Teachers choose the matrix quadrant that complements their strengths and institutional culture¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that teachers use the course design matrix to implement project-based strategies suited to their own strengths and context rather than defaulting to Flexible-Cooperative designs. "The course design matrix invites teachers to implement project-based strategies in a way that is most complementary with their existing strengths and their institutional culture." A teacher reluctant to experience the chaos of a highly Flexible project may prefer a more Fixed approach, and a teacher successful with individual discovery need not adopt Cooperative methods. Teachers who found PjBL messy can adjust guidance or collaboration along the two spectrums until they find a delivery suited to content and strengths.

Design Implications¶

Context¶

Requirements¶

• Familiarity with the two spectrums (Fixed/Flexible, Individualistic/Cooperative) and honest assessment of one's own comfort on them

Constraints¶

• The article frames this as minimizing risks and discomforts while reaping some benefits; it does not claim any quadrant maximizes learning outcomes

Target Learners¶

• higher education faculty designing project-based courses

Target Learning Goals¶

• sustainable adoption and continued growth in PjBL teaching practice

Affordances¶

• Pjbl Course Design Matrix

Related Strategies¶

• Adopt and adapt parts of several cooperative learning models to fit your teaching style and situation
• Use context-specific fit questions to decide whether a specific measure suits your setting

Examples¶

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Key Sources¶

• Son, E. H., & Penry, T. (2022). Variations in Project-Based Course Design. Journal of Problem Based Learning in Higher Education, Vol. 10, No. 1.