Manual of

Problem-Based Learning (PBL) and

Project-Based Learning (PBL)

Guidelines for their design and implementation in the classroom

SUBDIRECTORATE OF CURRICULUM AND TEACHING

ACADEMIC DEVELOPMENT OFFICE
ACADEMIC VICE-RECTORATE
1
2019
 METHODOLOGICAL STRATEGIES COLLECTION PRESENTATION
First Edition, June 2019
Chilean higher education institutions have tended towards harmonization.
criteria on aspects of the curriculum mainly regarding
Technical Training Center, Professional Institute and competency-based education, education centered on learning outcomes
Technological University of Chile INACAP design, teacher training, and connection with the community, among others, that appeal to
Av. Vitacura 10.151, Vitacura, Santiago - Chile the improvement of the quality of Higher Education. Currently, there are various
higher education institutions –public and private– designing their plans
of study and training professionals based on the competency approach (Center
ISBN: 978-956-399-004-1 (versión impresa) Interuniversity Development [CINDA], 2008, p. 10-13; Tuning Latin America, 2007,
ISBN: 978-956-399-005-8 (versión digital) p. 11- 13).

The reasons for adhering to this approach are varied; however, they are related to
mainly with the social, economic, and cultural changes that have
Authorship: Subdirectorate of Curriculum and Teaching increasing the demand for the professionalization of human capital, and that have influenced
Autor:Luis Bretel Bibus ciado en que el conocimiento evolucione rápidamente, además de la constante
Review and correction SCD: Katherinne Campusano Cataldo need to connect higher education training with the demands of
labor and social market. The above results in a shift in emphasis
from training, from the accumulation of knowledge to practical application.

INACAP, attentive to these challenges, has included in its Institutional Educational Model
Competency-Based Training, considering the approaches of 'Learning-
design throughout life" and "Human Capital" (INACAP, 2015, pp. 6-7). In this
, and as a result of its purposes, policies, and historical experience, has
advanced from learning by doing to learning by developing and has oriented the
pedagogical method in 2020 in what has been called A²VC: Active Learning,
Linked and Collaborative.

The challenge then is to innovate in teaching practices, in such a way that the
INACAP students learn in collaboration between different disciplines and with
based on real needs of the labor and social sphere, considering the results-
two learning outcomes described in the graduation profile, the available resources and the
income profile.

This manual is part of a collection of documents that are generated and updated.
INACAP is not responsible for changes and modifications to the content of the websites. dynamically, guiding the selection and implementation of strategies
suggested in the present text. guides, techniques, and activities inside and outside the classroom. This 'Learning Manual'
boredom in Problems Based Learning (PBL) and Project Based Learning (PBL): guidelines
Creative Commons Attribution-NonCommercial License. This manual may be distributed,
copied and exhibited by third parties, as long as authorship is recognized and credited. for its design and implementation," prepared by the Curriculum Subdirection
No commercial benefit can be obtained from the use of this manual. and Teaching (SCD), is a guide for classroom teachers to design and implement
the strategies outlined in the subject programs. In this context, it is
En caso de utilizar el contenido de este texto, citar así: support for the design work of class planning 'Class Plan', inclu-
Subdirectorate of Curriculum and Teaching, Directorate of Academic Development, Academic Vice-Rectorate
Technological University of Chile INACAP (2018). Problem-Based Learning (PBL) Manual deriving the stages and moments of the strategies presented, and facilitating a
Project-Based Learning (PBL): Guidelines for its design and implementation in the classroom. effective implementation in the classroom.
Santiago, Chile: Ediciones INACAP.
Catherine Díaz Olivos
Deputy Director of Curriculum and Teaching (SCD)

2 3
 TABLE OF CONTENTS
(Interactive) 22
ii. Ask yourself: what problems or products
real, especially of his professional life,
could solve or build a student who
32
7 Would you know about these contents?
[Link] of a good stage,
Introduction iii. Formulation of the scenario and possible
problem and product request.
questions that will accompany the problem or
product request.
8
1. What does Project-Based Learning consist of? 35
Problems (ABP) and in Projects (ABPro)? b. Determine the information or sources
information that will be proposed to the
10 students review or consult.
2. What are the main ones?
c. Determine the process and the time that is given to them
36
characteristics of both strategies? i. Organization of the teams.
[Link] traditional process is reversed will provide to the students for each
learning: first the problem
11 development stage:
[Link] center of the teaching process
or the product request. he is no longer the academic and his 39
speech, but the students Different ways to promote the
12 and their learning process. positive interdependence
[Link] learning process in
the ABP/ABPro. 40
ii. Review of the problem or request
14 of the product.
The students apply strategically
mind what was learned in the solution 41
of the problem/design and construction [Link] of questions to guide
16 of a product. the literature review.
The academic designs the problem, or
propose the product, and accompany to 42
the students in the search of iv. Personal bibliographic review.
the solution.
17 [Link] presentation and discussion of
Students learn to work the results of the personal research.
with autonomy, since they are the ones 43
that they must plan the process of [Link] review of the problem or of the
18 construction and who should go product request and formulation
3. What similarities does ABP/ABPro have?
of possible solution.
with other active and cooperative strategies? evaluating its implementation. 44
a. It produces intense activity of the student and [Link] of proposed solutions
requires cooperation with others.
19 (only for the ABP).
Ensures high levels of 1.1.1 Project Planning
intrinsic motivation. 45 (for ABPro only).
c. They can be incorporated into the ABP/ABPro 1.1.2 Design and development of the product
20 a countless number of activities of (only for the ABPro).
4. How are they designed and implemented
1.1.3 Presentation of the manufactured products
these strategies? active and cooperative learning.
(for ABPro only).
46
a. How is the problem formulated or the d. What and how can be evaluated when
product to request?
21 Does he/she use the strategies?
i. Determine for which unit of Design how the evaluation will be carried out
learning will use the ABP and what 49 from what the students are doing
content want to get involved in the [Link] sure that everyone works on
and producing.
problem or with the product to be requested. the team manages all the content
Everything can be evaluated.
It works better if it is.
4 5
 52
5. How does the academic support the process?
of learning when is ABP/ABPro used?
a. The question and the follow-up question.
53
b. Guide without directing.
[Link] feedback that allows
discover the error and learn.
54
The class is the space for discussion.
in small teams. Avoid the work of INTRODUCTION
team out of class.
55
[Link] references

In the 'Manual of Didactic Strategies: Guidelines for their Implementation

selection
INACAP, we briefly presented the teaching strategies;
This time we are interested in analyzing two of them in detail:

TABLE OF CONTENTS Problem-Based Learning (PBL)

Project-Based Learning (PBL)

This manual is aimed at all academics who wish to implement

effectively implement these teaching strategies in the classroom,
34 thus favoring the gradual development of their competencies
Table [Link] to evaluate if the scenario
graduation profiles.
Is it well designed?
45 It is important to make two clarifications: no didactic strategy is
Table 2. Proposed framework for the design of the
Project good or bad, effective or ineffective in itself, because any strategy
Tegia is used by an academic, who, if they know how to use it, can enjoy it.
47 about its advantages, but if not, it may feel that it is not very useful.
Table [Link] of instrument of
co-evaluation for students
48 Likewise, in the case of Problem-Based Learning or in Pro-
Table [Link] Guide for Evaluation Projects, it is important to keep in mind that these are strategies
teamwork that are very related to each other and to others, to such an extent that
the academic from Stanford University Renate Fruchter can
to assert that the 'P' of ABP is a P5, because it means: Problems, Pro-
Projects, Processes, Products, and People (See: [Link]

6 7
 Academics at Queen's University in Canada claim
What does Project-Based Learning consist of? that these strategies have allowed their students to build
both basic knowledge and highly specialized content
Problems (ABP) and in Projects (ABPro)? involved; also develop their skills for thinking

1
scientific, critical evaluation, information processing,
self-learning and long-term learning; as well as values
and attitudes for teamwork and interpersonal skills.
Referring to the strategy that was called Apren-
Problem-Based Learning (PBL) Considering all of the above, in the Manual of Didactic Strategies
its English initials Problem-Based Learning In the case of INACAP, ABP is defined as 'didactic employment of a pro-
more than 20 years ago, Howard Barrows said that problem as a starting point for the acquisition and integration of
it was about 'a learning strategy ba- new knowledge and competencies" (Curriculum Sub-Directorate
sorrow at the beginning of using problems as pun- Light and Evaluation, Academic Development Department, VRAP, INACAP,
to begin the acquisition and integration of the 2017, p.21). Meanwhile, ABPro is defined as 'didactic employment'
new knowledge” (Barrows, 1982, p. 489). of a project, which must be planned, created, and evaluated, in
small groups of students, with the aim of responding to the
When it is used, "new information is acquired in a pro- needs raised in a certain situation
ceso auto-dirigido de aprendizaje. […] se espera que los estudian- Curriculum and Evaluation Department, Academic Development Directorate,
they learn from the knowledge and the accumulated experience in VRAP, INACAP, 2017, p.31.
the world, by virtue of its own study and research, resembles
a glimpse of how real doctors do it. During the process If we had to precisely indicate what the differences are between
In self-directed learning, students work together, com- the ABP and the ABPro, we would say:
stopping, reviewing, and discussing what they have to learn
rrows, 1996, p. 8. The ABP begins by asking students to solve a problem,
proposing a theoretical solution, which they will never build or manufacture,
On the other hand, Project-Based Learning (PBL) is a while ...
learning strategy that consists of proposing to the students
you the realization of a complex and realistic project/product. Such Students are asked to do 'something', to build.
to develop a product that will meet some requested conditions and
the product/project is the 'problem' they must solve and that will be
will provide a practical and concrete response to a problem or request made.
impossible to build if they do not research and put a great deal at stake
number of knowledge and skills. In Higher Education On the other hand:
deals with products, and therefore real projects, taken from life The PBL concludes when students have reached a 'theoretical' solution.
and of professional practice. In contrast, in school education one dreams- of the proposed problem. In addition to saying or writing how they would solve it.
asking the students about what they want to do, allowing the problem, it is not necessary for them to implement or elaborate the solution pro-
let it be them who decide the content of the project, already details put in
that the objective, at that educational level, is to develop skills and
generic competencies and not a specific content. In the case of ABPro, the process concludes when the students have manufactured
I have created a product that meets the requested conditions by
the teacher either solves the proposed problem. Therefore, when they work on
In ABPro, students take two additional steps compared to those in ABP:
they plan and build the product.
8 9
 b. The center of the teaching process is no longer the academic and its
speech, but the students and their learning process
What are the main characteristics?
of both strategies? Both ABP and ABPro are teaching strategies in which

