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PBLPROBLEM-BASED LEARNINGAALBORG UNIVERSITY1

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ALL EDU C AT IO NA L ACT IV IT IES AT A A L B O RG UN I V E RS I T Y I N VO LV EPROBLE M- BA S ED PROJECT WO R K , W HI CH TA KE S A S I TS P O I N T O FDE PARTURE A S ET O F PR INC IPLES T HAT C O N ST I T UT E TH E A A L B O RG M O DE LO F PRO B LEM- BA S ED LEA RN I N G ( P B L ) .The approach is internationally recognised and has, over the years, received great interestfrom universities, researchers and students in Denmark as well as abroad. The Aalborgmodel includes project work based on authentic problems, self-governed group work andcollaboration.The Aalborg model provides students with tools for independent acquisition of knowledge,skills and competences at an advanced academic level. During their studies, many studentswill also have the opportunity to cooperate with external partners on the solution of scientificproblems.The Aalborg model assumes that students learn best when applying theory and researchbased knowledge in their work with an authentic problem. At the same time, the modelsupports students in the development of their communication and cooperation competences,and in acquiring the skills required when taking an analytical and result-oriented approach.AALBORG UNIVERSITY3

THE AALBORGMODEL IS BASEDON THE FOLLOWINGBASIC PRINCIPLESThe problem is the starting point directing the student’s learning process. A problem can beboth theoretical and practical. It must also be authentic and scientifically based. ”Authenticity” implies that the problem is of relevance outside of academia. ”Scientifically based”implies that the problem is comprehensible and may be analysed and solved, taking an interdisciplinary approach.PROJECT O RGA NISAT IO N C R EAT E S TH E FRA M E WO RKO F PRO B LEM- BA S ED L E A RN I N GA project represents a time-limited and targeted process in which a problem may be phrased, analysed and solved, resulting in a tangible product. A project report, for instance. Thetarget of the project is determined in the problem formulation; like the project methods, thiswill be developed continually during the course of the project.C O U R S ES S U PPO RT T HE P ROJ E CT WO RKIn order to ensure that they become familiar with a wide range of theories and methodswhich they can use in their project work, students will participate in obligatory as well asoptional courses. The courses require a large amount of student activity, including lectures,workshops, seminars and exercises.C O O PER AT IO N IS A D R IV I N G F O RCE I NPRO B LEM- BA S ED PROJ E CT WO RKA group of students work closely together in managing and completing a project over anextended period of time, taking a problem as the point of departure for their work. The students’ mutual support is essential for the successful completion of the project. The groupwork includes aspects such as knowledge sharing, collective decision-making, academicAALBORG UNIVERSITY4

discussions, action coordination and mutual critical feedback. Student groups also engagein close cooperation with their supervisor(s) and with external partners, e.g. businesses orother project groups.T HE PRO B LEM- BA S ED PROJ E CT WO RK O FT HE G RO U PS MU ST B E E X E M P L A RYThe curriculum framework, supported by the supervisor, aims at ensuring that students’project work is exemplary as regards both content and approach. Exemplarity implies thatlearning outcomes achieved during concrete project work are transferable to similar situations encountered by students in their professional careers. This requires that the studentsunderstand the context of the problem and of the scope of the conclusions reached by thegroup. The exemplarity of the project ensures that through their project work, the studentswill acquire knowledge and competences which are applicable in a wider context than thatof the project itself.T HE ST U D ENT S A R E R ES PO N S I B L E F O R T H E I ROW N LEA R NING AC HIE V E M E N T SWithin the framework and objectives of the curriculum, the students are largely free tochoose the content of their own projects, and thus to determine key elements of their studyprogramme. At the same time, students are responsible for a considerable part of their ownongoing academic self-reflection. Critical self-reflection as regards the quality of their ownwork effort and basic knowledge of a given problem is an essential objective for students engaging in problem-based project work. The group is supported by one or more supervisorsserving to ensure that the work undertaken by the group meets the requirements stipulatedin the curriculum. However, the students themselves are responsible for their cooperation in the group, as well as for the organisation of the learning process and the course andoutcome of the project.AALBORG UNIVERSITY5

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PR INC IPLESTHE PROB LE M AS POIN T OF D EPARTUREPROJE CTS ORGAN ISE D I N G RO UPSTHE PROJE CT IS SU PPORTED BY CO URSESC O LLA B ORATION - GROU PS , S U PE RV ISO R, EXTERNAL PARTNERSE X E MPLA RITYSTU DE N T RE SPON S IB ILITY FO R L EARNI NGTHE F R A MEWO R KP RACTI CE14E D U CATION AL V IS IONSTUD ENTS25CU RRIC U LU MACAD EMI C STAFF36ASS E SS M E N TEXTERNAL REL ATI O NSS U PPO RT F U NCT I O N S7RE S OU RC E S8STU DE N T ORGAN ISATION A N D PROGR AMME AD MI NI STRATI O N9RE SE ARC H IN PBLF IG U R E 1TH E F IGURE ILLUSTRATE S THE INTE RACTION BE TWE E N T H E A A LBO RG M O D E L’S BA S I CP RINCIP L ES OF PBL , THE E DUC ATIONAL FRAME WORK, STA K E H O LD E R S ’ P R ACT I C E S A ND S U P P O RTFUNCTIONS AT AALBORG UNIVE RSITY. THE NUMBE RS I N BR AC K E T S R E F E R TO I ND I V I D UA LPARAGRAPHS IN THE DE SC RIPTION OF THE AALBO RG M O D E L I N T H E PAG E S BE LOW.AALBORG UNIVERSITY7

