Savery and Duffy's PBL design principles and Jonassen's ill-structured problem criteria as the framework for course redesign¶

Design · All designs
Evidence · no claims cited

Description¶

The redesign framework drew on Savery and Duffy's (1995) PBL design principles, particularly an authentic, interactive learning environment, cognitive conflict, and opportunities for social negotiation, resting on the propositions that "Understanding is in our interactions with the environment," that "Cognitive conflict or puzzlement is the stimulus for learning," and that "Knowledge evolves through social negotiation." The design team also relied on Jonassen's (1999) criteria for creating ill-structured problems, which shape the core of PBL environments.

Design Implications¶

Context¶

Requirements¶

Ill-structured problems with unstated goals and constraints, uncertainty about which concepts and principles are necessary for the solution, and multiple criteria for evaluating problem solutions

Constraints¶

Target Learners¶

post-secondary undergraduate learners

Learning Goals¶

critical thinking
problem solving

Claims¶

Examples¶

-

Key Sources¶

Warren, S. J., Dondlinger, M. J., Jones, G., & Whitworth, C. (2010). Leveraging PBL and Game to Redesign an Introductory Course. i-manager's Journal of Educational Technology, 7(1).

Page metadata

Field	Value
`type`	`design`
`id`	`savery-duffy-jonassen-pbl-framework`
`title`	`Savery and Duffy's PBL design principles and Jonassen's ill-structured problem criteria as the framework for course redesign`
`description`	`The redesign framework drew on Savery and Duffy's (1995) PBL design principles, particularly an authentic, interactive learning environment, cognitive conflict, and opportunities for social negotiation, resting on the...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-11-03`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `warren-2010`

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