2
the academic designs the student's learning process and not
the teachings that he will impart. The effort of creativity that
The academic will not be directed to how he will explain the subject and what
a. The traditional process is reversed. examples will be provided so that the students understand, otherwise in what
learning: first the problem or the problem or the elaboration of which product will you propose to the students
product request. beforehand to seek to solve it or build it,
learn everything you need to learn.
Traditionally, the design of a course or of the
class in which a new topic would be proposed em- Investigate, review literature, discuss it with your peers, like that
it started with the presentation of it, usually how to design the product and plan the process of its construction
accompanied by deductive explanations that show they not only ensure a higher quality of learning, but also
ban the relationships between this and other preceding concepts that make learning an easy task, because the
or the presentation of concrete examples. When the explanation is the student does not have to discover the logic and the relationships that the
completed, students were presented with situations or problems contents are in the mind of the academic, but he himself
but, the execution of specific exercises or products in which it "start to build" that logic in a personal process of inda-
aplicaba el nuevo concepto o procedimiento explicado. navigation, clarification of concepts and construction of meanings. The
The academic is no longer the one who delivers the information in their presentations.

It is said that in ABP and ABPro this process is reversed, because before rather, it now helps to produce it, to discover it, to formulate pre-
that any explanation about a new topic or concept is pre- questions and new doubts.
a problem is posed to the students or they are asked to prepare.
of a product, taken from reality or similar to those in it Academics who use PBL/ABPro commit something that many
they present themselves, asking them to search, propose, and evaluate solutions Others might consider it 'sacrilegious': to pay more attention to the pro-
possible actions for it or that design and build it. learning outcomes of students that the rigorous and "order-
presentation of the concepts of the disciplines; flexibilize the
Why is it done this way? Because high levels are desired. subjects to bring them closer to the classroom; daring to present the content
of intrinsic motivation for what will be learned, and activate the learnings disciplinary nests not as the expert possessor of the truth, that
previous designs that students may have about the problem. he speaks for himself and for the other experts, but with humility
Hello, in addition to capturing your attention and ensuring the greatest effort and Socratic simplicity of the one who accompanies the disciple in his own and
cognitive, seeks to guarantee the greatest significance in the new ones personal search for truth.
learning. David Ausubel (1976) argued that if the student...
to establish "substantive and non-arbitrary" connections between the in-
training that he is receiving and what he already knew, he will have ensured
not only the understanding of the received information, but the significance
Learning activity.

10 11
 c. The learning process in PBL/ABPro it is significant and profound, memorization is ensured because
what has been learned has been integrated into the network of meanings in the mind of
When students receive a new problem or proposal subject that learns.
about a new product, the first thing they do is ask themselves what
we know that you can help us solve the problem or to build The peculiar thing about PBL and ABPro is that when these strategies are used...
the product and what we will have to find out or investigate in order to In class, the professor does not spend most of the time lecturing.
do it? They prepare a list of the questions they will have to answer. and explaining, but rather in advising and accompanying the students in their reading
to finish understanding the problem and come up with the solution, or journeys, in their discussions, in the development of their projects. On the other hand
build the product. part, the challenging nature of the proposed problems, besides
to capture the students' attention, it makes them feel useful, it
Si esta y las siguientes etapas del proceso fueran hechas a solas, ten- allows to 'play' at being professionals, researchers, or academics.
they would generate much less wealth, since many eyes and brains are focused
In the problem or in the project you will find more angles and ne- Unlike some projects or research that they...
different learning needs. students carry out outside of class, individually or in groups, when
aprenden con ABP y ABPro los estudiantes sienten que, en el mo-
On the other hand, the number of questions to be resolved and topics to be investigated. at the moment they need them the most, the teachers are there to support
tiger makes cooperative work indispensable, at the same yarles. This type of attention allows them to ask more
time to "fulfill what the group has entrusted to me" is trust and clarify their doubts in a timely manner, in addition to ensuring
turns into a very good motivator that the problem- that the learning processes flow at the pace of each student
whether the product proposal has managed to provoke initially. and each group tends to generate a particular emotional bond between the
students and the teacher, establishing emotional commitments
But not only that. Having to discuss with the other members of the implicits that push forward and prevent defrauding those who
team the results of the individual research and evaluate their performance is worried about me.
tendency regarding the solution of the problem or the project, des
roll deeper knowledge of the concepts involved, Many scholars believe that, during the early cycles, the
as well as the critical thinking of students, their capacity to the student is incapable of serious intellectual productions and ("role
teamwork and its skills for argumentation and reasoning assigned, acquired role") they end up verifying it in their courses.
naming.
Motivation experts would say that the role attributed by the aca-
It is important to note that achieving learning means academic to their students and the achievement expectations that it has
This way implies that it has occurred, in the mind. regarding these, they will end up producing, with a very high probability-
of whom one learns, a review, modification, and enrichment of reality, a level of outcome in the same direction (Covington, 2000).
its thought structures, so that they can be established
new connections and relationships that ensure memorization co- On the other hand, it is important to note that motivation does not correspond-
reflective of what has been learned. Thus, what is learned significantly is, of, as has often been misunderstood, with an initial stage in
well, significantly memorized. This has little to do with the the learning process, it is not enough for the student to be motivated
mechanical memorization, which only allows for the exact reproduction of before starting the learning activity if the activity itself is
content, but under the same conditions. When learning demotivating and demobilizing. On the contrary, it is essential

12 13
 realizing that at the moment when the motivation for Reaching deeper cognitive levels implies that the student
Learning may not be nourished, the process can be interrupted. Without pre- can analyze what is being understood, contrast it with others
tender here to deepen on the types of motivation (intrinsic and concepts, make comparisons or generalizations that imply
extrinsic) and above all those things that can act as motivators, a synthesis of many different elements, evaluate the relevance
we affirm that extrinsic motivators (the score, a reward, a of the concept to understand or resolve situations and create responses
punishment, etc.) are not sufficiently strong to achieve on their own new ones to explain or resolve unknown situations.
sustained processes of meaningful learning, while the
móviles intrínsecos (interés por el tema, curiosidad, deseo de saber All the empirical evidence generated by the research about
more about something, etc.) they are much more (Covington, 2000); even- the effects obtained from the use of these strategies allow to affirm
that better results can always be achieved if a but, unlike traditional strategies in particular the
appropriate combination of both. expository or master class, PBL and APB ensure that the es-
students exercise these higher cognitive processes and learn
Finally, and relating motivation to comprehension, it is im- to make strategic applications of the concepts they learn. From
It is important to keep in mind that one of the reasons why we con- made, solve the problems or design and build the products
consider understanding as essential to achieve learning what is proposed to students in ABP/ABPro demands that application
meaningful, is that the lack of understanding not only produces learning- strategic location.
mechanical pressures, but rather demotivates and demobilizes the student,
because it makes him feel ineffective and clumsy to learn, besides not
to have no other option but to learn out of obligation and mechanically
mind, something that is not understood.

d. The students strategically apply what they have learned in the Some teachers would say that these strategies cannot be applied in subjects...
solution to the problem/design and construction of a product theoretical
in a subject of Philosophy, and there is nothing more “theoretical” than Philosophy.
The PBL and the ABP allow for the ongoing exercise of cognitive levels Sofía. Later we will propose examples in the most diverse subjects.
higher-level initiatives by students. It is important to note of engineering, law, psychology, etc.
that the basic cognitive levels are, according to Bloom's taxonomy,
the knowledge, understanding, and technical application of what is learned Create a dialogue in the Platonic style that captures its controversial spirit.
through the discussion of different ideas and different arguments around
they are basic because they do not involve the comparison of some with
specific problems [...] addressed in a dramatic context
concepts with others, nor the formulation of hypotheses and new theories, nor
that reflects some of the main aspects of the socio-political situation
the construction of generalizations. A student who reached a national lithic […] develop in any part of the territory [...] with
lower level knowledge, can identify or recognize the con- personajes representativos de la sociedad actual […]posiciones defendidas
I accept or learned procedure, I can explain it and, perhaps, use it. For each of these characters, they must rest in their positions.
in situations very similar to those in which he learned it. defended by the philosophers proposed in the course.

Build the prototype of a `Vibration Test Bench`

nicas'.

