The IJPBL
The Interdisciplinary Journal of Problem-based Learning (IJPBL) publishes relevant, interesting, and challenging articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning (PBL) in K–12 and post-secondary classrooms.
IJPBL is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles.
The School of Health Professions Education (SHE) offers a free MOOC on Problem-Based Learning: Principles and Design, to people with a professional or personal interest in education in general, and forms of problem-based learning in particular.
Language: English
Application Deadline: October 15, 2017
An Introductory Course on PBL in Higher Education - The intention of this course is to shed some light on and clarify some of the uncertainties that exist about what problem based learning is, how it can be implemented and how a change to PBL can be achieved.
Language: English
Application Deadline: Continuous admission
The School of Health Professions Education (SHE) offers a free MOOC on Problem-Based Learning: Principles and Design, to people with a professional or personal interest in education in general, and forms of problem-based learning in particular.
Language: English
Application Deadline: October 15, 2017
An Introductory Course on PBL in Higher Education - The intention of this course is to shed some light on and clarify some of the uncertainties that exist about what problem based learning is, how it can be implemented and how a change to PBL can be achieved.
Language: English
Application Deadline: Continuous admission
The Research Center New Pedagogical Architectures is committed to a scientific-academic approach that leads to the re-invention of education and pedagogical processes inherent to the relationships of teaching and learning at all levels and modes of education.
The Aalborg Centre contributes to a reform strategy to higher education by combining Problem and Project Based Learning (PBL), Engineering Education Research (EER) and Education for Sustainable Development (ESD).
The PBL Lab is an integrated research and curriculum development effort launched in 1993 in the Department of Civil and Environmental Engineering at Stanford University.
More than fifty investigative lessons or “cases,” for K-12, undergraduate, and graduate science. Free registration enables you to download cases and support materials.
The mission of the Enduring Legacies Native Cases Initiative is to develop culturally relevant curriculum and teaching resources in the form of case studies on key issues in Indian Country.
Case modules developed by faculty participants in the Investigative Case-Based Learning workshops.
The Team-Based Learning Collaborative is an organization of educators from around the world who encourage and support the use of Team-Based Learning in all levels of education.
POGIL uses guided inquiry – a learning cycle of exploration, concept invention and application is the basis for many of the carefully designed materials that students use to guide them to construct new knowledge.
