice. This very characteristic enables students to develop an intimate knowledge about the intricacies of practice, metaphorically, seeing the details of the forest floor. However, it is equally important for students to develop an overall conceptual framework of the curriculum and understand how the different aspects of the subject domain relate to each other, i.e. seeing the landscape. This paper explores the extent to which these two aspects of curriculum design, in particular the landscape, were achieved in an 'Education Theories' module for lecturers in higher education. It utilises Hung's 3C3R problem-design model to help develop these connections. The findings alert curriculum designers to pay more focused attention to the holistic problem from Hung's model and the model's relationship with other learning resources (lectures, etc.) in supporting connectivity in PBL hybrid curricula.enThis is an electronic version of an article published in Teaching in Higher Education, 15(1): 15-27 (2010). Teaching in Higher Education is available online at: www.tandfonline.com/doi/abs/10.1080/13562510903488006Problem-based learningConnectionsScaffoldingProblem designConcept mapsJournal Article151152710.1080/135625109034880062015-03-04https://creativecommons.org/licenses/by-nc-nd/3.0/ie/