Design and implement a social value advertising campaign and/or

educational within a space of the city.

Create 'An Environmental Atlas of the Country [...] thematic [...and] electronic'.
14 15
 e. The academic designs the problem, or proposes the product, and f. Students learn to work autonomously, as they are
accompanies the students in the search for the solution they are the ones who must plan the construction process and those who
They must be evaluating its implementation.
What has been said above helps to understand that in the ABP/ABPro the
the academic ceases to be the "transmitter" of information that has Instead of carrying out various tasks where the teacher decides what and
previously organized. This is probably not only the trait how it is done, in ABP/ABPro students carry out activities
more distinctive of these strategies but the most difficult to understand and articulated in pursuit of a goal, they are the ones who assign tasks to
implement, because it involves breaking with the old myth of 'the stu- the team members and establish stages and 'partial' products
"Students have to listen to me to learn," or "the task of the academic..." that must be achieved. After the research, they propose the
my thing is to teach. solution to the problem or plan the construction of the product that
it will be the solution of the project. In addition, using the instrument
Indeed, in the ABP/ABPro the academic does not teach. They design a evaluation or "Evaluation Matrix" that the academic provides to them
problematic situation or imagine a product to be requested, they build themselves –in certain cases–, they are evaluating
ensuring that, to solve it, students must learn if what they produce is approaching or not what was expected as pro-
everything they need to learn and, in addition, is attentive to the process final duct, or what and how much more is needed to achieve it. The academic
of research, discussion, and search for solution (in the case of the limit asking the group: "What are you missing?", "Are you sure of
ABP), or design and construction (in the case of ABPro) is oriented towards that already meet the established conditions?
the expected direction. Their intervention is more that of the 'lawyer of the day'.
blo", that is to say, its role is to question, ask, interrogate to ensure Beyond the acquisition of conceptual knowledge and skills
the depth and quality of the process, which consists of 'dictating' execution data, these strategies, especially the ABPro,
what students should think and know. In summary, it is how to develop skills for planning and evaluation
more Socratic than sophist. projects, to propose precise goals and follow up
evaluative of these. They are fundamental skills in life
The academic leading a PBL/ABP is not interested in the so- professional, which is why many educational institutions in Su-
solution or the product of each team is not perfect, but the the previous han have adopted this strategy as the means through which
students start to understand why they say what they say or why The students learn everything.
they do what they do. If it detects an error, it does NOT point it out and makes corrections,
sino que invita a los estudiantes a descubrirlo. Tiene la convicción de
that to correct the error it is the same students who have
that discovering it. An error corrected by the teacher probably is
turn it into a mistake that students will make many times
more. An error discovered and corrected by the students themselves,
It will be difficult to forget and to repeat.

16 17
 If all of them are characteristics of active learning, after
What was said on the previous pages about ABP/ABPro can be
What similarities do ABP/ABPro have with others? appreciate that when students learn by using these
active and cooperative strategies? strategies have precisely the opportunity to do each one of

3
those things and, above all, doing them in cooperation with others in the task.
In that sense, we must take into account that learning is a
social activity, resulting from communicative interaction with peers
a. Produce intense activity of the student and and older (in age and experience) (Vygotsky, 1986). And what is more
requires cooperation with others effective when the student exchanges ideas with their peers
and when everyone collaborates or contributes something to reach the solution
This is not the place to demonstrate why the from a problem. Therefore, Silberman (2006) states that to process
active and cooperative learning strategies better the information it is preferable that the 'reflections be external
they are more effective in producing learning, but in addition to internal. [Since] if we analyze information with others
Yes to indicate that ABP/ABPro could be classified people and we invite you to ask questions about it, everyone
among them, especially if we adhere to the following we learn better.
definitions and characterizations of active learning:
b. Ensures high levels of intrinsic motivation

...is to have students do and think about what Intense activity, responding to and solving challenges, collaborating with
they are doing" (Schnapp, 2008, p. 106). others to achieve goals are some keys through which the
active and cooperative learning strategies aim to provoke and
"...everything that students do to learn in class that is mantener la motivación de los estudiantes. Aquí hay otra semejanza
different from listening to a presentation" (Schnapp, 2008, p. 108). important between ABP/ABPro and other active and cooperative strategies
learning styles.
When [...] students do most of the work. [...]
They use their brains [...] They analyze ideas, solve problems, and apply c. A countless number of activities can be incorporated into ABP/ABPro
what they learn. [...] it is fun and invites engagement” (Silberman, of active and cooperative learning
2006, p. 56.
INACAP in its 'Manual of teaching-learning activities:
...it is more a process of development than just a matter of acquisition. guidelines for their selection, design, and implementation
sición"(Bain, 2004, p. 142). Curriculum and Evaluation Management, Academic Development Management
Mico, VRAP, 2017) presents ideas that favor the academic
Activities that allow students to analyze, question, select, design and implement learning activities, consist-
consolidate and embrace new knowledge... [like]... Discu- considering the relevance of these with the methodological strategy of
to... read... write... reflect (Meyers, C. and Jones, T. 1993, p.96). born in the subject programs. In this context, it is a support
to the design work of the class planning "Lesson Plan"
and the implementation in the classroom of activities that contribute to
achievement of learning in the context of a strategy and technique
specific didactics, in this case contributing to the implementation
effective of ABP/ABPro.
You can find it on the INACAP Intranet in the resources section.
18 19
 Likewise, and considering the characteristics of the strategies, a If human beings, in general, and our students, in particular,
A good proposal for activities is the one put forward by Silberman (2006) they do not find themselves in a situation of imbalance and their es-
Active Learning: 101 Strategies to Teach Any Subject thought patterns do not contradict, they hardly do
ria” (disponible en la web). Buena parte de las ideas planteadas, desde they will launch to seek answers, questions will be raised, investigation-
the activities to form teams, to provoke greater depth they will guarantee, they will discover, that is to say, they will learn. In this way the conflict

to formulate questions, to provoke reflection, to help cognitive not only becomes that indispensable affective engine
to systematize, etc., can be incorporated into a process to achieve meaningful learning, but in the guarantee that
of the ABP enriching it and endowing it with greater diversity and richness. Indeed, the structures of thought will be modified.
because they can no longer continue to be the same.

i. Determine for which learning unit the PBL will be used.

ABPro and what content is intended to be involved in the problem or in
the product to be requested

How are they designed and implemented? Nowadays, there is not only no career or professional training process
in which countless implementation experiences are not found
these strategies? the ABP/ABPro presentation, but such experiences can have different

4
notable references of extension and character. In fact, there are institutions
educational and careers that have made ABP/ABPro not just a
didactic strategy, but a model of curricular construction (its
a. How is the problem or product developed?
students do not carry subjects or courses, but problems or pro-
to request?
projects). That is, ABP/ABPro can be used as a strategy to
It is essential to keep in mind that it is not enough address some specific contents in a subject, course
or learning unit, through the use of ABP/ABPro
that the student rationally understands which
it is the value and utility of what is proposed to him/her, as a unique strategy in some complete subjects, but den-
three of a traditional resume.
it is also essential that he/she gets excited about
to it, that is, to feel internally compelled and
Each of these ways to incorporate and appropriate PBL/ABP
eager to know and learn it. For academics of
it has its peculiarities, but in this manual we will only address
courses in which ABP/ABPro is used, this implies the effort of
more of those in which the ABP/ABPro is introduced in its entirety
recognize that what is important to them is necessary
or part of a subject in a curriculum oriented towards development
river, valuable and, perhaps, exciting, does not have to be for the the progressive development of competencies.
students. If the aim is for the students to learn
significantly, it is essential to take into account what could
In this regard, the first decision we must make is what with-
to motivate them and excite them and to creatively find a way
held or what Learning Unit we would like to design as a
to connect the contents of their subjects with what the students
ABP/ABPro process? Experience has shown us that, as
they could aspire and wish, and thus make these so as well
in every endeavor we are getting into, it is not advisable-
wanted and sought affectively as valuable and necessary.
don't do it too abruptly (design the entire course in format

20 21
 from ABP the first time) but it is much better to take a unit, or According to the expected learning outcomes to be achieved with Project-Based Learning.
a chapter not very long and, preferably, the last or one of the last ABPro, the scenarios could be classified as follows:
mos of the subject. Design an ABP/ABPro for the first or one of
the first units are not advisable, because if to the study- 1. Monodisciplinary scenarios that aim to develop a learning
Do you like this way of working, which is usually the most common, specific design:
they will not be willing to return to traditional strategies in which a. Conceptual scenario, aims to trigger learning
rest of the course. of concepts.
b. Procedural scenario, aimed at the development of skills
ii. Ask yourself: What real problems or products, especially data or procedures.
from his professional life, a student could solve or build c. Attitudinal scenario aims at the discussion and analysis of
that knew such contents? values.
d. Multitematic or integrative scenario. If it aims to develop
Define the learning unit and the contents we will work on. bring together various learnings and integrate them, but within a my-
with ABP/ABPro, we can ask ourselves the questions raised in the my disciplinary field.
título del acápite: ¿Para resolver qué problema o construir qué pro-
real duct, preferably if it is in the profession they are being trained in, 2. Interdisciplinary scenario. Aims at the simultaneous development of
Would the students need to use those concepts? What problem? learning in various disciplinary fields.
Would the real product require that knowledge to be solved? Yes
if there were more than one answer to these questions, let's note them all and On the other hand, the following must be characteristics of a good scene.
Let's ask a new question considering the age, the level scenario for ABP/ABPro:
of training and the context of our students. Which of these 1. The context must be easily identifiable and not confusing. A pro-
Would problems be more motivating for my students? Which one? An effective product must, to begin with, capture the interest of
would bring them closer to the things that interest them, to their concerns, to the students and motivate them to achieve deep learning. If they
their games, etc.? If we doubted our choice, let's do the pre- put the problem in a context that is familiar to them, the
ask someone who has the same characteristics as our students will feel more committed to their resolution.
students2, or to one of them.
It must be related to the expected learning outcomes, the criteria
iii. Formulation of the scenario and possible questions that of evaluation and the contents of the learning unit that re-
they will accompany the problem or product request students and the previous contents already "learned".

