Problem-Based Learning Using problems to drive training is not new. In the early 1900s, John Dewey (1916) advocated instructional approaches that rooted learning in realistic problems or projects. In the years since the first edition of Building Expertise, I have seen increasing numbers of reports about lessons and courses that use problems to start and/or anchor learning events. As is common in our field, instructional approaches that rely heavily on problems have been called by various names. In this edition, I will review three instructional models that rely on problems or cases and that are supported by research evidence:

(1) Problem-Based Learning (PBL) prevalent in medical education,

(2) van Merrienboer’s Four Component ID Model, and

(3) A cognitive apprenticeship in the form of Sherlock, an intelligent automated tutor designed to build troubleshooting skills.

Problems in the form of work-related case studies or scenarios are in widespread use as the context for learning. Problems have been used to kick off near- and far-transfer learning in educational and training settings and in synchronous and asynchronous delivery modes. Problems are centerpieces in training designed for solo learning as well as in collaborative learning settings. Given the ubiquitous use of problems as instructional drivers in diverse settings and for diverse content, it is likely that you can adapt some aspects of these designs to your instructional goals. In spite of its popularity, problem-centered learning has its critics and has been the focus of a lively debate in the educational research community (See Kirschner, Sweller, & Clark (2006) and Volume 42, issue 3, of the Educational Psychologist).

To prepare for this Discussion for this Problem-Based Learning

·         Model of Metacognition – See attachments

·         Chapter 13 – See word.doc

Assignment: Post a cohesive response based on your analysis of the Learning Resources and your professional experience. Be sure to discuss the following:

• During this course, you have participated in a problem-based case-based learning event.
• Provide a short review of the challenges you experienced,
• How you overcame and how you feel about a course that has no pre- or post-event tests.
• Support your opinions by referencing sources such as the textbook or internet research.
• No plagiarism
• APA citing
• 3 – 4 paragraphs

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