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

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