With problem-based learning, the students appear to move much more quickly towards synthesis and evaluation along the cognitive dimension of Bloom’s taxonomy. The in-class or online dialog and interaction seem to transition towards these higher-level stages much more rapidly. At times, I have consciously used Piaget’s stages to help students reflect on their experiences to derive more abstract lessons for themselves. At other times, I have tried to use what may be considered Vygotsky’s ways of looking at zones of proximal development to design the cases and experiences for class interaction so that the students can grow their learning in small steps.
- Cameron, B., Purao, S. 2006. Enterprise Systems & Integration Education: Innovative Approaches Utilizing Experience-based Learning. Proceedings of the 1st International Workshop on Enterprise Systems. With ICIS, Milwaukee, WI.