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9 - Four-Component Instructional Design Model, Maastricht

from Part II.1 - Implementation Models in Undergraduate Research

Published online by Cambridge University Press:  11 August 2022

By
Ellen Bastiaens  and
Jeroen J. G. van Merriënboer
Edited by
Harald A. Mieg ,
Elizabeth Ambos ,
Angela Brew ,
Dominique Galli  and
Judith Lehmann
Harald A. Mieg
Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos
Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew
Affiliation:
Macquarie University, Sydney
Dominique Galli
Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann
Affiliation:
Universidad de Buenos Aires, Argentina
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Summary

The Maastricht Research Based Learning program for Excellence (MaRBLe) is an extension of Maastricht University’s leading educational approach, that is, Problem-Based Learning (PBL). PBL emphasizes that learning should be constructive, take place in context, in collaboration with others, and driven by self-direction. The 4C/ID model has proven to be helpful to identify shared principles for Research-Based Learning (RBL). These principles has proven very supportive in the transition from PBL to RBL, and to work toward further harmonization of the RBL practices at Maastricht University without jeopardizing the way they are tailored to the needs of a particular scientific domain, students in this domain, as well as other conditions. RBL was introduced via a true bottom-up approach, giving room to early adaptors that functioned as pioneers in their faculty. Lessons learned vary from the necessity to have a stable community of practice as a basis for exchange and further development and the focus on empowering students in the development of their academic research skills.

Keywords

problem-based learning4C/ID modelresearch-based learningorganizational principleslearning principlescommunity of practice
Type
Chapter
Information
The Cambridge Handbook of Undergraduate Research , pp. 101 - 107
Publisher: Cambridge University Press
Print publication year: 2022

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References

Bastiaens, E., van Tilburg, J., & van Merriënboer, J. J. G. (Eds.). (2017). Research-based learning: Case studies from Maastricht University. Springer.Google Scholar
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Van Merriënboer, J. J. G., & Kirschner, P. A. (2018). Ten steps to complex learning. Routledge.Google Scholar
Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge University Press.Google Scholar
Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Education Research & Development, 26(4), 393–409.Google Scholar

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