In ABP/ABPro, a scenario is the narrative that presents and recreates a It should reflect a set of circumstances surrounding an event.
situation, or real or ideal event, in a given context and against which (psychological preparation), that has occurred or could happen in the
the students will propose a theoretical response or will build a daily or work life.
concrete product. It identifies a problem/product,
will act as a trigger for an investigative and productive activity It must be interesting and stimulate learning. Since it has to...
tiva, whose need for a solution generates learning and development generate a reason and the need to find a solution, of co-
of the student. to recognize and to learn. Students must identify it as significant.
fictitious and useful for your training.

Review in the 'Manual of didactic strategies: guidelines for their selection', INACAP. What criteria should be considered for selection?
22 to design a didactic strategy? Page 3. 23
 5. It must generate a cognitive imbalance or conflict, a contradiction Duch, Groh, and Allen (2004) propose five steps to create good
the distinction between wanting to do, knowing, and not being able to, must constitute a scenarios and problems for PBL/ABP:
challenge their knowledge and skills. Step 1. "Choose a central idea, concept, or principle to teach"
always in a course and then think of a typical recapitulation problem
6. The search for the solution to the problem or the requested product a task or homework, usually assigned to students
must lead to a literature review process and, perhaps, invest to help them learn that concept. Identify the learnings
investigation, giving the student the opportunity to behave like expected that students should achieve when solving
a researcher or a scientist. ese problema o construyan el producto”.

7. The solution/product must not be trivial, in such a way that it generates the Step 2. 'Think of a real-world context in which that can-
need to seek different levels of help, communication I accept that I can be clearly involved. Develop a narrative.
with various sources of information and collaborative work. The for the problem, or find a case that can be adapted, adding-
the length and complexity of the problem must be such that they study it give some dose of motivation for students to solve the
they realize that an individualistic strategy does not work problem or build the product. Review magazines, newspapers, and articles
effective. The problems/projects that work best are the to search for ideas that can be incorporated into the narrative. With-
that require students to make decisions or establish consult with professionals in the field of study, seeking ideas about
judgments based on facts, information, logic and/or reasoning. the real applications of the concepts that are going to be taught.
The problems/projects may require them to decide which ones are
(and why) the budgets they will rely on; what information Step 3. "The problem or product request must be entered and
it will be relevant; and what steps and/or procedures should lead them to the posed in such a way that students can identify the te-
resolution of the problem. Not all the information that is communicated more learning that will guide them through research
in the problem/project it has to be relevant with respect to the of the central concepts. It is the students who will formulate
specific solution, just as happens in "totally the inquiry questions, therefore they must be hinted at in the
"disordered" of the real world. scenario said contents.

8. Scenarios that propose situations and are more valuable Step 4. "Draft an academic guide (ABP formulation guide)
problems specific to the profession or future work field of the students ABPro ) that details the instructional plans for the use of
dialects. this problem in the subject, especially if it is about a
subject that will be shared by several academics (for example,
9. In the case that the scenario is multidisciplinary, it should be provided for the milestone subjects with instructional design.
that the solution to the identified problem requires content from
other sciences and the need for the formation of multidisciplinary teams Step 5. "Identify the sources that will be managed by the...
disciplinary with students and specialists from other fields, which Students. Students need to learn to identify and use
it would generate a more comprehensive view of reality. the sources of self-directed learning, but it can be of help-
since the academic indicates a few good sources for
start consulting them. Moreover, this way it is possible to promote the use
of the mandatory and supplementary bibliography for each subject.

24 25
 {"text":"Examples of scenarios for PBL (Developed by Dr. Elio Crespo)"} Eyewitnesses stated that the incident occurred when the truck
the University of Pinar del Río, Cuba, and presented in a workshop at the Passed by those people and suddenly saw how they were throwing themselves.
University of Bío Bío he ran into the truck, almost at the rear side of it.
The people declared that they did not throw themselves, and that they did not even notice that
The undeniable g: You are a member of a multidisciplinary team the truck got too close to them. They only stated that, as it passed the
that is exploring an area in search of deposits vehicle next to them, they felt pushed towards it.
oil and at a crucial moment of the gravimetric prospecting it
the instrument broke, but they must continue with the measurements to "The rocks decide": During the engineer-geological investigation
Inform about the results. There are no possibilities for replacement. for the construction of a road in a mountainous terrain, one
of the instrument, therefore, they have to resort to alternatives that, detected that the path along the slope of one of the elevations cuts
at least, facilitate the estimation of the measured physical magnitude for three different lithological types, making it necessary to determine
these investigations (the acceleration of gravity and its changes minimize the weight that each of these lithological types generates on the
relatives). surface of the fault to achieve slope stability.

"The iron box": During a prospecting in which you participated... The whimsical resonance: In a screw-cutting machinery for
the radiometer registers high radioactive activity, until it the sawing of wood, recently incorporated into a sawmill, is
identify the place and the substance causing such a phenomenon, arising manifest undesirable vibrations that generate losses in their
the need for sample analysis due to possible damages that performance. This does not match what was reported by the manufacturer,
it could be causing in the area. In this sense, there is controversy around according to the exploitation time, also causing a dis-
of safety measures and possible contamination during the diminution of the quality of processed wood.
transportation, considering Electromagnetic Shielding
studied in previous Physics courses. Would you dare to trans- "Fern homicide": The owners of a beautiful fern garden.
Carry the sample in a hermetically sealed iron box? they detect that some of their plants in a certain part of the garden are
dying, for they are losing their color and others have already dried up,
The treacherous sea: The captain of a medium-sized ship is so they decide to consult an agronomist. He performs the autopsy
accused of ramming a cruise ship in high seas, in the middle of the Atlantic Ocean to several of them, resulting in the fact that it has been a while since
Atlantic, causing damage to its waterline. When both are they receive food.
they were heading in the same direction and sense, the cruiser approaches the ship
and they sail in parallel at a certain distance, apparently prudent, Due to your dissatisfaction with that diagnosis, given the care is-
when suddenly the ship turns towards the cruise and its bow They analyze the soil of that area and the specialist
project against the cruise. finds the presence of residues of surfactant substances, affirms
I command that they have been murdered. It is then that they remember the discu-
"Accident or the forces of evil": The driver of a moving truck session with the neighbor, who is bothered by the plants due to the humidity in the
he was accused of driving very close to the edge of the road wall of his house next to the garden and becomes the prime suspect.
and at high speed, and cause minor injuries to two people who are
they were found on the side of the road.

26 27
 This other scenario for ABP was also developed by an academic. I believe this represents a very good business opportunity.
code from the University of Colima, Mexico (In a workshop led by Luis in the short and medium term, since there is nothing in the national market
Bretel in 2004): similar.

AREA: Physics From the cabinet, power supply, control circuit and lights, I
Example of a Dynamics (Mechanics) scenario I'll take care of it since I plan to use the material I have in stock.
Next, we present a scenario applied in the course of for a conventional traffic light. I just need you to give me a solu-
Mechanics (Mechanics) to study Kinematics. simple action at the integrated circuit level to conduct a test.
This should be working within a week.
In the Mexican Soccer Tournament, the América Eagles lost.
against Chivas at the last moment of the match, because their forward- Without further ado, I bid you farewell with a cordial greeting.
Tero missed a 20-meter goal. Assume that you are hired.
by the directive of the Eagles team as expert seekers Ing. Gregorio Acosta Ríos
of talent among the players, and they have the specific task of looking for General Manager
a new more reliable scorer for the team. In the third Coliman Construction Group S. A. de C. V.
round of players of the 2nd 'A' league, you manage to find two Switchboard (312) 31 34700
possible candidates: "Gil", coming from Chivas, who can Fax (312) 31 34705
kick the ball at high speeds, but sometimes fails to elevate it
much and "Sergio", from the América youth teams, who can —Original Message—
raise the ball higher than Gil, but he cannot give it so much speed. From: Roberto Marín
Dad. Which of the two would you hire and why? They have to present. To: Eng. Gregorio Acosta
your proposal to the team executives in a week. Make the Sent: Tuesday, February 03, 2004 8:46 PM
assumptions and investigate the data you consider necessary. Road Safety Program in Colima

The following ABPro scenario was designed for a subject of Dear Engineer Acosta.
Traffic Engineering of the Faculty of Civil Engineering of the University
City of Colima, Mexico (in a workshop led by Luis Bretel in 2004): As you know, one of the main concerns of our
The actual government is accident prevention. Recently, I have-
—Original message— we have seen alarming reports published in several newspapers in the city
From: Eng. Gregorio Acosta. news about traffic accidents in crossings near schools,
Sent on: Monday, February 9, 2004 9:13 PM What are the daily routes for children and students in general.
Para: MBricio@[Link]: Those notes, although sensationalist and biased, show that we have
Fw: Road Safety Program in Colima very little has been done for pedestrian safety.

