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Problem Based Learning - Challenges that instructional designers should consider when using this model
by Chandra Lynne
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Problem Based Learning - Challenges that instructional designers should consider when using this model

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PBL works best in small groups where students work on several problems together, so they can experience the benefit of collaborative learning. Will this lesson work with small groups?

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Is there enough time and money for the resources needed to implement the lesson?

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Is the problem "authentic" and "real world"? Is the problem something that a learner would encounter in a workplace?

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Does the problem incorporate the four design principles of PBL instruction: holistic, practice-based, ill-structured, and contemporary?

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Is the complexity of the problem suitable for the age group and maturity of the learners?

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Is the problem open-ended? Are there many possible solutions to the problem?

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Does the problem incorporate multiple disciplines? If so, which ones?

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The optimal environment for PBL has writing surfaces on all 4 walls, large tables & multiple computers. How will the environment contribute to PBL?

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How familiar are the students & instructor with PBL?

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PBL requires the instructor to carefully manage the learning process for those students who are unfamiliar with the model. Is the instructor committed to the process?

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Does the poject include a problem that has not alrady been resolved? (ex. school scores poorly in one department and makes dramatic improvement the following year, thereby making that problem obsolete)

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