Creative PBL Practices at Maastricht University

We have creative teachers who are adding their own spice to teaching and are practicing creative PBL methods at Maastricht University.

During 2018 we interviewed 10 of these teachers. The Instructional Design & E-learning task force (FHML) in collaboration with the Library and EDLAB have published the collection here  OR .

UM MOOC Problem-Based Learning: Principles and Design

Students at the centre! 


Maastricht University (UM) has a strong tradition in Problem-Based Learning (PBL), focussing on small-group learning centered around authentic problems. At first sight, this is in contrast with the large-scale and often teacher-driven set-up of MOOCs. UM is, however, interested in exploring the potential of online PBL and the potential of MOOCs. To gain first-hand experience and to explore implications for UM staff and students UM developed a MOOC about PBL which is designed –as far as possible in the setting of a MOOC- in line with modern learning principles that are also at the basis of PBL: constructive, contextual, collaborative and self-directed learning: Problem-Based Learning: Principles and design. Students at the centre!

A university-wide project team, consisting of 34 people from all faculties, was responsible for this innovative MOOC design. The course is centered around a set of authentic problems organized in three different tracks:

  • The role of the tutor in PBL
  • Designing PBL problems and courses
  • Assessment and organisational aspects of PBL

Participants work in groups on authentic problems in a similar way as face-to-face PBL tutor groups, except that they work online and do not have a tutor.

“UM MOOC Problem-Based Learning: Principles and Design” verder lezen

Hoe kan E-Learning de principes van PBL ondersteunen?

Probleemgestuurd onderwijs (PBL) is de belangrijkste onderwijsvorm binnen onze faculteit. De principes achter PBL, cooperatief leren, constructief leren, contextueel leren en zelfsturend leren, stellen andere eisen aan E-Learning middelen, dan standaard klassikaal onderwijs, of zelfstudie (Donkers,, 2010). In een recente systematische literatuurstudie (Verstegen,, 2016) hebben we onderzocht hoe E-Learning de principes van PBL kan ondersteunen.

In het onderzoek hebben we gekeken naar 176 toepassingen van E-Learning in één of ander vorm van PBL. De meeste toepassingen leggen de nadruk op het samenwerken in groepen en leren in een context, maar er is relatief weinig ondersteuning van het activeren van voorkennis of de brainstormfase.

“Hoe kan E-Learning de principes van PBL ondersteunen?” verder lezen