Emerging PBL Futures: Exploring Normative Scenario Development as an approach to support Transformation in Problem-based Learning and Higher Education

Research output: Contribution to journalJournal articleResearchpeer-review

9 Downloads (Pure)

Abstract

Problem-based learning has a long history of transforming higher education institutions at course-, curriculum-and even systemic levels, and has shown to enhance student-centered learning and core pedagogical values such as facilitating collaboration, complex problem-solving skills and critical thinking. However, rapid digitalisation in higher education and emerging trends such as personalised life-long learning through micro-credentials and flexible curriculum models challenges existing, traditional onsite PBL practices and require new frameworks for envisioning future practice in higher education based onan understanding of its local context and the inclusion of multiple relevant stakeholders and practitioners, not only to co-create potentialscenarios suitable for a particular educational institution but also in pointing to directions for initiating andmaintaining this change process on a systemic level. In this paper, we propose normative scenario thinking as a method for educational development, and present the first steps and initial findings from a process ofnormativescenario development within a PBL university. The aim ofthis process has been to identifyand explorekey trends and core values that inform the development of future scenarios for the conceptualisation and implementation of PBL at the university, in a digital age.Through the analysis of a specific scenario related to project variation and reflection, we exemplify howa value-based and problem-oriented approach toexploringemergingPBL futures can facilitatesystemic change in higher education.
Original languageDanish
JournalJournal of Problem Based Learning in Higher Education
Volume9
Issue number1
Pages (from-to)200-216
Number of pages17
ISSN2246-0918
DOIs
Publication statusPublished - 20 Dec 2021

Cite this