Problem-Based Learning (PBL) is an active learning pedagogy, which 50 years after its development is still considered an alternative way of teaching and learning. PBL is based on the idea of small group collaborative learning with students being actively responsible for their own learning process and for the meaningful construction of knowledge by linking to existing knowledge.
Problem Based Learning emphasizes active, problem-based and collaborative knowledge construction. Learning with PBL is learner-centered: the learner defines the exact content (and learns) already before even engaging with respective literature, and the learner is in charge of prescribing the exact learning process of the group.
Learning in such an environment increases motivation and the probability of learning by deep understanding in contrast to passive knowledge transfer. Yet, the incorrect implementation or superficial use of Problem-Based Learning also inherits certain challenges that can harm the positive impact of this alternative learning approach, and in the literature especially the importance of the role of the tutor as facilitator and the need for well-suited assignment texts as starting point are emphasized.
Bellow you can find the video recording of the INOTLES pedagogical training on PBL (trainer: Dr. Heidi Maurer, UM, the Netherlands), which took place on June 20, 2014, at IES, VUB, Brussels.