What have we learned?: On students' perceptions of learning and progressing through PBL

Elisabeth Lauridsen Lolle; Antonia Scholkmann

What have we learned? On students' perceptions of learning and progressing through PBL

Elisabeth Lauridsen Lolle, Antonia Scholkmann

Research output: Contribution to book/anthology/report/conference proceeding › Conference abstract in proceeding › Research › peer-review

Abstract

In 2017 Aalborg University AAU launched a three-year cross-disciplinary project, the PBL Future project, that
examines the core principles of PBL in the four subprojects, a baseline-study, curriculum- analysis and the
building of scenarios. At the same time, the project explores and develop new digital approaches that opens
up for new hybrid PBL learning models. The aim of Subproject 3 is to explore how students can identify the
emergence of their specific PBL competences, and how this may benefit their development of a professional
identity. Furthermore, it was also explored how reflective tools can trace the progression of individual
competencies and how individual students can communicate these insights to different audiences, including
other group members, supervisors, external (national and international) stakeholders and future employers.
This paper proposes to look deeper into how the students them-selves describe their competences, and how
this relates to the competence goals of their study program. The study is done through an inductive research
design where students for three semesters worked with different reflective tools to identify their
competences both in sessions face to face with the researchers and on-line.

Original language	English
Title of host publication	Transforming PBL Through Hybrid Learning Models : Timely Challenges and Answers in a (Post)-Pandemic Perspective and Beyond
Editors	Antonia Scholkmann, Patrik Kjærsdam Telléus, Thomas Ryberg, Woei Hung, Lars Birch Andreasen, Lise Busk Kofoed, Nanna Limskov Stærk Christiansen, Stine Randrup Nielsen
Number of pages	1
Publisher	Aalborg Universitetsforlag
Publication date	2021
Pages	28
ISBN (Electronic)	978-87-7210-745-5
Publication status	Published - 2021
Event	PBL2021 International Conference: Transforming PBL Through Hybrid Learning Models: Timely Challenges and Answers in a (Post)-Pandemic Perspective and Beyond - Aalborg University, Aalborg, Denmark Duration: 17 Aug 2021 → 19 Aug 2021 https://pbl2021.panpbl.org/

Conference

Conference	PBL2021 International Conference
Location	Aalborg University
Country/Territory	Denmark
City	Aalborg
Period	17/08/2021 → 19/08/2021
Internet address	https://pbl2021.panpbl.org/

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

https://vbn.aau.dk/ws/portalfiles/portal/435133695/5_PBL_2021.pdfLicence: Unspecified

AUB Link

Search for the material in Aalborg University Library's search engine

1 Finished

PBL Future
Kolmos, A. (Project Manager), Ryberg, T. (Project Participant), Stentoft, D. (Project Participant), Andreasen, L. B. (Project Participant), Kofoed, L. B. (Project Participant), Otrel-Cass, K. (Project Participant), Clausen, N. R. (Project Participant), Bertel, L. B. (Project Participant), Velmurugan, G. (Project Participant), Sørensen, M. T. (Project Participant), Boelt, A. M. (Project Participant), Bruun-Pedersen, J. R. (Project Participant), Kristensen, N. S. (Project Participant), Scholkmann, A. (Project Participant), Tretow-Fish, T. A. B. (Project Participant), Lolle, E. L. (Project Participant) & Christensen, L. L. (Project Participant)
01/11/2017 → 01/11/2020
Project: Research

1 Anthology

Transforming PBL Through Hybrid Learning Models: Timely Challenges and Answers in a (Post)-Pandemic Perspective and Beyond
Scholkmann, A. (Editor), Telléus, P. K. (Editor), Ryberg, T. (Editor), Hung, W. (Editor), Andreasen, L. B. (Editor), Kofoed, L. B. (Editor), Christiansen, N. L. S. (Editor) & Nielsen, S. R. (Editor), 2021, Aalborg Universitetsforlag. 543 p. (International Research Symposium on PBL).
Research output: Book/Report › Anthology › Research › peer-review

Open Access
File

Cite this

Lolle, E. L., & Scholkmann, A. (2021). What have we learned? On students' perceptions of learning and progressing through PBL. In A. Scholkmann, P. Kjærsdam Telléus, T. Ryberg, W. Hung, L. Birch Andreasen, L. Busk Kofoed, N. Limskov Stærk Christiansen, & S. Randrup Nielsen (Eds.), Transforming PBL Through Hybrid Learning Models: Timely Challenges and Answers in a (Post)-Pandemic Perspective and Beyond (pp. 28). Aalborg Universitetsforlag. https://vbn.aau.dk/ws/portalfiles/portal/435133695/5_PBL_2021.pdf

Lolle, Elisabeth Lauridsen ; Scholkmann, Antonia. / What have we learned? On students' perceptions of learning and progressing through PBL. Transforming PBL Through Hybrid Learning Models: Timely Challenges and Answers in a (Post)-Pandemic Perspective and Beyond. editor / Antonia Scholkmann ; Patrik Kjærsdam Telléus ; Thomas Ryberg ; Woei Hung ; Lars Birch Andreasen ; Lise Busk Kofoed ; Nanna Limskov Stærk Christiansen ; Stine Randrup Nielsen. Aalborg Universitetsforlag, 2021. pp. 28

