A Case for Problem-Based Learning
In the “A Case for Problem-Based Learning” written assignment for Week Five, you will revisit the poor instruction observed in the Jeff Bliss video from Week Three. You will apply your knowledge of culturally relevant and creative instructional strategies developed earlier in the course to describe and plan a culturally relevant, project- or problem-based learning (PB2L) experience that uses technology to create a more culturally relevant lesson to be presented in your subject matter of choice.
The most important reason you are designing an experience that emphasizes a project- or problem-based model is that such an approach helps define a context that provides meaning and purpose for all the skills to be learned. And context represents all those factors in an instructional environment that provide meaning for the students’ experiences, including the information they receive. These are the factors that influence and define what, when, where, how, why, and with whom individual learners learn from instruction.
A number of educational researchers and instructional designers have studied different types of contexts within specific learning environments over the years (e.g. Jonassen, Peck, & Wilson, 1999), and these different types of contexts can be characterized into three broad categories: creation, problem-based, and real (or simulation). Within these broad categories, subcategories of context types reside and, in many cases, overlap into multiple categories. The figure blow represents this relationship:
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