Designing Progressive Intended Learning Outcomes for PBL: A Workshop Format for Curriculum Redesign

Generic competences such as teamwork, communication and system thinking have gained increasing attention in engineering education, and problem-based learning (PBL) models have been highlighted as effective in fostering such competences. Aalborg University (AAU), Denmark, has had a systemic approach
to PBL since its foundation in 1974, and in 2018 a process was initiated to make the progression of PBL competences more explicit in the curricula. Consequently, all study programmes had to redesign their curriculum and integrate progressive intended learning outcomes (PILOs) for PBL. In the
engineering and science faculties, a project was initiated with the purpose of supporting all study programmes in the process of designing such learning outcomes. The outcome was a guide for staff to develop PILOs for PBL, presenting a participatory process design and a complementary workshop format. This paper outlines the process for educational design, the workshop format, and reflections on the project carried out at AAU as a best practice example of integrating PBL throughout the curricula in an inclusive and
participatory way.