– Health and Medicine
– Social Sciences and Humanities
– Engineering and Applied Sciences
– Teaching Education (Higher and Basic)
– Professional Development
– Student’s perspective in K-12 or Higher Ed classroom experiences
– Makers and doers

– Project-, Challenge- and Team-Based Learning
– Construction of Engaging Problems
– Hands-on and Learn-by-doing
– Assessment and evidence-based
– Technology Enabled
– Design
– Concept Mapping
– Case study
– Creative Learning
– Systemic active learning approach

The following formats of presentation and interaction proposals are welcome:
– Panel Discussion / Symposia
– Workshops
– Authentic PBL problem trigger
– Research and Experiences Paper Presentations
– Interactive Poster and Prototype Presentations

Proposals shall be submitted online through the platform Submittable and must include the following information:
– State the title of your proposal.
– Select the preferred Track, Perspective, and Formats for your presentation.
– Provide the full name, title, institutional affiliation, and email address of all co-authors. Identify the corresponding author.
– Provide an abstract of up to 100 words. This will be printed in the program.
– For review purposes, provide an up to 500-word summary of your proposal. For Panel Discussion or Symposia submissions, provide a 500-word summary of each individual presentation along with a 250-word rationale for the Panel as a whole.
– Provide three keywords to index your presentation.

Panel Discussions and Symposia are 90-minute sessions comprised of presentations by 3-5 individuals who address a common theme or topic in PBL or other Active Learning Method. Twenty minutes should be reserved for questions and discussion.

Workshops are 90-minute small-group interactive sessions that focus on a specific PBL or Active Learning Method intervention or assessment emphasizing the demonstration and application of techniques, skills, etc.

Authentic PBL problem trigger is a 90-minute session where proponents will facilitate a group of conference participants to work through a problem. The proponent provides resources to support the group inquiry. One of these resources ideally should be an original piece of work, to be used as a one of a number of resources to scaffold the group discussion. The outcomes of the problem by the session participants will be posted on the conference website. Example of a Problem Trigger: In “Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns”, Clayton Christensen prognosticate that by 2019 50% of high school courses will be taught on line, increasing to 80% by 2024. The BABSON STUDY in 2015 reports that more than one in four students in US colleges (28%) now take at least one distance education course (a total of 5,828,826 students, a year-to-year increase of 217,275). What does this mean to PBL courses and the skills for PBL facilitators?

Paper presentations are reports about research and/or the implementation and application of PBL or Active Learning Methods. They can be submitted individually or by an institution with four complementary papers.

Posters are visual and graphic representations and Prototypes are original models of products, processes, and public policies that can be tested prior to confirm its functionality. Proposals should refer to research and/or the implementation and application of PBL or Active Learning Methods. Each presenter must prepare a Poster or a Prototype that will be exhibited and discussed during a session in a fair format.