Training Guide for PBL

Problem/Project based Learning in HE

Developer: Dr. Hadas Shelly Huber

Advisors: Prof. David Edgar, Dr. Iwona Maciejowska & Davida Pollak


PBL - Problem and Project based learning is a learning method that emphasize learning through real world situations and enables to combine interdisciplinary knowledge . It is applied in HE - Sciences , Humanities and Education.

Problems and Projects Learning (PBL) cultivates Engaged and active learning based on mutual cooperation and collaboration between teachers, students, and stakeholders in the community.

In order to make it realistic and beneficial, the process takes place within the particular relevant community. For example in Education we deal with Multicultural Differences, Relationship between Teachers and Parents and Self Regulation in Kindergarten.

The lecturer’s role is mainly to guide students and coordinate the studies, while presenting students with several options for the learning processes.

This way, we encourage students to take full responsibility for their own learning. While they learn how to learn by themselves, they will also develop other skills, such as: creative thinking, asking questions, self-regulating, debating, initiating, and so on.

The finished products are shared with the community in exhibitions, local newspaper articles, lectures, workshops for the community, or by means of launching an actual project.

This way, the PBL process creates a positive experience, for both students and faculty. Faculty as well as students have to constantly develop their own knowledge, values, and skills.

Experiencing active and engaged learning can help clarify some important questions:

How do we define active and involved learning?

Why is it associated with projects and dilemmas?

What is the potential for students and teachers if we use it properly?



Promoting meaningful emotional and cognitive learning .

Experiencing personal and interpersonal relationships based on three components simultaneously:

1. Values

2. Involvement

3. Relevance

Promoting knowledge, skills, and values required in the 21st century.

Encouraging dialogue between all partners that cultivates action, transparency, trust, and autonomy.

Learning outcomes

At the end of the training, participants will be able to do the following (depending on their skills):

Step 1 - First Exposure to PBL/PjBL

  • Explain PBL or PjBL and give examples.

Step 2 - Deepening Knowledge and Practicing Main Principles

  • Present authentic and relevant dilemmas/questions/issues in a way that is beneficial to the relevant community and subject matter.
  • Create fertile questions.
  • Choose a meaningful and relevant dilemma.

Step 3 - Applying PBL/PjBL Principles and Model

  • Adapt their courses to the presented method.
  • Generate “fertile questions” in order to initiate PBL/PJBL learning process.
  • Facilitate fine tuning processes that are meaningful for the students.

Recommended Training Structure

The main purpose of this faculty training is to increase the use of teaching methods that are fostering active and involved learning specifically by using PBL/PjBL.

Problem-Based Learning (PBL) is an instructional method of hands-on, active learning centered on the investigation and resolution of messy, real-world problems. Project-based learning (PjBL) is a dynamic approach to teaching in which students explore real-world problems and challenges. In both types of active and engaged learning, students are inspired to gain a deeper knowledge of the subjects they're studying. The main difference between the two methods is that in PjBL, in addition to proposing a solution to a defined problem, students apply a chosen solution in the field, affecting the community.

Training can take place via workshops, online courses, personal tutoring, extended training, or any combination of the above, depending on the needs of your particular institution and team. We recommend a three step modular training (depending on the participant's ability) as detailed below:

Step 1 - Getting to know the method (2 hour session with up to 12 participants).

Step 2 - Deepening knowledge and practicing main principles (2-3 hour session with up to 12 participants).

Step 3 - Adapting relevant courses to be taught as PBL or PjBL (individual coaching).