The emergence of problem-based learning (PBL) at McMaster University’s medical school in the 1960’s was representative of a generational shift in education philosophy. Its pedagogical underpinnings of constructivist learning have been embraced across education (K-12, higher education, workplace learning, etc.) and is continually being re-imagined within individual subject areas.
PBL is an artifact of student-centred practice, which is a necessity in the 21st century where the demands placed upon learners to be successful in their careers includes advanced cognitive and socio-emotional skills. PBL and learning technologies are two discrete methods of facilitating learning of these skills and which currently co-exist without explicit discussion of how they can be integrated. There is a significant body of research that exists to support the implementation of PBL within higher education, and separately how technology can be utilized to enhance student learning. However, there currently is no defined framework which has been identified to assess the effectiveness of technology in PBL, a rationale for their integration, and how such a framework might exist within a blended-learning paradigm.
This presentation and its accompanying review article will elucidate the history of PBL and technology pedagogies, their roots in constructivist learning, how to create technology integrated PBL professional development for faculty, and propose a new framework for technology integrated PBL which increases the prevalence of deeper-learning within students.