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1E D U C AT I O N A L V I S I O NAALB O RG U NIV ER S IT Y HA S A C LEA RLY A RTI CUL ATE D V I S I O NFOR PRO B LEM- BA S ED PROJECT WO R K A N D L E A RN I N G I N A L LIT S ST U DY PRO G R A M M E S . The University’s objectives describe the framework for examinations, subject modulesand the pedagogical competences of academic staff; these elements in combinationconstitute the foundation of problem-based learning. The objective of the University is to strengthen the students’ skills as regards problemidentification, problem analysis, problem formulation, problem solving, communication, cooperation and the evaluation of work processes and the quality of their ownwork. The students are encouraged to reflect critically on the point of departure and outcomeof their project work; in doing so, they should apply a perspective that extends beyondthe individual discipline and the organisational framework of this work. The Aalborg model spans across all faculties of the University. The University management supports and takes responsibility for the ongoing development of the Aalborg model. The students know the Aalborg model of PBL and work in accordance with this. External organisations are familiar with the Aalborg model and cooperate actively withthe University on students’ project work. The University’s collaboration with external organisations contributes to ensuring thatstudents are able to work with contemporary issues that are relevant to their disciplineor profession.AALBORG UNIVERSITY9

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2CURRICULUMTHE AALB ORG MO D EL’S BA S IC PR INC IPLES A RE I N CO RP O RATE D I N TO A L LC URRI C UL A AT T HE U NIV ER S IT Y. T HIS IM P L I E S T H AT T H E CURRI CUL A include problem-based project work as a central and recurrent element ensure that the students’ problem formulations take their point of departure in authentic problems contain the credit-bearing problem-based project work describe overall educational objectives which support the development of competences in problem-based project work as well as the specific learning objectives of theprogramme combine obligatory basic modules, elective modules and obligatory project modules provide for student orientation to examples and basic theory and method in the obligatory modules in which the project work is anchored establish an overall theme frame within which problems, project proposals and elective modules may be formulated and offered ensure, in interaction with the project supervisors, that the students’ problem formulation enables an exemplary project within the project’s theme frame and the learningobjectives set by the curriculum provide students with the opportunity to use relevant experience-based knowledgetogether with knowledge and skills communicated by the theme frame encourage students to collaborate with or apply for an internship in private or publicorganisations in Denmark and abroad.AALBORG UNIVERSITY11

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3ASSESSMENTTH E PROJECT WO R K IS C O MPLET ED BY A N E X A M I N AT I O N W H I CHASSE SSES ST U D ENT S ’ IND IV ID UA L PER F O RM A N CE S I N TH E P ROJ E CT WO RK.EMPH ASIS IS O N T HE A S S ES S MENT O F T H E I N DI V I DUA L STUDE N T ’ SKN OWLE D G E, S K ILLS A ND C O MPET ENC E S . TH E A S S E S S M E N T TA KE SPLAC E I N C O NNECT IO N W IT H T HE ST U D E N T S ’ P RE S E N TATI O N A N DDI SC USSIO N O F T HEIR PROJECT, INC LU DI N G TH E A P P ROACH TA KE NA ND T HE R ES U LT S AC HIEV E D BY TH E G RO UP. All group members are present for an examination involving the group’s supervisor(s)as well as an external examiner. The students are assessed individually. During the examination, the examiner will focus on the quality of the project work,including the extent to which the individual students have acquired the learning objectives of the project module, as stipulated in the curriculum. In basic modules and elective modules, students are assessed individually. When planning the examination, the structure that best supports the assessment of the module’slearning objectives will be selected.AALBORG UNIVERSITY13

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4STUDENTSSTUDE NT S AT A A LB O RG U NIV ER S IT Y E N GAG E I N P ROJ E CT-BA S E DWO R K , W HIC H INVO LV ES T HAT T H E STUDE N TS receive an early introduction to the Aalborg PBL model and the reasons for itsapplication are supported in their efforts to integrate the problem-based, project-oriented approach in their academic work are supported in successfully addressing any conflicts that arise in their work develop, throughout their studies, strategies for project cooperation as well as projectorganisation and the management of learning processes are motivated and take responsibility for implementing the problem-based approachin their studies are motivated to create synergies between different cooperation cultures by collaborating with external partners and engage in interdisciplinary learning environments support one another in their academic work and contribute to a strong culture ofcooperation in their studies are free to manage their own project work within the framework of the project module will have the opportunity to participate actively in the evaluation of the study programmes demonstrate commitment as regards improvements, critical analysis and constructivefeedback take part in curricular development through systematic evaluations and study boardparticipationAALBORG UNIVERSITY15

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