Projects per year
This chapter puts forward a Holistic Problem Based Learning (HPBL) model, that integrates research-based teaching and learning and teaching-based research, and re-defines the PBL process. It builds on the Aalborg University PBL model that has been part of the Aalborg University DNA since the university inception in 1974 and the revised Bloom’s Taxonomy to redefine the PBL process. I reflect on my personal experience in engaging with PBL from the moment I started my full time position at Aalborg University in 2010. Before discussing HPBL, I set the stage by a review of the ‘liquid times’ we live in, highlighting the impact of newness and uncertainty – quintessential by-products of these ‘liquid times’ – on collective behaviour, free will, ascertaining what the future holds for our graduates, and conjecturing how to mitigate these challenges. As part of the HPBL discussion, I introduce the basic principles, pillars a PBL model rests on. I conclude by underlining pointers for future research, policy and practice.
|Title of host publication||Populism and Higher Education Curriculum Development: Problem Based Learning as a Mitigating Response|
|Editors||Romeo V. Turcan, John E. Reilly|
|Publication date||Nov 2020|
|Publication status||Published - Nov 2020|
PBLMD: Introducing Problem Based Learning in Moldova: Toward Enhancing Students' Competitiveness and Employability
15/10/2015 → 14/10/2019