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1. Discuss the problem description given above in your team. Brainstorm about what you know already, and what you do not yet understand about course design.
2. Generate questions that need further study.
3. When you have done this, ask one team member to submit a document with your team's list of study questions using the 'Start a submission' button below.

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Watch the web lecture about the 4C/ID model for course design. Also watch the web lecture in which two teachers from the domain of Medicine tell about what they think is important in course design and try to relate this to the 4C/ID model. These web lectures can be found here.

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"Recently, I was appointed course coordinator of a new theme-oriented course in a problem-based curriculum. The curriculum had been innovated and the curriculum committee asked me to design a unit outline. To be able to do so, I had to collaborate with other teachers from various disciplines. I wondered what a problem-based course outline should look like and which steps would be involved in the design process. I consulted existing course outlines to become inspired. The new course outline was to be consistent with the principles behind Problem-Based Learning (PBL). It is a real challenge to design a course outline with a group of teachers from various disciplines."

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Individual activities (may continue into next week)

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Individual activities (may continue into next week)

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4. Study the materials individually. Watch the videos, look at the examples of course outlines, consult the booklet about course construction, and the other resources given. There is a longer list of open and licensed resources in the bibliography.
5. Look for other relevant materials about course design in your own collection or on the Internet. Try to find resources about PBL course-construction which fit your disciplinary background.
6. Share your resources with your team (in the team space) and with all participants (on Discussions).
7. Design or redesign a course outline and try to apply principles of problem based learning in your course design (individually, in pairs or as a team).

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Web lecture
Watch the web lecture about the 4C/ID model for course design. Also watch the web lecture in which two teachers from the domain of Medicine tell about what they think is important in course design and try to relate this to the 4C/ID model. These web lectures can be found here.

An example of a course outline referred to in the web lecture
Below you find an example (outline) of a thematically oriented course in a problem based learning curriculum. First have a look at the curriculum structure of the Faculty of medicine and then zoom in on the course outline. An example of a problem within this course you can find in assignment 'The problem as a starting point'. You can find more examples of PBL based course outlines relevant for your own discipline on the Internet (see e.g. some of the internet links below).

Course outline (example Faculty of Medicine)
Curriculum structure Maastricht Medical Curriculum 2014-201
Course outline block 1.3 Regulation and Integration

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- coordination/collaboration with teachers from different fields and with different backgrounds
- where to start?
- how to fully implement PBL in an "old" course?
- how much effort/ressources do we need?
- prepare students?

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How to design a PBL course online whith teachers from different disiplines?
-what`s the learning goals
-who are the students and what do they know about PBL as a working methode
-which Learning tasks and how to design them
-which suportive information
-which prosedural information is nescesary
-part task practice

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- Important to have clear learning goals as a starting point
- Defining the roles of the different teachers/disciplines
- Start to think about learning tasks and maybe have a common setting for the problems in the course
- Educating teachers and tutors in PBL
- Educating students in PBL

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An example of a course outline referred to in the web lecture 

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An example of a course outline referred to in the web lecture 

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Below you find an example (outline) of a thematically oriented course in a problem based learning curriculum. First have a look at the curriculum structure of the Faculty of medicine and then zoom in on the course outline. An example of a problem within this course you can find in assignment 'The problem as a starting point'. You can find more examples of PBL based course outlines relevant for your own discipline on the Internet (see e.g. some of the internet links below).

Course outline (example Faculty of Medicine)
Curriculum structure Maastricht Medical Curriculum 2014-201
Course outline block 1.3 Regulation and Integration

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- various disciplines may have different teaching traditions and cultures
- it seems important that all teachers involved are familiar with the principles of PBL
- in the course, problems should be connected and build on each other
- problems increase in complexity

Questions:
- how start a PBL-course when most of the other courses at the unit use different approaches
- how many problems are usually used in a PBL-course

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A challenge may be how to invite others to collaborate creating a PBL course,  when they don´t know much about PBL.

Another  challenge in planning a course outline, is that one need to plan well ahead due to administrative demands.. but his is not impossible.

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Task description

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lecture (medicine): choose a topic for the whole course and follow it through the tasks, come back to it in practicals and lectures
- analogy caterpillar: 7 wheels/circles (7 tasks) that are constantly moving and rolling faster and faster with more obtained knowledge. Together they "turn"/move into one direction and are dependent on each other. The first task is still active when proceeding (reactivated by practicals, important prior knowledge etc.)

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Courses should be organized into blocks over several weeks. Those who are planning the blocks should also be teaching in the course, and vice versa. Preferably, two students partake in the planning; one from the upcoming class, and one from the class currently in the course.

I found Snellen-Balendong & Dolmans useful in how to make a comprehensive framework for a block, and how it is related to other courses (e.g. previous courses). Learning goals may be given on an overall level by educational plans, but may not be all that detailed. Course curricula must include specific learning objectives.

Willis (2002) suggest organising the course into modules, (perhaps that's another word for blocks? ) with PBL assignments for each module. Later modules draw on elements for previous modules. She suggests 50 % of in class time to be devoted to PBL, otherwise lectures and discussion. 50 % of final grade relies on PBL assignments, 30 % from multiple choice exams, and 20 % on student presentation and demonstration. However, I find basing individual assessment on PBL group assignments highly questionable..