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About 10,000 papers for “Problem and Project Based Learning”

Project-, problem-, and inquiry-based learning

Peter Albion · Cambridge University Press eBooks · 2015

Teaching and Digital Technologies: Big Issues and Critical Questions helps both pre-service and in-service teachers to critically question and evaluate the reasons for using digital technology in the classroom. Unlike other resources that show how to use specific technologies – and quickly become outdated, this text empowers the reader to understand why they should (or should not) use digital technologies, when it is appropriate (or not), and the implications arising from these decisions. The text directly engages with policy, the Australian Curriculum, pedagogy, learning and wider issues of equity, access, generational stereotypes and professional learning. The contributors to the book are notable figures from across a broad range of Australian universities, giving the text a unique relevance to Australian education while retaining its universal appeal. Teaching and Digital Technologies is an essential contemporary resource for early childhood, primary and secondary pre-service and in-service teachers in both local and international education environments.

Cited by 10

Rethinking Problem and Project Based Learning

Merete Wiberg · 2019

Title. Rethinking problem and project based learning Name: Merete Wiberg Affiliation: Danish School of Education, Aarhus University The practice that I address is problem-based and project-organised teaching. Mostly this practice is organised as group work, but it might be individual work. However,my interest is group work in terms of collaboration and co-creation. Focus is on 1. students’ competences to collaborate and co-create 2. Students’ capacity to deal with and identify problems and opportunities in an uncertain and changing world. Claims that are being made on this practice nowadays are: - Experienced problems concerning collaboration in group work for the purpose of participation and learning of all members. In an earlier paper (Wiberg 2013) I discuss the idea of ‘learning rights’ in connection to group work. The aim of group work is that learning is distribuated among the members. However, the challenge is to find a mode to support the learning rights of each student while at the same time ensuring the responsibility of the individual student and the group as a whole. This challenge calls for alternative ways of organizing the group work. - There is a rising focus on the performance of the individual students. Undertakings such as talent programmes are a growing tendency within higher education. A consequence of talent programs with focus on early PhD-programs or extra ECTS-points might be competition and stress among the students. - Increasing requirements for effectiveness in higher education puts pressure on an activity such as group work because dealing with group processes might be seen as waste of time. - Focus on alignment between teaching, learning and assessment (Biggs & Tang 2007) might have the consequence that inventing, defining and developing of problems (Dewey 1985) through the living and embodied dialogue in a group setting is not a relevant element in study programs. - It is difficult to measure the outcome of group work although synergy and co-creation is well known phenomena in organisations. However, in an educational context the individual usually is the pivotal point when it comes to assessment. - It might be seen as problematic and time consuming to assess the individual student in a group work context. Ideas, perspectives, or strategies to reclaim the practice problem based project work Project- and problem-based learning needs rethinking regarding new ways of cooperating/co-creating on the one hand and on the other hand, new ways of integrating this approach in the study programs. Possibly today and in the future, more minimalistic (maybe digitalised) versions might be more functional and smooth in both classical PBL-universities and universities where the lecture is the pivotal point of organisation. The focus of this proposal is to rethink ways and challenges of project work collaboration in order to support ideals such as students’ engagement, participation, self-determination and cooperation. Agile project-management with elements such as Scrum standup meetings offers inspiration regarding supporting effective as well as democratic dialogical processes. Agile methodologies in general are approaches that challenge traditional water fall style project management where all elements are planned beforehand. In an educational context agile methodologies are “Open to modification to adjust it to students’ motivations interest and performance.”(López-Alcarria, Olivares-Vincente and Poza Vilches 2019: 9). However, adjustement and modification of the content of course elements are not always possible because of curriculum requirements. Therefore, the option might be to build minimalistic agile project work elements which support collaboration and co-creation. The challenge is to develop new ways of student and teacher collaboration which fit into an accelerating education system. Agile project work might be built into the lectures as scrum meetings concerning redefinition of problems related to the disciplinary subject of the lecture. Part of this is to train the students to listen to and speak to each other and whereby to support them to develop ideas together in a systematic and effective way. As part of the study program the students might be encouraged and supported to develop collaborative methods themselves which underpin distribution of learning among the group members and support critical and constructive thinking. During the course the students might work in dynamic group constellations where only the grop number is steady. Each group number keeps a log, which are shared among the students and the teachers during the course. Ideas from the log books might be developed in students assignments. References: Biggs, J. and C. Tang, Teaching for Quality Learning at University (Maidenhead, Berkshire England: Open University Press, 2007) Dewey, J. (1985). Democracy and Education. In. John Dewey The Middle Work, Volume 9, edited by j.A.Boydston. Carbondale and Edwardsville: Southern Illinois López-Alcarria, A.; Olivares-Vincente, A. and Poza-Vilches, F. (2019). A Systematic Review of the Use of Agile Methodologies in Education to Foster Sustainablility Competences. Sustainability 11, 2915 Prieto, Rodulfo (2016). Agile mindset in Education. https://medium.com/laboratoria/the-agile-classroom-embracing-an-agile-mindset-in-education-ae0f19e801f3 accessed 31 January 2019 Wiberg, M. (2013) learning rights, participation and toleration in student group work: A moral perspective. In. Krogh, L. & Jensen, A.A. (eds.) Visions, Challenges and Strategies. PBL Principles and Methodologies in a Danish and Global Perspective. Aalborg: Aalborg University Press. Pp 103-116.

