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Problem-based learning (PBL) is common in professional education, such as in medical, law, and business schools, and is becoming increasingly common in pre-college education. However, it is less common in information systems education. The authors have successfully applied PBL to information systems courses, and this paper reports the results. There is a major difficulty in applying PBL as there is no formal methodology of assessing students work. This paper explores this issue by creating an instrument for assessment in a PBL setting. The instrument has been specifically designed to evaluate the generic abilities and skills of information systems graduates. It is recommended that the instrument or a modified version of the instrument be used for assessing other subject areas when the PBL is applied. The instrument has been proved to be a successful tool for assessment of the PBL. The result of applying this assessment instrument to information systems courses is also presented. An appendix presents an outline of course objectives. Includes one table. (Contains 18 references.) 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We argue that beyond metaphors, according to which learning is a process of\nknowledge acquisition by individual learners (a ‘‘monological’’ approach) or participation to\nsocial interaction (a ‘‘dialogical’’ approach), one should distinguish a ‘‘trialogical’’ approach,\ni.e., learning as a process of knowledge creation which concentrates on mediated processes\nwhere common objects of activity are developed collaboratively. The third metaphor helps us\nto elicit and understand processes of knowledge advancement that are important in a\nknowledge society. We review three approaches to knowledge-creation, i.e., Bereiter’s\nknowledge-building, Engestro¨ m’s expansive learning, and Nonaka and Takeuchi’s organizational\nknowledge-creation. 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The first part, which focused on the history of instructional media, appeared in the previous issue of this journal (volume 49, number 1). This part of the article focuses on the history of instructional design. Starting with a description of the efforts to develop training programs during World War II, and continuing on through the publication of some of the first instructional design models in the 1960s and 1970s, major events in the development of the instructional design process are described. 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