Case-based reasoning
Computational support for collaborative learning through generative problem solving
CSCL '95 The first international conference on Computer support for collaborative learning
Dynamic Memory: A Theory of Reminding and Learning in Computers and People
Dynamic Memory: A Theory of Reminding and Learning in Computers and People
It's not just programming: reflection and the nature of experience in learning through design
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
CSCL '97 Proceedings of the 2nd international conference on Computer support for collaborative learning
Case application suite: promoting collaborative case application in learning by design classrooms
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
On-the-Fly adaptive planning for game-based learning
ICCBR'10 Proceedings of the 18th international conference on Case-Based Reasoning Research and Development
Problem-Based Learning in a Technical Course in Computing: A Case Study
International Journal of Information and Communication Technology Education
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The modern education community agrees that deep and effective learning is best promoted by situating learning in authentic activity. Many in the education community have put in place constructivist classroom practices that put students into situations where they must make hypotheses, collect data, and determine which data to use in the process of solving a problem or participating in some kind of realistic analysis or investigation. Research in case-based reasoning (CBR), which provides a plausible model of learning from problem solving situations, makes suggestions about education that are consistent with these educational theories and methodologies and which can provide added concreteness and detail. In this paper, we show how CBR's suggestions can enhance problem-based learning (PBL), which is already a well-worked-out and successful approach to education. The computational accounts CBR provides of reasoning activities, especially of knowledge access, access to old experiences (cases), and use of old experiences in reasoning, suggest guidelines about materials that should be made available as resources, the kinds of reflection that will promote transfer, qualities of good problems, qualities of the environment in which problems are solved (e.g., affordances for feedback), and sequencing a curriculum. The two approaches complement each other well, and together, we believe they provide a powerful foundation for educational practice in the constructivist tradition, one that at once combines lessons learned from classroom practice with sound cognitive theory.