Martín, please check the attached email and let me know what the possibilities are.
they exist to assemble a circuit and manufacture it in series at the lowest cost
possible, but ensuring reliability.

28 29
 A program is already underway for the construction of numerous This other ABPro scenario was developed by Professor Ulla Hol-
pedestrian bridges in the municipalities of Colima and Villa de Álvarez. mquist from the Pontifical Catholic University of Peru (PUCP) in Lima,
However, we have realized that we will not be able to cover the for a subject on Prehistory and civilization in 2003:
total avenues due to the limited budget.
PROJECT PRESENTATION
For the above reason, I have taken it upon myself to propose a new idea. The National Museum System has called for a Competition for
to increase pedestrian safety and avoid construction Museographic Script of the 'Museum of Great Civilizations'
costly bridges. Recently on a trip abroad I saw a "pranas". This is a Museum that will include the presentation of the Cradles.
pedestrian traffic light that works in a very simple way, does not re- Civilizations of Humanity will show the process of formation and
wants the intervention of a traffic officer and the same pedestrian it the most notable characteristics of early civilizations
It can operate. It only needs to install a GREEN/AMBER traffic light. from a comparative perspective, as well as its historical features
Conventional red that will normally be green for cars- most notable details.
mobile users. The pedestrian upon reaching the corner in question will press a This competition has been convened in response to an evaluation.
button installed on a post, which will activate the GREEN sequence from the areas of history in secondary and university education centers
FLASHING/YELLOW/RED. The red light will remain on. national-level societies regarding the 'Early Civilizations', and
for a certain time for the pedestrian to cross the street (that yielded results that demonstrated an almost absolute lack of knowledge
it may be programmable) to then return to GREEN, with what per- to the misunderstanding of a series of concepts and processes and traits
it will allow the flow of vehicles to continue. elementary historicals.

Mr. Acosta, you have been involved in many jobs of ... This Museum will present a selection of replicas and reconstructions.
morphologization throughout the State. Is it possible to build something like this with
actions of objects/monuments, as well as explanatory texts and support
the material we have? What would be the cost of adapting a the audiovisual materials that will allow for an adequate understanding of
conventional traffic light to convert it into a pedestrian one? I need
level of complexity of the respective civilizations. The audience ob-
to send me a quote before the end of this month for The objective of this Museum will be secondary school students.
support my proposal. national, which should be taken into consideration for the drafting
editing of the texts and the museographic approach.
Without further ado, I send you a warm greeting. The area for the installation of the Museum will be a large Hall of 800 square meters.
(40 x 20 mts.) with an entrance and an exit, in which it will be possible to create
Lic. Eugenio Camacho Domínguez with the help of panels/walls the circuit according to the script pro-
State Traffic Department position (the plan of the place will be provided in due time).

30 31
 iv. Characteristics of a good scenario, problem, and request 4. Opening
of product The problem or the requested product and the question(s) that address it
panels are open, that is to say, it is impossible to think about solving it or
Realism respond to her/them with short or precise answers. The less
The problems or products requested from the students, so that the answer or solution to the problem is exact, the more dis-
they must generate sufficient motivation, they must be or seem provoke, will allow for a greater deepening in the con-
real problems. In the case of those that will be used in assignments. topics that are expected for students to understand and learn
professional training courses, it is ideal that they have been taken, or significantly.
it seems that they have been, in the professional field in which the student
is being formed. 5. Relationship with the contents
The search for a solution to the problem or the requested product must
In general education settings, it should seem that they have been taken... allow students to delve into all the content by
two from real life. News and newspapers are an excellent to work. Therefore, in a good scenario (in the problem or in the request-
source of inspiration to create realistic problems. the product) is clearly distinguishable (or easily explainable)
the relationship between the problem, the product, the questions or conditions
2. Involvement that accompany it and all the conceptual and procedural contents
In the presentation of the problem or product request, it is important mental skills that it is intended for PBL/ABPro to develop.
so that the student feels invited to solve it, that the story
I personally got involved. Let it not be a cold and impersonal story. 6. Product Evaluation
He should be made to feel that with the solution to the problem he will play.
In the ABPro, it is essential to accompany the scenario that is presented.
a socially relevant role. This will be stimulating for the inde- product request with an evaluation instrument or matrix
navigation and the discussion. In the case of the ABPro, it is evident that, if the pro-
of the final product evaluation. This is essential for the
the duct was really going to be used by someone or some community students should always be clear about what they need to produce.
dad who needs it, the level of involvement would be much greater; The evaluation instrument will be the 'map' that the students will use.
although in this case some would say 'it's no longer ABPro, but Learning'
to avoid getting lost in the process. To comply with this ob-
in Service (A+S). it is recommended to use instruments that allow
make the evaluation criteria transparent and facilitate the evaluation of
3. Complexity
The problem or the product to be developed should not be simple. They should not be
the performances of the students, such as the checklists,
scales of appreciation and rubrics.
it is about an exercise applying some concept or algorithm
simple. On the contrary, it must be sufficiently complex as
Checklists allow for the evaluation of the presence or absence of...
to demand from the group a thorough study and a division of labor
observable characteristics in a performance or product, through
to be able to arrive at the solution or to the design and construction of the product
the use of a dichotomous scale. For their part, the scales of
It should provoke discussion and be presented as a matter appreciation allows to evaluate the degree of development that a student
interesting and a true challenge. it reaches you in relation to certain characteristics of an unemployment
pen or product, through the use of scales that allow for
assess the intensity, quality, and frequency with which they occur
such characteristics. Finally, rubrics allow for the evaluation of a
determined performance that involves executions or products, to
through the description of different levels of achievement.
32 33
 [Link] to evaluate if the scenario is well designed? b. Determine the information or sources of information that are
it will propose to the students to review or consult.
I N D I C A D O R E S Y S U V A L O R A C I Ó N
CRITERIA With first-year students or in their early years of study.
HIGHLIGHTED ENABLED IN DEVELOPMENT NOTACHIEVED
ABP/ABPro experiences, it is advisable to provide them with the
Realism The context in which it
introduce or present the(s)
The context in which it is
introduce or present the(s)
The context in which it
introduce or present the(s)
The problem(s) or
project(s) are not presented
sources they can turn to. In the programs of each subject-
problem(s) or project(s) problem(s) or project(s) problem(s) or project(s) in some context. It is not Mandatory and complementary readings are usually recommended in class;
is it a real context or it is not a real context or is it a real context or realist(s), or is it not a
realistic (has the appearance of realistic (has appearance realistic (has the appearance of relevant content. as they gain experience, they can begin to be rewarded
reality) and the relevance of of reality), but the re- reality) but the relevance such as the search and consultation of reliable sources is not recommended.
your solution is sufficient the validity of your solution is of his solution is not
explained mind. sufficiently clarified sufficiently explained
or contains elements no or contains elements no
give by the academic.
realists who lower the level realists who lower the level
of credibility. of credibility.
c. Determine the process and the time that will be provided to them
Involvement In the presentation of The students are invited The students are
you are going to solve the problem, guests to solve the pro-
The problem arises
students for each stage of development:
the problem involves the coldly, without any kind
students, inviting them but it is made very explicit problem, but without making it explicit to invite to solve it.
to play a socially active role weakly the relevance the relevance it will have
relevant with their contribution in what will have its contribution of your contribution of solution,
INACAP, in the 'Manual of Didactic Strategies: Guidelines for
the solution to the problem(s) solution. provoking little curiosity
the project(s), stimulate- or generating a discussion "its selection" (2017) mentions the phases through which it must transition.
you give to research and the limited.
discussion. to guide the student in their learning process, under the structure of
Open questions The question(s) that aco- One of the questions, The question(s) that acom- No questions are proposed or an ABP or an ABPro. Therefore, this manual seeks to delve deeper...
they put on the presentations if there are more than one, that
the problems are open,
Put the presentation
they accompany the presentation the problem is not (they are)
they are not open, I could
answering them back with res-
describe in detail at each stage of development:
it is impossible to think of with- the problem is not sufficient - sufficiently open(s), short or precise statements.
test them with answers open and it could be some could be counted-
short or precise. respond with a short answer or STAGESOFABPDEVELOPMENT
cut or precise. precise.

