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.

The ongoing scientific and technological developments that impact professional performance require professionals to keep their competencies up-to-date which calls for complex learning. Complex learning involves integrating knowledge, skills, and attitudes; coordinating different constituent skills; and often transferring what is learned in school or training settings to daily life and work settings. It requires memory processes and cognitive learning processes aimed at schema construction and schema automation. In line with the 4C/ID model, we claim that four components are necessary to realize complex learning: (1) learning tasks, (2) supportive information, (3) procedural information, and (4) part-task practice.