Value-Based Approaches for Digitally Supported PBL
Value-Based Approaches for Digitally Supported PBL
Education and research activities at AAU have a long and strong tradition based on a number of core principles for problem- and project based learning (PBL).
In practice, the AAU PBL model varies across faculties, departments and degree programmes, as the PBL principles provide scope for pedagogical and didactic experimentation and adaptation to local contexts and subject areas.
This has contributed to the development of PBL and the educational activities that AAU offers its students. Similarly, digital technologies have always played a more or less explicit role in the development of PBL.
The value-based approaches presented on this page are intended to support and challenge the continued development of PBL through active engagement with the opportunities offered by digital technologies. Rather than constituting a separate set of principles, they build on AAU’s existing PBL principles and offer perspectives for developing digitally supported education.
The four value-based approaches
- 1
VARIATION
A focus on variation challenges and extends existing PBL practice. Variation, understood as both within and beyond the different levels of the programmes, aims to ensure that students experience a wide range of approaches to teaching and project work throughout the programme. This approach encourages study leaders, study boards, coordinators, lecturers and students to consider variation an essential aspect of the organisation and practice of education and teaching. Students are motivated and learn in different ways, so variation can benefit all students through multiple approaches to learning, teaching and education. In this context, digital technologies can help widen the scope of educational opportunities and support variation as a principle at multiple levels of practice.
- 2
COLLABORATION AND OPENNESS
Digital technologies enable new forms of collaboration that go beyond the individual course or project work. They can make it easier to involve other stakeholders and a larger number of participants, create cross-collaborations or incorporate entirely new forms of collaboration.
- 3
CO-DETERMINATION AND EMPOWERMENT
Co-determination and empowerment are central parts of the educational model in a PBL-based educational institution, and can be understood from the student's perspective as involvement and engagement in their own educational choices and processes. In problem-oriented project work, this is realised through the fundamental principle of participatory project management. Digital technologies can support empowerment and help increase student participation beyond project work. They can enable larger and more active learning communities, involving both students and lecturers within each programme and across programmes.
Participation in such learning communities has the potential to provide students with what is perceived as a more engaging study environment, where shared academic interests take centre stage and where closer communication and relationships between lecturers and students can enhance student empowerment.
- 4
INCLUSION
Inclusive study environments with an equal, appreciative and respectful culture are a high priority and play an essential role in a positive student experience. Digital technologies can help support inclusion efforts through a conscious focus on accessibility, diversity and flexibility. This approach aims to make learning and teaching activities accessible to all students, but also
to ensure that each student feels able to participate according to their individual abilities.A conscious focus on meeting different needs in course teaching, during a semester or in the organisation of a programme can help to create better opportunities for participation for students with diverse backgrounds.