ABSTRACT
Learners All kinds of learners• Learners must have some prior knowledge gained from real-world experi-• ence.
Learning environments A room with large tables, multiple computers, and access to resources• Instructor and organization must be committed to PBI-the entire ap-• proach
Instructional development constraints Suffi cient time and money to develop for fi nd the problems and learning • resources
Values
about ends (learning goals) Th e development of problem solving and decision-making skills within a • content domain Th e enhancement of learners’ reasoning abilities and self direction• Th e enhancement of transfer to real-world tasks•
about priorities (criteria for successful instruction) Eff ectiveness is valued over effi ciency• Intrinsic motivation is valued over extrinsic motivation •
about means (instructional methods) Th e importance of self-direction• Th e use of complex, authentic problems with no single right answer• Th e teacher as a tutor, process facilitator, and metacognitive coach• Th e use of refl ection on practice•
about power (to make decisions about the previous three) Student should have more responsibility to direct their own learning•
Universal Methods
1. Use authentic and meaningful real-world problems that fi t within the curriculum for the discipline and encourage cross-discipline thinking. Th ere are four design principles: Th e problems should be holistic, practice-based, ill-structured, and contemporary.