Complexity The problem or the product The problem is not sufficient- The problem is very simple, It is not really proposed.
Organization of work teams.
requested is sufficient complex as your solution does not solve a problem to be solved.
complex mind to to demand the group a research investigator There is only one scenario that
to require the group to conduct a study in-depth study or a deep. a series of tasks precedes
deep and a division division of labor for to be done. 2. Review of the problem.
from work to arrive at the reach the solution
solution

Relationship with the It is clearly distinguished (or It is distinguished (or it is explained) It is possible to glimpse, but There is neither an explanation of it 3. Formulation of research questions/objectives.
it is easily explainable) the relationship between the(s) it is not clearly explained, relationship between the(s)
contents The relationship between the(s) problem(s) or project(s), the relationship between the(s) problem(s) or project(s),
problem(s) or project(s) the questions or conditions problem(s) or project(s)
the questions or conditions that accompany him, and only
the questions or conditions
the questions or conditions that accompany them, and the
4. Personal bibliographic review.
that accompany him, with some of the contents that accompany them, and the conceptual contents
all the content conceptual and procedural conceptual contents and procedural that
conceptual and procedural such that it is intended that and procedural that it is intended to allow 5. Presentation and discussion of the research results.
such as it is intended that allow to develop. it is intended to allow develop.
allow to develop. develop
6. New review of the issue in light of the research conducted.
Source: Own elaboration (2018).
7. Formulation and discussion of proposed solutions

34 35
 ABProDevelopmentStages 1. How to make the teams equivalent to each other and
In the case of ABPro, stage 7 is not essential and there are three stages. heterogeneous on the inside?
additional:
If we allow the same students to be the ones who choose li-
7. Project Planning. brings together the members of your team, it is most likely that they
they end up forming teams with absolutely characteristics
8. Design and development of the product. contrary to those we propose, that is, very homogeneous to the inte-
prior and completely uneven with each other. This would have as a consequence
9. Presentation of the finished products. that the greatest value of cooperative work (learning from each other) is
be sacrificed. So that we can learn from each other, internally
We have not marked evaluation as a stage of the process, so- from a team, we need to be different. To ensure this, some
that it is not. The evaluation is something that must happen and go through all Academics choose to organize the teams themselves. In front of the students-
the stages. It would be a mistake to say that it comes at the end, because it must they use the argument that in order to avoid their discomfort,
to be present at all times. This is why the evaluation real life, that's what will happen to them. This way of organizing the
it is proposed as a special chapter of this manual. teams may present us with three difficulties: the team will have to
spending some time, more or less long, to 'settle down', that is,
i. Organization of the teams in learning to work together. The quality of the products, in addition to
the speed in producing them may be sacrificed. Finally, if
In the more orthodox models of ABP/ABPro, the work team there is some difficulty within the teams, which is more
it is one of between 8 and 12 members, which includes the accompaniment- it is likely, the students will go to the academic to have him solve
mentoring by a tutor. This is how project-based learning began to be implemented at McMaster. he created the problem by including one or two in the team
in their origins and thus many institutions continue to work like this. problematic individuals or those who have serious personal difficulties.
of Higher Education. The disadvantage of that model is that it turns out
not very economical, especially in the early years of training, To avoid such inconveniences, it is important to choose a solution
and impractical when the adoption of the strategy is by intermediate stage: students will choose the team members,
some academics from an institution, but not as a model but under conditions proposed by the academic that guarantee the
curriculum adopted by all. This implies that academics if- heterogeneity. There are several ways to achieve it:
I have been receiving large groups of students and there are no classrooms.
especially adapted for PBL/ABPro. The academic invites those who will be heads or captains of the
teams (selected from the most responsible and best ren-
It is possible to implement ABP/ABPro with large groups. Exis- the group's performance). The number of captains will be decided by considering
ten countless experiences of how to do it. In fact, in each that the resulting teams have between four and five students
one of the stages outlined and described below we assume test. With the captains at the front, each one will be asked to choose
that will be working with groups larger than 15 students and in from among the participants a teammate. When each
a regular subject. Considering the above, it is suggested the team already has two members, they will be asked for each team to choose
work in groups of a maximum of four students, this will allow the to the third. When this is done, they will be asked to choose the fourth and then
adequate functioning of the equipment, facilitating what was proposed by al quinto, si ese fuera el caso. Ello garantizaría que todos los equipos
the Johnsons (Johnson & Johnson, 1995): "Positive interdependence" they had members with different levels and characteristics, but that
and the 'Individual Responsibility', adding 'heterogeneity' to have been summoned by themselves.
interior of the team and 'homogeneity' among the teams.

36 37
 The other option is to make four or five lists with the names of the work of others); and due to their resources, the role that des-
the students of the course, ensuring that the members of the commitment and responsibilities of the task, each group member
each list has similar yields and skills. Placed contributes in a unique way to the common effort
the lists in public, all students will be asked to form Johnson, 1995, p. 29.
teams of four or five students, as the case may be, including
to a single member of each of the lists. Different ways to promote positive interdependence:

Once, an academic suggested that he had applied a test to Confluence of different viewpoints: It is achieved when, an-
determine learning styles and had developed, with the results- you test each team task (e.g. make a list of the questions/
two from the test, four lists. In each were the students who in topics to be investigated), participants are asked
The tests were located in each of the four resulting quadrants. do it individually. This ensures that in the group discussion
Everyone has something to say and contribute. Otherwise, always carry...
Whatever these options are, the result will allow for the gr... the fastest or loudest will take the lead, and the
they should be heterogeneous within and homogeneous among themselves, and that, ad- others will have to settle for listening and accepting because not
more, when a conflict arises, students should not wait they had time to think.
that the academic "takes" out of the group those whom they themselves incor-
they will have to assume that the solution of • Interdependence of goals: The task is complete when all
the conflict is your responsibility, and you can count on it for that they managed to do what they were individually committed to, when
academic support. everyone demonstrates having learned. It is not accepted that some do not...
green and others not. It is the team's responsibility that everyone achieves it.
2. How to ensure positive interdependence?
• Interdependence of rewards: When we deal with detail the
Positive interdependence exists when students perceive- evaluation, we will be able to delve into this aspect that basically
that are linked with their group mates in such a way It consists of 'rewarding' all team members when everyone
it is impossible for one to succeed without the whole group succeeding. have fulfilled their individual responsibility or ceased to do so
They have to coordinate their efforts with their com- and "punish" if someone did not comply. This ensures that they are "pushed"
"partners to complete the task" (Johnson & Johnson, 1995, p. 28). one another to fulfill individual commitments.

Positive interdependence allows students to give each other • Interdependence of resources: When each member of the team
it states that their work benefits the other members of the team only has a part of the resources, information or material-
for and that the team's work benefits the individual. That they work the necessary things to complete the assigned task. For example, in the
sharing resources, providing support and mutual encouragement Activity manual: guidelines for their selection, design, and
and celebrating their success. implementation” (pp. 14-19, 2017), you will find the activity of the “Rom-
pecabezas” basada en este tipo de interdependencia.
When positive interdependence really exists: 'The efforts-
the contributions of each group member are necessary and essential for • Interdependence of functions: Each member is assigned functions.
that the group succeeds (that is, no one can gain merits for complementary and interconnected actions or tasks. For example, if one
You have to research different questions, each member has to...
he/she should review the information looking for answers to the one assigned to him/her.

38 39
 3. How to promote individual responsibility for everyone Another option is to go directly to the personal review of the problem and
team members? from the project request by formulating a list of questions.

For teamwork to work, it is absolutely essential Formulation of questions to guide the literature review
Make sure that each member has not only individual responsibilities
but that its compliance is required and evaluated by him. The literature review is much richer and makes sense if it
it seeks to find answers to the questions that the students themselves...
Team learning is very valuable, but that does not mean that the before they have formulated. Once each student formulated a
evaluation is always evaluation of the team and that the rating ob- list of individual questions, the teams meet again to
The outfit is the same for all members. We must take into account contrast the individual questions. After this contrastation
that the ultimate goal is learning and the development of com- there are two possibilities:
competencies of our students and that, although this is achieved better
in a context of collaboration, the result is ultimately always a) Each team should formulate the questions on which they will work.
individual. When working in teams, there must be a qualification. your search, even if these are different from those that will be formulated by the
group and another individual, and the individual assessment must always have others. If this is the case, it is essential that the questions that
It weighs more than the group. The opposite encourages irresponsibility. the review of each team is guided by the approval of the
and the 'hanging' of the most responsible person of the team, beyond the fact that it produces academic, as it is possible that some questions are not su
a lot of dissatisfaction and discomfort among the students. recently focused on the problem or are not very clear. This
the option can be carried out if the total number of students is
When we were describing how to achieve positive interdependence, plan- small, since there could not be a plenary with the results of the
teamos una manera de asegurar la responsabilidad individual al pro- literature review, but each group would have to present their
put the interdependence of 'awards'. In the chapter on evaluation- answers directly to the academic.
We will give more examples of how to achieve it.
b) If the total number of students is not small, it is preferable to
ii. Review of the Issue or Product Request opt for this second option: Each team is asked to formulate
between five and ten questions that will be presented to the plenary. It is raffled.

When the teams have already been organized, the first task is the lec- then the order in which they will present the questions. All the equi-
they will first present a single question, seeking that these do not
treatment and review of the problem or product request. If this does not
It is very lengthy and could be read together and aloud. they will repeat. In a second round, they will present a second,
healing without repeating. You can do one or two more laps, only if
Next, the first review should be individual, formulated- would have new and relevant questions, seeking that the number
the total number of questions submitted does not exceed 20. If there are more pre-
individually ask questions under the prompt: 'What do I need to...'
questions, what is suggested is that not only a new pre-proposal is made
to solve the problem or to build the product?
question, but also which of the already formulated ones should be replaced.
Some scholars request that in the first review each student- This will require students to clarify their questions better and avoid
I underlined the words of unknown meaning and then them duplications.
Share with your team to, first of all, discuss about your sig-
meaning and, secondly, look it up in a dictionary that must What must be clear is that the answer to all the questions
always be in possession of the team. It will be sought by the students and not answered by the academic.

