Facilitating Reflection and Progression in PBL: A Content Analysis of Generic Competences in Formal PBL Curricula

This paper proposes a systematic approach to the analysis of the prevalence of generic competences in formal problem-based learning (PBL) curricula at higher education institutions and universities in which generic competences are an integral and integrated part of the curriculum, with a particular focus on how the generic competences are specified explicitly in the curriculum. A case study on the implementation of PBL competences at Aalborg University (AAU) shows, that the dialectic relationship between knowledge and practice is limited after the first semester, with the risk that both knowledge, skills, and competences related to PBL become tacit and thus might be less easily expressed and related to the development of a professional identity. Based on this we argue that revision of the formal curricula must support students with theoretical knowledge on PBL, project management, and group collaboration throughout the study to accommodate a greater variety in types of problems, projects, and complexity. This calls for further elaboration of ‘generic’ competence frameworks and points to challenges and potentials for near-future and next practice curriculum development particularly with attention to the concept of progression, thus providing a benchmark for future research assessing the integration of PBL competences in formal curricula

Emerging PBL Futures: Exploring Normative Scenario Development as an apporach to support Transformation in Problem-based Learning and Higher Education

Problem-based learning has a long history of transforming higher education institutions at course-, curriculum- and even systemic levels, and has shown to enhance student-centered learning and core pedagogical values such as facilitating collaboration, complex problem-solving skills and critical thinking. However, rapid digitalisation in higher education and emerging trends such as personalised life-long learning through micro-credentials and flexible curriculum models challenges existing, traditional onsite PBL practices and require new frameworks for envisioning future practice in higher education based on an understanding of its local context and the inclusion of multiple relevant stakeholders and practitioners, not only to co-create potential scenarios suitable for a particular educational institution but also in pointing to directions for initiating and maintaining this change process on a systemic level. In this paper, we propose normative scenario thinking as a method for educational development, and present the first steps and initial findings from a process of normative scenario development within a PBL university. The aim of this process has been to identify and explore key trends and core values that inform the development of future scenarios for the conceptualisation and implementation of PBL at the university, in a digital age. Through the analysis of a specific scenario related to project variation and reflection, we exemplify how a value-based and problem-oriented approach to exploring emerging PBL futures can facilitate systemic change in higher education

Digitalt understøttet problem- og projektbaseret vejlederpraksis: Erfaringer og potentialer identificeret under COVID-19-nedlukningen

This article examines teachers’ and students' experiences with digitally supported project supervision during the COVID-19 lock-down in the spring of 2020. The focus is on the philosophy behind problem- and project-based supervision at Aalborg University and Roskilde University, and how and to what extent digital transformation of supervisor practice supports and challenges this philosophy. The results are primarily based on 12 qualitative interviews with teachers and 10 qualitative interviews with students conducted as part of the project "Experiences with online teaching at 9 higher education institutions", supplemented by results from local, internal studies in the same period. Overall, this paper seeks to answer the research question: “What have we learned about digitally supported project supervision during the COVID-19 lockdown, and what experiences can we take with us into a future problem- and project-oriented supervisor practice?” The results of the study show that the lockdown period has given rise to rethinking the problem- and project-based supervisor practice, and that supervision has the potential to become more flexible, student-centered and process-oriented when transformed from primarily product orientation towards process facilitation in hybrid learning spaces.Denne artikel undersøger underviseres og studerendes erfaringer med digitalt understøttet projektvejledning under COVID-19-nedlukningen i foråret 2020. Der sættes fokus på filosofien bag problem- og projektbaseret vejledning på Aalborg Universitet og Roskilde Universitet, samt hvordan og i hvor høj grad digital transformation af vejlederpraksis understøtter og udfordrer denne filosofi. Resultaterne baserer sig primært på 12 kvalitative interviews med undervisere og 10 kvalitative interviews med studerende gennemført som en del af projektet “Erfaringer og oplevelser med online undervisning på 9 videregående uddannelsesinstitutioner”, suppleret af resultater fra lokale, interne undersøgelser i samme periode. Artiklen søger overordnet set at besvare undersøgelsesspørgsmålet: Hvad har vi lært om digitalt understøttet projektvejledning under COVID-19-nedlukningen, og hvilke erfaringer kan vi tage med os ind i en fremtidig problem- og projektorienteret vejlederpraksis? Undersøgelsens resultater viser, at nedlukningsperioden har givet anledning til nytænkning af den problem- og projektbaserede vejlederpraksis, og at vejledningen har potentiale til at blive mere fleksibel, studentercentreret og proces-orienteret, når den transformeres fra primært produktvejledning til en højere grad af procesfacilitering i hybride læringsrum