# data[].attributes.headline
Volha: we can design a specific problem and work on it in the tutorial sessions from the perspectives of different disciplines. For example, we can examine mental helth issues from the perspective of medicine, psychology, sociology and law. Every particular session will start with diferent perspective, while the problem description will be the same (for instance - the case of particular person with autistic disorder: his everyday routine, social contacts, etc.)  

# data[].attributes.subject
Volha: we can design a specific problem and work on it in the tutorial sessions from the perspectives of different disciplines. For example, we can examine mental helth issues from the perspective of medicine, psychology, sociology and law. Every particular session will start with diferent perspective, while the problem description will be the same (for instance - the case of particular person with autistic disorder: his everyday routine, social contacts, etc.)  

# data[].attributes.headline
Alexandra:As a basis: the blueprint coming from the curriculum needs to be considered when planning a block for PBL. the blueprint describes what is learnt in a block, which other professions are involved, what the relation to other lectures/courses is, which learning outcomes will be achieved. This is important to ensure that in planning a PBL block, a consultation with other involved professions or people/lecturers involved is not overseen. Maybe draw a conceptual framework with the key concepts of the lecture.                                                                                                                1: Learning tasks (4CID): design learning tasks like problems, practicals, skills training, sequence the tasks and set/formulate learning/performance objectives.                                                                      2: Supportive Information (4CID) for non-routine aspects of the learning task. Analyze Cognitive Strategies and Analyze Mental Models (with these two from the 10 steps I am not quite sure what is meant - cognivite load?).                                                                                                                           3: design supportive procedural information for routine aspects to solve a task, analyze cognitive rules and analyze prerequisite knowledge.                                                                                               4. Design part-task practice for gaining routine.                                                                                      5. draw time schedules

# data[].attributes.subject
Alexandra:As a basis: the blueprint coming from the curriculum needs to be considered when planning a block for PBL. the blueprint describes what is learnt in a block, which other professions are involved, what the relation to other lectures/courses is, which learning outcomes will be achieved. This is important to ensure that in planning a PBL block, a consultation with other involved professions or people/lecturers involved is not overseen. Maybe draw a conceptual framework with the key concepts of the lecture.                                                                                                                1: Learning tasks (4CID): design learning tasks like problems, practicals, skills training, sequence the tasks and set/formulate learning/performance objectives.                                                                      2: Supportive Information (4CID) for non-routine aspects of the learning task. Analyze Cognitive Strategies and Analyze Mental Models (with these two from the 10 steps I am not quite sure what is meant - cognivite load?).                                                                                                                           3: design supportive procedural information for routine aspects to solve a task, analyze cognitive rules and analyze prerequisite knowledge.                                                                                               4. Design part-task practice for gaining routine.                                                                                      5. draw time schedules

# data[].attributes.body
1. LEARNING TASKS – Problems, projects, or cases that the students work on
a. Variation of problems you encounter in the real world
b. Sequenced complexity of the problems. They should become more complex as the course progresses.
c. Support and guidance provided by the teacher and tutor and it decreases as the course progresses until the student can solve the problems individually, repeating until the course ends.
2. Supportive information – related to the resources that the students can consult.
 Often called study landscape: all resources with information that helps to solve problems or perform projects
3. Procedural information – the information provided to the students depending on the moment of the learning process. This is generally given by the tutor.
4. Part-task Practice – practice that help students develop their skills.

# data[].attributes.body
From: 4C/ID in medical education: How to design an educational program based on whole-task learning: AMEE Guide No. 93

# data[].attributes.body
https://cft.vanderbilt.edu/guides-sub-pages/unders...

Understanding by design: a resource from Vanderbilt University about backward design,

a framework for designing courses and content units called "Backward Design." Instructors typically approach course design in a "forward design" manner, meaning they consider the learning activities (how to teach the content), develop assessments around their learning activities, then attempt to draw connections to the learning goals of the course. In contrast, the backward design approach has instructors consider the learning goals of the course first. These learning goals embody the knowledge and skills instructors want their students to have learned when they leave the course. Once the learning goals have been established, the second stage involves consideration of assessment. The backward design framework suggests that instructors should consider these overarching learning goals and how students will be assessed prior to consideration of how to teach the content. For this reason, backward design is considered a much more intentional approach to course design than traditional methods of design.

This teaching guide will explain the benefits of incorporating backward design. Then it will elaborate on the three stages that backward design encompasses. Finally, an overview of a backward design template is provided with links to blank template pages for convenience.

# data[].attributes.body
"I interviewed the coordinator of the course I take part as a tutor in distance education. She agrees with backward design for PBL outline courses, especially in the situation of problem 3, when introducing PBL for teachers of different disciplines."

# data[].attributes.headline
What are some "pro"-tips to follow when designing a course?

# data[].attributes.subject
What are some "pro"-tips to follow when designing a course?

# data[].attributes.headline
How can you foreshadow the previous knowledge of future students to make the problems engaging, yet simple enough?

# data[].attributes.subject
How can you foreshadow the previous knowledge of future students to make the problems engaging, yet simple enough?

# data[].attributes.headline
What steps can we follow to include various disciplines into one course design

# data[].attributes.subject
What steps can we follow to include various disciplines into one course design

# data[].attributes.headline
What are the steps involved in the design process?

# data[].attributes.subject
What are the steps involved in the design process?

# data[].attributes.headline
How does a PBL-course outline look like?

# data[].attributes.subject
How does a PBL-course outline look like?