40 41
 iv. Personal bibliographic review but only to point out that there are errors, so that it is the same team
the one who rectifies them.
Once the team or all the students have decided which
they will be the questions that will guide the review, it is organized and distributed If the presentation is made before the plenary, it should be analyzed in real time.
buy the task inside each team. putting by response, contrasting the two or three different responses
answer each question. It is also important that the academic
If it was decided that each team has its own questions, the indicating that there are gaps or possible errors, without providing the res-
the team must distribute them among the members, in such a way that to correct answers, but suggesting that the teams should delve deeper
each person corresponds to an equivalent number of questions to to overcome the error or the void in your research.
respondent. It is to be expected that the academic will point out what should be the
minimum bibliography to consult. It is recommended that all In all cases, the correct and complete answers must be
students review all the bibliography in search of answers to approved by the academic and indicate that all students them
the questions that were assigned to him/her. keep in mind, because they will be essential for solving
the problem in question.
If it was decided in plenary what all the questions would be
to answer, each team should be allowed to choose the questions If there are answers that need to be improved or corrected, it must be given.
he wants to respond, but with the condition that all the questions a time to do it and on a later occasion present and discuss
they should be answered by at least two different groups, to then tire the answers again.
contrast the answers. When each group has the questions.
assigned, these must be distributed among its members, assigned- vi. New review of the issue or product request and
nándoselas. formulation of possible solution

This personal review is something that can be done outside the classroom and With all the information obtained in the research and discussed with
If the magnitude of what has been reviewed requires it, it can also be used. the colleagues and the academic, the groups must return to the problem
class time to do it. to analyze it again and decide if they are already in a position to pro-
to provide a solution or to carry out the planning of the construction
Each team member must bring the answers to the of the product.
questions assigned within the allotted time.
They still have information gaps to attempt.
v. Group presentation and discussion of the results of the to formulate a solution, it is essential that they make one more batch
personal investigation of research.

Before each team presents before the academic or before the ple- If you consider that you already have everything you need, you can go for it.
I would like to respond to the questions that were asked or that were given to him. to formulate a solution to the problem or to plan the project. The
assigned, they must have time to review, consolidate and ensure same that will be presented in plenary to be discussed with everyone
They must present them after ensuring their coherence. companions.
If the presentation is done only in front of the academic, it is important that
please indicate which of the answers will require more careful review
data from the information or which are somewhat inaccurate or erroneous
It's not about the academic giving them the correct answer,

42 43
 vii. Discussion of proposed solutions (only for the ABP) [Link] chart for the design of the Project

TASKS PRODUCTS DEADLINES RESPONSIBLE(S) SUPPLIES

Each of the teams presents the proposed solution. If it is mu- What will we do? What result When is it due? Who or who What will we need
choose the teams that must present theirs, it would be advisable to will we obtain? Will it be done? Willtheydoit? to do it?
hold a plenary in two moments. In the first, they gather in circles 1.
smaller, three or four groups per circle, and they make a first
presentation in these circles. Before starting, one is named
2.
or two secretaries who will be in charge of converting the presentations
made by each group into a single one that will be taken to the plenary
In general. If disparate solutions are found, they must be preserved and 3.
presented to the general assembly respecting the disagreement.
Final Product Last delivery date
In the final or general plenary, discrepancies must be analyzed.
sitting, not in search of what the correct alternative is, but ra-
trying to understand why they reached different conclusions. To have
keep in mind that this moment of discussion is fundamental for the Source: Own elaboration (2018).
deepening in the concepts worked on throughout the ABP.
1.1.2 Design and development of the product (only for ABPro)

1.1.1 Project Planning (for ABPro only) Having the planning table and the instrument as a guide for
evaluate the final product, the students set out to elaborate on the pro-
For the project planning, it is necessary to propose to the students duct in the established deadlines. Ideally, the product is made
It is a very simple scheme in which the following are specified: tasks, production- bore in the allotted class times, so that students can
terms, deadline, responsible party(ies), and necessary supplies. The final point of the and have the constant guidance and observation of the academic.
planning is the final product requested in the presentation and the
the deadline for its final delivery marks the total time limit. Once 1.1.3 Presentation of the manufactured products (only for the ABPro)
that each team has completed the design of their project, many
teachers take advantage of the preparation of the planning to teach Although some may see it as an unnecessary stage, for the
teach students the use of some planning software It is very important for students to present their work in public.
projects like MSProject or LearnProject. led. And much better if that presentation is made in front of people
who do not belong to their own group of peers, like their
dres, other students, etc.

44 45
 d. What and how can be evaluated when using the strategies I will discuss each criterion. After that, the grades that each colleague...
What? Design how the assessment of what the students will learn will be carried out. each student was assigned an average, resulting in a final grade.
you all continue to carry out and produce. It is very important for the academic to ensure that the students...
they do not agree in advance on assigning a score
Everything can be evaluated. It works better if it is. determined and for this it is advisable to use different instruments
on each occasion (for example, forms or interviews, etc.). Continually-
During the ABP/ABPro, as when any other strategy is used Here, we present an example of a co-evaluation sheet:
active didactic strategy, students are working and producing
to permanently and evaluate everything they do results in a good In the following table, prepared and proposed by Pease (2001), it is pre-
reinforcer of your effort. However, the academic may find themselves sa- they establish a series of criteria for each student to evaluate each
He is mistaken if he thinks that evaluating everything means reading everything carefully. one of the members of your team.
lo que los estudiantes produzcan. Hay que determinar de antemano
what to pay more attention to and what less. For example, the pros- In the columns write down their names and in the rows assign them a score.
individual ducts, which are the most and will be reviewed internally score of 0 (if it never meets the mentioned criterion), 1 (if it
of the teams, it is not necessary for them to be read by the academic, partially fulfills) and 2 (if it always fulfills it.) We ask you to
it will be enough to make a note indicating that it was submitted. The products you objectively analyze your performance, what reflections and be very
Group activities do deserve greater attention, but they are the least. honest in assigning the scores. We remind you that the members
only your team will receive the total score.
Regarding the grading and scoring, experience tells us that
everything must have a value, ensuring that the more complex products
that have more value.
Table [Link] of a co-evaluation instrument for students

At the end of the ABP/ABPro, if the academic wants to ensure the level Criteria Member of Member of Member of
team1 team2 team3
of learning achieved by each of the students, is reco-
It is advisable to have a test that aims to measure not just simple memorization. Attend all punctually
scheduled meetings
initialization of the information, but also its understanding, synthesis,
He fulfills his part of the work in the
analysis and evaluation of it. To clarify how to formulate stipulated deadlines
questions of this nature that allow measuring cognitive levels They perform their work with an optimal level of quality.
most profound topics, we suggest reviewing [Link]
articulos/EleccionMultiple . Propose ideas for the development of the work

In addition to evaluating the contents or learning products, He does not impose his ideas on the other members.
of the team
It will be important to evaluate one's own work dynamic in the teams.
Comply with group agreements and norms
position, assigning it a significant weight that translates into a grade.
To this end, peer assessment can be used, in which students Total
They evaluate each other based on a series of specific criteria.
two by the academic about his performance in teamwork.
Thus, the academic can use cards where they are specified. Source: Pease (2001).
the criteria and ask the students to assign a score to it
(for example, from 0 to 2) to each of the members of your team

46 47
 In addition to this instrument, a Observation Guide can also be used. ii. Ensure that everyone works in the team and handles everything
evaluation to assess teamwork. The academic establishes a the contents
series of criteria to observe regarding group work in the classroom and
prepare a sheet for each group. It should include translation criteria The challenge to overcome when proposing tasks to be worked on
two in observable behaviors so that the assigned score the team is that the nature of the same is such that it requires
I need to be as objective as possible. On a chosen date, the academic integrated work and joint effort of all members. It should not be,
circulates around the classroom making notes on the cards. Each aspect therefore, a task that can be carried out individually, or in the
observed should be translated into a score (for example, from 0 to 2) the that the work can be divided among the members of the group and termin-
which is then averaged and included in the students' grades. not being a mere sum of isolated individual work.

While it is not necessary to inform the students of the exact date in Thus, for example, if the final product to be prepared is a report,
that will be observed by your group - so that they do not assume a position In the course of an investigation, we must ensure that this is not a
specifically only for that occasion - it is indeed advisable that sum of parts, where each student writes a chapter and these
At the beginning of the process, it was explained to them that these criteria would be evaluated. then they are unified under a common format; or if, for example, the
waived through the observation of the academic. This, in addition, often The final product is a conceptual map, we must ensure that it does not
serve as a stimulus for the performance of groups in the classroom. It is either one or two students who prepare it based on the information.
information provided by each of the members.
Table [Link] Guide to Evaluate Teamwork
That is why tasks or products that have should be requested
GROUP: FECHA:
a level of complexity such that they require cooperation from the
Observable criterion/behavior Score (from0to2) students - from the work of each and every one of them - in order to
to be carried out.
All members are present.

Before carrying out the task, they discuss the best way to do it. That the products are made by the entire team of students.
diantes is directly related to the work activities that have
Only one or more person(s) intervene or participate in the discussion and/or task. designed and programmed the academic.

They actively listen to each other (they pay attention to the other while speaking, they welcome others' questions,
Thus, if the academic only indicates that for a certain date
debate assertively, criticize ideas and not people...
the finished product must be delivered and does not generate the conditions-
They manage conflicts appropriately (they make them explicit, discuss possible solutions,
make decisions regarding this
born in the course for the guided advancement of said work, nor for
They promote a pleasant team atmosphere (of tolerance, respect, good treatment)
that each member starts to carry out individual work that later
contribution to the construction of the final product, this will undoubtedly be a
They divide the work proportionally so that all members are doing part of it. sum of unrelated parts, or it will have been done solely by the
the activity. more motivated or studious members of the team.
Before submitting the task and/or product, all team members review it and raise
modifications and suggestions.
Total

Source: Own elaboration (2018).

