+1443 776-2705 panelessays@gmail.com

 Respond to at least two of your peers’ postings in one or more of the following ways: “See attachment for details

  • APA citing 
  • No plagiarism 
  • 48 hours 

Week 6 Discussion 1

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:

· Model of Metacognition – See attachments

· Chapter 13 – See word.doc


Respond to two of your colleagues’ posts in one or more of the following ways:

· Ask a clarifying question about your colleague’s description of their response

· Suggest one or more additional feedback your colleague could use regarding subject.

· Relate an example from your own experience of a positive, effective, and/or to what your colleague shared.

· 3 – 4 paragraphs

· No plagiarism

· APA citing

1st Colleague – Steven Cole

Steven Cole 

Cole Discussion- Week 6

Top of Form

Learning events are opportunities for the instructor to show that the material was presented accurately and correctly, and the learner understands the information. Problem based learning events results in a problem and what can be done to correct and mitigate this issue. While solving the problem and issue, the process should also consider how to alleviate and make sure this problem does not arise. Gaining the executives and leadership “buy-in” for not just a current problem, but other suggestions or recommendations for business operations as a whole, is key to establishing that mutual understanding and partnership. Other challenges could include shortage of tools and resources, whether it is funding costs, or having the right equipment or software to solve the present problem at hand. A course that does not have a Pre or Post Test, in my opinion, does not give the employee, the facilitator of the businesses the feedback and information ensuring the material is adequate, understandable, and will/can be applied. Within the Pre-Test, a gauge of the current knowledge of the information is presented which in turns shows current knowledge strengths and weaknesses and where emphasis from both the learner and facilitator need to be focused on. As the course material is taught, the learner should gain that knowledge and understanding with a culminating event being the Post Test. Through Low-complexity problem-centered designs, while not as ambitious as the more elaborate cognitive apprenticeship models, do offer practical cost-effective ways to contextualize learning and boost motivation (Clark, 2008).  These low complexity problem centered designs are essential in a classroom setting and provide opportunities for group discussion and learning through shared stories and experiences. Upon completion of the Post Test, the learner should have a greater knowledge base and in turn can use this in the workplace. 

Your Thoughts



Clark, R. C. (2008). Building Expertise: Cognitive Methods for Training and Performance Improvement (3rd Edition). Wiley Professional Development (P&T). 

2nd Colleague – DCG


Problem-Based Learning

Top of Form

Problem-based learning is an instructional approach whereby open-ended problems are carefully constructed to be used by groups of students to work through content and find a solution. Problem-based learning is used in numerous segments of higher education. At the same time, case-based learning is where cases like stories are used by students in order to explore when reading. This type of learning usually directs students towards a thought-through conclusion. In addition, it provides the resources as well as context required in discussing and debating issues dynamically (Thenmozhi, 2019). When more than one case is presented, case-based learning becomes case-based reasoning. In case-based reasoning, students are needed to reason about multiple cases as well as how previous solutions can be utilized in new problems or how previous cases are related to new cases.

During this course, I participated in a problem-based case-based learning event, and I experienced some challenges. One major challenge I encountered with problem-based learning is that it requires a lot of time and takes away time allocating for studying for other subjects by the student (Thenmozhi, 2019). On the other hand a major challenge that I experienced with case-based learning is that it was quite complex. As a result, it requires the collection and storage of a large number of resources. This storage is mostly technology or multimedia cases. This storage is needed to collect and provide students with the needed resources sufficiently to understand the case.

In regards to the challenge, I experienced in problem-based learning, I focused more on developing a strict timetable to ensure that I did not spend a lot of time on a single subject. On the other hand, I overcame the challenge I experienced in case-based learning was to seeking advanced storage technology of “the cloud” as it unlimited space. I feel that a course that has no pre-or-post event test does not provide an ability to comprehend course needs and requirements effectively (Thenmozhi, 2019).

Thenmozhi, C. (2019). Models of Metacognition. International Journal of Education

Bottom of Form

Bottom of Form