Aalborg University Principles for Problem- and Project-Based Learning
Aalborg University Principles for Problem- and Project-Based Learning
What are the PBL Principles?
The principles are understood as pedagogical values and points of orientation, and they are interpreted and applied differently in the development, organisation, and execution of learning activities across the degree programmes.
The PBL principles are not rules, they are values that take shape in and through teaching practice. They:
- express what we find pedagogically important at Aalborg University
- guide professional judgement rather than prescribe fixed solutions
- take shape through decisions made by teaching staff, study boards and programme management
- inform the development, organisation, and execution of teaching and learning activities
- may look different across degree programmes
- may be realised differently depending on context, discipline, and programme structure
Explore the AAU Principles for Problem- and Project-Based Learning
- Problem orientation
- Project organisation
- Student-directed
- Collaboration
- Process orientation
- Exemplarity
Read the PBL principles in full via the links below.
From principles to practice - supporting local dialogues
When principles guide practice rather than prescribe solutions, different, yet equally legitimate considerations sometimes need to be balanced through reflective judgement rather than resolved through clear-cut solutions. We refer to this as dilemmas.
We have developed a document and a slide deck to support dialogues about the revised principles that invite reflection about local teaching practices.
The documents can be used to:
- introduce the revised principles
- frame discussions around dilemmas
- support reflection on local teaching practices
How do we define a dilemma?
A dilemma highlights a situation where different, yet equally legitimate considerations need to be balanced through reflective judgement rather than resolved through clear-cut solutions.