48 49
 The best way then, to ensure that the work is truly In this way, the time in the classroom is used as a space for
team up, it is for the academic to design and develop activities keep working on the group products, so that the academic can
that guarantee first and foremost individual responsibility. For turn into an advisor for the questions and doubts of the teams and to
Hello, it is advisable to integrate the logic of the puzzle activity into At the same time, keep tracking the progress level of each group regarding
the scheduled activities, where each individual has to work of their products.
to take a 'piece' and ensure that others understand it, in order to then
sum together all the various pieces and give rise to a final product While a proper design of the activities to be carried out influences
new and of greater complexity. large part in the fact that the products are made in
group form, it is advisable that, at the time of receiving the pro-
In this way, the final product cannot be made without work. final ducts, in addition to evaluating the learning contents,
previous and individual of each of the members. Thus, all work in take some time to evaluate that the product has been effective
the team presumes very specific mechanisms and tasks that guarantee elaborated in a team and, therefore, that all members
in individual responsibility. they manage the worked contents.

It is worth considering that, given the difficulties of the study... To do this, at the time of delivering a group product, it can be re-
it is better to schedule meetings outside of class time go to the team and randomly ask an integrative question (that covers va-
homework the individual assignments (e.g.: reading and summary) (three main axes of the work) to one of the team members. If not knowing it.
from a text, the bibliographic search, the resolution of questions, Candidly, one more opportunity can be given to someone. If that one doesn't work either.
) and rather use class time for the completion of The answer knows the work is returned. That resource can be used.
group products that integrate the individual work done (e.g.: either as a condition to receive the work or as part of
a conceptual map that integrates the different readings, a bibliography the final product note. This ensures that all the
elaborated based on the review carried out by each member, a participants handle all the content, which implies
integrative question that includes the questions answered by each that there has been a real teamwork of exchange and cons-
member, etc.) joint construction.

When assigning an individual task (for example, reading a text) Another strategy that can be employed is to apply an indi- test.
It is advisable to request some product in which the student provides individual to all members of each team on the delivery day of
task report (for example, a summary, mind map) final product, which contains one or two questions in which
or conceptual, or the resolution of questions). In this way I will have requires integrating the different parts of the work done. This per-
I am totally sure that the student did their part of the work. It will assess to what extent all members know and...
individual. they reject all the contents of the work. The result of that test
it can constitute part of the final work grade (for example, 5 or 10
However, it is not essential to correct each of those pro- points of the note.)
individual ducts. Various strategies can be employed for this,
such as assigning a score to that work simply because of According to the nature of the requested product, it is advisable that the
having done it and brought it to class (for example: 0 if they did not bring the summary - academic design your own strategies to evaluate that everyone
I brought it, or individual tasks can be proposed. members handle the contents of it. In any case,
as a condition for attendance at the next session (that is, These strategies must be indicated and explained to the students.
the student who does not bring the individual work cannot participate in the test at the beginning of the process.

work from the following class).

50 51
 working. The deepening will depend exclusively on the ha
the role of the academic to not give the "correct answers," but to
How does the academic accompany the process of ask the questions that maintain curiosity and suspense in
learning when using ABP/ABPro? high levels.

5
In the ABP/ABPro, the academic must become a Socrates, even-
that it involves 'biting one's tongue' to avoid giving away the answers
Unlike other courses in which the es- to the questions that the students ask.
tudiantes realizan proyectos o investigacio-
group activities outside of class, in the subjects b. To guide without directing
where ABP/ABPro is used by students
they feel that at the moment when they most need them
The difference between orienting and directing is that the one who orients says or in-
they need, the academics are there to support them.
give advice on which way to go, while the one in charge gets ready
This type of attention allows them to ask with
lead and drive. This last thing is what the academic should not do,
more confidence and clarify their doubts promptly, ade-
it is not their job to hold the students' hands, at most to guide them
more to ensure that the learning processes flow at the rate
when they are getting lost and help them return to the path in
or each student and group of students, generate a link the ones who were doing well.
particular emotional bond between the students and the academics, and it is
implicit emotional commitments that push towards ade-
c. The feedback that allows for discovering the mistake and learning
They stop and prevent defrauding someone who 'is worried about me'.

The peculiar thing about these strategies is that the academic does not occupy the
Human beings need to make mistakes in order to learn,
but more than just making them, we need to realize the mistake
mostly spent on presenting and explaining, but on advising and
committed and, above all, why it is a mistake. The academic does not
accompany students in their readings, in their discussions and in It is necessary to tell the students where there is an error and what it consists of.
the development of the solutions/projects.
at most tell them "I see an error" without saying where and why it is.
If the academic tells me that I made a mistake and points it out, I will believe it.
a. The question and the follow-up question
in his word, because he is the academic, but probably not in-
I will argue why that is a mistake and, most likely, I will return to
From this perspective, a fundamental role of the academic is to promote
to commit it many more times, because I will continue not noticing it
bring the dialogue among students and act more as a mediator and
What is an error and why is it so?
as a learning enhancer that helps to negotiate means
two, as a teacher. Students appreciate that the academic
The most appropriate feedback in PBL/ABPro is the one that makes
that is there advising and always helping. thinking, the one that intrigues, the one that helps to discover by oneself the
student what they got wrong and why that is a mistake and why it
Let's always remember that the value of these strategies, in addition to
committed.
initial motivation triggers, is that if it is maintained, it can pro-
invoke a desirable deepening in the contents that are being

52 53
 The class is the space for discussion in small teams.
Avoid teamwork outside of class.

When work and team discussion are assigned for

6
outside of class, it rarely works and produces results. First because
to the students, who are usually taking other subjects
and they have countless activities, they find it hard to find
schedules and places to meet and gather outside of class. BIBLIOGRAPHIC REFERENCES
Also because it is very likely that when they are working, if
they managed to find a time and a place to meet as a team,
if you encounter any doubts or difficulties and -given that you will not have
next to the academic who helps them get out of the mess - the most pro-
It frustrates them and leaves them unresolved, with all the dismay.
the activation that it produces.

Outside of class, the work and research functions very well. Ausubel, D. (1976). Educational psychology, a perspective
individual, but the discussion and group production is better when it occurs
cognitive. Mexico City, Mexico: Trillas.
in the classroom, in the time that everyone already has allocated for it and
counting on the presence of the academic. Bain, K. (2004).What the Best College Teachers [Link] U. Press.

Barrows, H., Distlehorst, L.H. (1982). A new tool for problem-based

self-directed learning. Journal of medical education 57 (6)
(pp.486-488).

Barrows, H. (1996). Problem-based learning in medicine and

beyond: A brief overview. Bringing problem-based learning to
higher education: Theory and practice. EnL. Wikerson and W.
Gijselaers (Eds). (pp. 3-12). San Francisco, United States:
Jossey Bass Inc.

Interuniversity Development Center. (2008)

Curriculum design based on competencies and assurance
on the quality of higher education. Retrieved from
[Link]

Covington, M. (2000). The Will to Learn: A Guide for

motivation in the classroom. Madrid, Spain: Alianza Editorial.

Duch, B., Groh, S., and Allen, D. (2004). The power of learning
based on problems. Lima, Peru: PUCP.
54 55
 Johnson, D., Johnson, R. and Johnson, E. (1995). The new circles
learning: Cooperation in the classroom and at school.
United States: ASCD.

Meyers, C., Jones, T. (1993). Promoting active learning: Strategies

for the college classroom. Jossey-Bass.

Pease, M.A. (2011). Evaluation of teamwork: Aspects

to take into account. In Black and White, 2(1), 1-4. Retrieved from:
[Link]
view/1483/1428

Schnapp, K. (2008). Active Learning. Lash Center for Teaching and

[Link] C. [Link] from: [Link]
net/kschnapp/active-learning-f08-presentation?qid=89b674c9-
8e7b-4f33-946c-a777fa5f9803&v=&b=&from_search=1

Silberman, M. (2006). Active Learning: 101 Strategies for

teach any subject. Buenos Aires, Argentina: Troquel.

Subdirectorate of Curriculum and Evaluation, Directorate of

Academic Development, Academic Vice-Rectorate of
Undergraduate, Technological University of Chile INACAP. (2017).
Manual of Didactic Strategies: Guidelines for its
selection. Santiago, Chile: INACAP Editions.

Tuning Latin America (2007). Editors: Beneitone, P.

Esquetini, C. González, J. Marty, M. Siufi, G. Wagenaar, R.
Reflections and perspectives on Higher Education in
Latin America. Final Report Tuning Project. Retrieved from:
[Link]
docman&task=docclick&Itemid=191&bid=54&limitstart=
0&limit=5

56 57
 INACAP is an integrated system of Higher Education, constituted by the
Technological University of Chile INACAP, the INACAP Professional Institute
and the INACAP Technical Training Center, which has related missions and
They share institutional values.

The Integrated Higher Education System INACAP and its Organization

INACAP Training Technician is present through its 26 campuses,
in the 16 regions of the country.

INACAP is a private law corporation, non-profit.

Its Board of Directors is made up of members elected by the
Confederation of Production and Commerce (CPC), the Corporation
National Private Social Development (CNPDS) and the Cooperation Service
Technique (SERCOTEC), a subsidiary of CORFO.

58