Appendix to blogpost on Topic 1 below (References are the ones that are most relevant for me personally).

Term Key features Ref
PBL Problem-based learning Open-ended problem. Learn domain knowledge and strategies. Goals: flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation
PBL Project-based learning Goal: Acquire a deeper knowledge through active exploration, during extended periods, of real-world challenges and problems and complex questions. [1]
CBL Challenge-based learning Collaborative, hands-on framework for learning while solving real-world Challenges. Goals: identify and solve Challenges, gain in-depth subject area knowledge, develop 21st-century skills, including sharing thoughts with the world. [2]
SBL Scenario-based learning a.k.a. Simulation-based learning. Immerses the learners in realistic, interactive situational simulations, promoting applied learning strategies. [3]
PhenoBL Phenomenon Based Learning Learning with holistic real-world phenomena studied as complete entities, in their real context, and the information and skills related to them are studied by crossing the boundaries between subjects. [4]
 IBL Inquiry-based learning Process: 1) Pose question, 2) Obtain supporting evidence to answer the question, 3) Explain the evidence, 4) Connect the explanation to the knowledge obtained from the investigation, 5) Justify the explanation. The process is often assisted by a facilitator. PBL is a sub-category to Inquiry-based learning. [5]
– Action learning Approach to solving real, important (complex) problems in a diverse team, in a process promoting inquiry and reflection, and leading to actions and solutions. A coach is often included. [6]
WBL Work-based learning Goal: Provide students with real-life work experiences where they can apply academic and technical skills. Internship-like [7]
TBL Task-based learning In language learning: Use of authentic language and meaningful, real-world tasks using the target language. Focus on task outcome rather than on linguistic accuracy. [8]
CBI Content-based instruction In language education: contextualized learning, where learners are exposed to useful language embedded in relevant real-life discourse contexts [9]
DBL Design-based learning Learning based on the iterative design process to: 1) investigate context, 2) identify needs, 3) develop criteria, 4) generate alternatives, 5) select alternative, 6) prototype/test, 7) produce, 8) evaluate [10]
GBL Game-based learning A game play that has defined learning outcomes, balancing subject matter with gameplay. Goal: Transfer of subject matter to the real world. [11]
 – Networked learning Connects (not necessarily on-line) people and information to promote communicating to support one another’s learning
 TBL Team-based learning Creates long-term learning teams with diverse skill sets and backgrounds. Uses team work contracts with individual accountability for out-of-class work prior to team’s work.
 – Collaborative learning Two or more people actively interact to learn together: asking one another for information, evaluating one another’s ideas, monitoring one another’s work.
– Cooperative learning Instructor organizes classroom activities, where students are divided into small groups working together. Goals: Positive interdependence. Individual and group accountability. Promote interaction. Practice interpersonal and small group skills.
CSCL Computer-Supported Collaborative learning Collaborative learning taking place via social interaction using a computer or through the Internet, with technology as the primary means of communication or as a common resource.
WBL Web-based learning Using web-based technologies or tools to interact with the teacher, other students and learning material. in the classroom or in online learning environments. Same as ”e-learning” [12]
POGIL Process Oriented Guided Inquiry Learning Student-centered, small group learning on a specially designed activity. Each student is assigned a role in the group (e.g., manager, recorder, spokesperson or reflector) and should discuss the solutions to “carefully crafted questions that lead them to consider the general ideas in question and to construct their own understanding of important course concepts”. The instructor serves as a facilitator. [13]
1. Markham, T. (2011). Project Based Learning. Teacher Librarian, 39(2), 38-42.
2. http://www.challengebasedlearning.org
3. Cant r.p. & Cooper s.j. (2010) Simulation-based learning in nurse education: systematic review. Journal of Advanced Nursing 66(1), 3–15
4. http://www.phenomenaleducation.info/phenomenon-based-learning.html
5. Dostál, J. (2015). Inquiry-based instruction : Concept, essence, importance and contribution. Olomouc: Palacký University, ISBN 978-80-244-4507-6, doi 10.5507/pdf.15.24445076
6. Action learning
7. http://www.dpi.state.nc.us/cte/curriculum/work-based/
8. Willis, Jane (1996). A Framework for Task-Based Learning. Longman. http://www.tblsig.org
9. http://iteslj.org/Articles/Davies-CBI.html
10. http://www.designbasedlearning.org
11. Lin, G. H. C.; Kung, T. W. T.; Chien, S. C. (2011). Computer Games Functioning as Motivation Stimulants (PDF). International Conference on Computer Assisted Language Learning (CALL).
12. https://www.tut.fi/ms/muo/vert/1_orienting%20_phase/pdlri_orientationtoweb-basedlearning1.html
13. https://pogil.org