re talking about.
AECT International convention. I attended a presentation on PBL in which the presenter had implemented a PBL experience for one semester which had all of the hallmarks of PBL, most significantly, the PBL experience provided minimal guidance and coaching for students. The result was a failed class, student scores did not improve significantly. "But," said the presenter, "we implemented some changes the next semester, and saw markedly improved student scores." The second semester was a great success. The presenter still called the second semester approach PBL, but I think it was mislabeled.
As I sat in this session I noticed that the changes that were made to improve the second semester scores were the same types of practices advocated in a TCL approach, not a PBL one. These included the instructional guidance and coaching that are so much a part of the TCL and First Principles of Instruction models for learning. So I guess that is the reason for the article. I believe that this distinction should be important for anyone in instructional or educational technology.