Education Technologies in System Dynamics Teaching Purnendu Mandal* and K. K. Wong** * School of Engineering and Technology, Deakin University ** Deakin Centre for Academic Development, Deakin University Address: School of Engineering and Technology, Waurn Ponds Campus, Geelong, Victoria 3217, Australia. Telephone: 61-3-5227 1245; Fax: 61-3-5227 2167 E-mail: purnendu@deakin.edu.au Abstract: System dynamics teaching is still predominantly face-to-face and classroom based. Though evidences of distance learning in system dynamics are appearing in the literature, the community as a whole is yet to appreciate and embrace distance learning approach. Distance learning could popularise system dynamics and enable educators to take benefits of the modern education technologies. The modern education technologies have made subject delivery flexible: learning independent of distance and formal teaching timings. This paper presents a critical appraisal of application of modern education technologies in teaching and delivery of system dynamics subject. It is suggested that problem-based learning (PBL) is an appropriate approach for system dynamics teaching, which could be feasible with the help of the Internet, e-mail, CD-ROM, teletutorial, teleconferencing and other education technologies. The design and implementation of a PBL framework is discussed in this paper. 1. INTRODUCTION The growth of system dynamics in the last forty years is far from spectacular. System dynamics as a discipline did not spread widely. In fact, the education and research in system dynamics remained localised at various pockets in the UK, USA, EEC and the Third World countries. Only in the recent years some degree of dispersion both worldwide and within individual countries became visible. There could be many reasons for the limited spread of system dynamics. But an important factor is the lack of or limited use of education technologies by system dynamicists in teaching and delivery of the subject matters. The use of modern education technologies could make system dynamics teaching more flexible, the implication of which could be significant in terms of spreading the knowledge of system dynamics. The teaching of system dynamics is facing two challenges. First, the inability of the conventional teaching method in helping learners to achieve the learning objectives. System dynamics is an area of study where dynamic and complex relationships among various aspects of a system are modelled in a computer and the long term behaviour of the system is analysed. This subject requires students to be trained with a high degree of problem solving ability and visualisation power to discern causal effects in dynamically changing situations. Richmond (1993) suggests the development of seven critical thinking skills (dynamic thinking, closed-loop thinking, generic thinking, structural thinking, operational thinking, continuum thinking, and scientific thinking)