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PBL Design Template

This document provides a template for designing a problem-based learning course. It includes sections for learning outcomes, level of learning, a 3C3R map, a problem-based learning design model, and scaffolding strategies. The level of learning section describes Barrow's taxonomy of problem-based learning methods. The 3C3R map addresses core components like content, context and connection, as well as process components like research, reasoning and reflection. The design model outlines 9 steps including setting goals, content analysis, and incorporating reflection. Scaffolding strategies suggest making students familiar with case studies and providing worked examples, analogous problems and guidance on causal relationships.

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151 views4 pages

PBL Design Template

This document provides a template for designing a problem-based learning course. It includes sections for learning outcomes, level of learning, a 3C3R map, a problem-based learning design model, and scaffolding strategies. The level of learning section describes Barrow's taxonomy of problem-based learning methods. The 3C3R map addresses core components like content, context and connection, as well as process components like research, reasoning and reflection. The design model outlines 9 steps including setting goals, content analysis, and incorporating reflection. Scaffolding strategies suggest making students familiar with case studies and providing worked examples, analogous problems and guidance on causal relationships.

Uploaded by

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Problem-Based Learning Design Template

Course
Title:
Course
Code:

Progra
m:
Design
er:

Section 1. Learning Outcomes


Course Learning Objectives to be Met:

Desired Skills to be learned:

Related Course Assessments:

Mapped to
Learning
Objective:

Mapped to
Skill:

Section 2. Level of Learning Select the desired level of learning according to


your learners ability. Use Barrows Taxonomy (1986) of Problem Based Learning,
outlined below.
Instructional Method

Reiterative/Closed Loop
PBL: Learners evaluate their
solutions
Problem Based Learning:
Instructor facilitates free
inquiry
Case Method: Instructor
provides avenues for solution
research

Self
Directed
Learning

Motivati
on
Require
d

Critical
Reasoni
ng

Structura
l
Connecti
ons

Highest

Highest

Highest

Highest

Highest

Highest

Highest

Problem-Based Learning Design Template


Case Based Lecture:
Instructor presents strategy
for solution
Lecture Based Cases:
Instructor walks through
solutions

Lowest

Lowest

Lowest

Lowest

Lowest

Section 3. 3C3R Map Each of the following colours represents a component of


Hungs (2006) 3C3R model. These Core and Process components are necessary to
ensure that PBL is designed effectively. Provide answers to the questions below.

Content

Core

Component

Content

Context

Connectio
n

Context

Connection

Research

Description
What Course topics, material,
and information will be
covered by the problem based
activity?
What factors will be
integrated to ensure problem
is authentic and relatable to
learners?
How will the problem help
students build or connect to
prior knowledge as well as
course learning outcomes?

Reflection

Reasoning

Explanation

Problem-Based Learning Design Template

Process

Research

Reasoning

Reflection

How have sources and


opportunities for students to
find and review required
subject matter be made
accessible and available?
What aspects of the problem
will require students to
engage in critical thinking and
analysis?
What opportunities or tasks
incorporate individual or
group reflection, within the
activity?

Section 4. Problem-Based Learning Design Model Based on Goodnough and


Hungs (2008) research and 9 step model, instructors and designers should consider
the following when selecting or creating a Problem or Case:
Steps
1. Setting learning goals and objectives See Section 1.

Satisfied

2. Conduct Content Analysis to determine expected level of problem


solving See Section 2.

3. Analyze Context Specification Audit case/problem to ensure that


real-life factors are present See Section 3.

4. Choose or Create problem/case Build a pool of cases/problems


that relate and connect to each other based on real-life problems
or issues relevant to course material.
5. Problem Affordance Analysis Map out the content, procedures
and processes, and problem solving tasks within the case/problem.
6. Correspondence Analysis Determine if the key knowledge is
accurately represented and supports learning objectives, and if the
connection between problem and prior knowledge is well
constructed.
7. Calibrate and Modify the Problem consider learners level of
learning, disabilities or exceptionalities, environmental constraints

Problem-Based Learning Design Template


and requirements
8. Create the Reflection Component and give learners an opportunity
to focus on what they have learned, how they learned, and the tools
or models they used to learn
9. Use the 3C3R Model to determine how each component is
integrated and connected with one another.

Section 5. Scaffolding and the Role of the Facilitator Select as many of


Jonassens (2011) strategies as possible to help ensure you create a supportive
environment for PBL.
Support
Students are familiar with case studies, issues and solutions (see Section 2)
Provide worked examples so students have a preliminary guide on how to
approach a problem
Use analogous problems to help students form stronger connections and
understand patterns
Provide analogies and references to prior experiences and learning
Tailor the environment to strengthen the simulation
Assist students in determining causal relationships between factors or
events within the problem
Embed deep reasoning questions into the case/problem to help guide
students reasoning and analytical processes
Challenge students on their solutions and request justifications in order to
support deeper understanding of the problems underlying issues
Additional Support:
Additional Support:

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