Cited by 0

Problem-oriented Project Work and Problem-based Learning

Virginie Servant-Miklos · Interdisciplinary Journal of Problem-based Learning · 2020

This paper addresses one of the major confusions in the study and practice of problem-based learning today, namely the use of the term “problem-based learning” to refer to both the small-group tutorial method pioneered by McMaster University and Maastricht University in medical education, and the problem-oriented project-work method developed in Denmark at the universities of Roskilde and Aalborg, which has gained prominence in recent years in the field of engineering education. This paper offers a comparison of the models using a thematic analysis of key elements of PBL, namely the nature of problems, the role of teachers, the nature of the educational process, and the underlying principles of the method, to conclude on a discussion of the causes of the confusion taking place today, and its potential ramifications for the study and practice of PBL in the future.

Cited by 31Open access

Problem-Based Learning and Project-Based Learning in STEM

Stoyanova Sevdalina · Vocational Education · 2023

The time and context in which today's students live and learn are complex and dynamic. Pedagogical methods and approaches that gave good results yesterday are insufficiently effective today. It is imperative to combine working models with innovative educational technologies based on the integral and constructivist approach, to upgrade and enrich pedagogical practice with educational methods, approaches and tools adequate to the requirements of the time. This article examines the role of project-based learning and problem-based learning in STEM subjects for the formation of the key competencies and soft skills necessary for successful personal, social and professional realization. The holding of a Science Fair in the Second English Language School is brought out as a good practice and its role is emphasized in increasing the motivation of students for achievements in the field of natural sciences, as well as for their professional orientation in this direction.

Cited by 0

Problem and Project-Based Learning at Aalborg

F. Habbal, Anette Kolmos, Roger Hadgraft et al. · 2023

Abstract Aalborg University has grown out of a certain educational mindset based on reform pedagogy and German critical theory back in the 1970s. Aalborg University has developed problem and project based learning as the core principles for education at a systemic level. In this chapter, the history and contemporary principles and the educational practices are presented.

Cited by 4Open access

Problem-Based and Project-Based Learning in Engineering Education

Anette Kolmos, Erik de Graaff · Cambridge University Press eBooks · 2014

In the practice of engineering education, there is a wide variety of implementations of problem-based or project-based learning (PBL). In this chapter we aim to explain the relationships between different types of problem-based and project-based learning to help teachers and educational managers make innovative choices and provide benchmarks for educational researchers. We present a combined understanding of problem- and project-based learning, the theoretical and historical background, and the different models of PBL that can capture the existing practices, ranging from small- to large-scale practice, from classroom teaching to institutional models, and from single-subject to interdisciplinary and complex knowledge construction.

Cited by 261Open access

Problem- and Project-Based Learning in Diverse Settings

João Alberto Arantes do Amaral · Journal of Problem Based Learning in Higher Education · 2025

This article presents an autoethnographic account of 23 years of teaching experience using problem- and project-based learning (ProbBL and ProjBL) in higher education, across face-to-face, blended, distance learning, and massive open online course (MOOC) formats. Drawing on 20 peer-reviewed journal articles and personal teaching notes, I systematically analyse how PBL approaches were developed, adapted, and implemented in diverse institutional and cultural contexts. These published works, based on both quantitative and qualitative research, serve as reflective artifacts through which I revisit and reinterpret my teaching practice. Using content mapping and thematic coding, I identify recurring tensions and enabling conditions in the application of PBL over time. Key findings highlight the importance of institutional support, student autonomy, emotional engagement, and community partnerships in sustaining active learning practices. Conversely, structural challenges such as faculty precarity, bureaucratic rigidity, and cultural resistance to pedagogical change often undermine these efforts. This article contributes to the literature by foregrounding the often-invisible institutional and emotional labor involved in sustaining transformative teaching practices. It also offers practical recommendations for educators and academic leaders seeking to advance PBL in complex and evolving educational environments.

Cited by 0Open access

Problem and Project Based Learning in Hybrid Spaces

Thomas Ryberg, Jacob Davidsen, Vivien Hodgson · Proceedings of the International Conference on Networked Learning · 2016

There is a need within networked learning to understand and conceptualise the interplay between digital and physical spaces or what we could term hybrid spaces. Therefore, we discuss a recent study of students from two different programmes who are engaged in long-term, group-based problem and project based learning. Based on interviews, workshops and observations of students' actual group practices in open, shared and flexible spaces in Aalborg University (AAU), we identify and discuss how students incorporate networked and digital technologies into their group work and into the study places they create for themselves. We describe how in one of the programmes ‘nomadic' groups of students used different technologies and spaces for ‘placemaking'. We then show how their experience and approach to collaborative work differs to that of the more static or ‘artisan' groups of students in the other programme. In both cases the ways of utilising space, places, tools and activities was an extremely complex interweaving of the digital and physical and of different places and artefacts over time. Thus, we argue 'placemaking' is an important practice or literacy in relation to students' 'doings of networked learning' and one that impacts on the kind and nature of collaboration that takes place.

Cited by 1Open access