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title = "What have we learned?: On students' perceptions of learning and progressing through PBL",

abstract = "In 2017 Aalborg University AAU launched a three-year cross-disciplinary project, the PBL Future project, that examines the core principles of PBL in the four subprojects, a baseline-study, curriculum- analysis and the building of scenarios. At the same time, the project explores and develop new digital approaches that opens up for new hybrid PBL learning models. The aim of Subproject 3 is to explore how students can identify the emergence of their specific PBL competences, and how this may benefit their development of a professional identity. Furthermore, it was also explored how reflective tools can trace the progression of individual competencies and how individual students can communicate these insights to different audiences, including other group members, supervisors, external (national and international) stakeholders and future employers. This paper proposes to look deeper into how the students them-selves describe their competences, and how this relates to the competence goals of their study program. The study is done through an inductive research design where students for three semesters worked with different reflective tools to identify their competences both in sessions face to face with the researchers and on-line. ",

author = "Lolle, {Elisabeth Lauridsen} and Antonia Scholkmann",

year = "2021",

language = "English",

pages = "28",

editor = "Antonia Scholkmann and {Kj{\ae}rsdam Tell{\'e}us}, Patrik and Thomas Ryberg and Woei Hung and {Birch Andreasen}, Lars and {Busk Kofoed}, Lise and {Limskov St{\ae}rk Christiansen}, Nanna and {Randrup Nielsen}, Stine",

booktitle = "Transforming PBL Through Hybrid Learning Models",

publisher = "Aalborg Universitetsforlag",

note = "PBL2021 International Conference : Transforming PBL Through Hybrid Learning Models: Timely Challenges and Answers in a (Post)-Pandemic Perspective and Beyond, PBL2021 ; Conference date: 17-08-2021 Through 19-08-2021",

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}

Lolle, EL & Scholkmann, A 2021, What have we learned? On students' perceptions of learning and progressing through PBL. in A Scholkmann, P Kjærsdam Telléus, T Ryberg, W Hung, L Birch Andreasen, L Busk Kofoed, N Limskov Stærk Christiansen & S Randrup Nielsen (eds), Transforming PBL Through Hybrid Learning Models: Timely Challenges and Answers in a (Post)-Pandemic Perspective and Beyond. Aalborg Universitetsforlag, pp. 28, PBL2021 International Conference, Aalborg, Denmark, 17/08/2021. <https://vbn.aau.dk/ws/portalfiles/portal/435133695/5_PBL_2021.pdf>

What have we learned? On students' perceptions of learning and progressing through PBL. / Lolle, Elisabeth Lauridsen; Scholkmann, Antonia.
Transforming PBL Through Hybrid Learning Models: Timely Challenges and Answers in a (Post)-Pandemic Perspective and Beyond. ed. / Antonia Scholkmann; Patrik Kjærsdam Telléus; Thomas Ryberg; Woei Hung; Lars Birch Andreasen; Lise Busk Kofoed; Nanna Limskov Stærk Christiansen; Stine Randrup Nielsen. Aalborg Universitetsforlag, 2021. p. 28.

Research output: Contribution to book/anthology/report/conference proceeding › Conference abstract in proceeding › Research › peer-review

TY - ABST

T1 - What have we learned?

T2 - PBL2021 International Conference

AU - Lolle, Elisabeth Lauridsen

AU - Scholkmann, Antonia

PY - 2021

Y1 - 2021

N2 - In 2017 Aalborg University AAU launched a three-year cross-disciplinary project, the PBL Future project, that examines the core principles of PBL in the four subprojects, a baseline-study, curriculum- analysis and the building of scenarios. At the same time, the project explores and develop new digital approaches that opens up for new hybrid PBL learning models. The aim of Subproject 3 is to explore how students can identify the emergence of their specific PBL competences, and how this may benefit their development of a professional identity. Furthermore, it was also explored how reflective tools can trace the progression of individual competencies and how individual students can communicate these insights to different audiences, including other group members, supervisors, external (national and international) stakeholders and future employers. This paper proposes to look deeper into how the students them-selves describe their competences, and how this relates to the competence goals of their study program. The study is done through an inductive research design where students for three semesters worked with different reflective tools to identify their competences both in sessions face to face with the researchers and on-line.

AB - In 2017 Aalborg University AAU launched a three-year cross-disciplinary project, the PBL Future project, that examines the core principles of PBL in the four subprojects, a baseline-study, curriculum- analysis and the building of scenarios. At the same time, the project explores and develop new digital approaches that opens up for new hybrid PBL learning models. The aim of Subproject 3 is to explore how students can identify the emergence of their specific PBL competences, and how this may benefit their development of a professional identity. Furthermore, it was also explored how reflective tools can trace the progression of individual competencies and how individual students can communicate these insights to different audiences, including other group members, supervisors, external (national and international) stakeholders and future employers. This paper proposes to look deeper into how the students them-selves describe their competences, and how this relates to the competence goals of their study program. The study is done through an inductive research design where students for three semesters worked with different reflective tools to identify their competences both in sessions face to face with the researchers and on-line.

M3 - Conference abstract in proceeding

SP - 28

BT - Transforming PBL Through Hybrid Learning Models

A2 - Scholkmann, Antonia

A2 - Kjærsdam Telléus, Patrik

A2 - Ryberg, Thomas

A2 - Hung, Woei

A2 - Birch Andreasen, Lars

A2 - Busk Kofoed, Lise

A2 - Limskov Stærk Christiansen, Nanna

A2 - Randrup Nielsen, Stine

PB - Aalborg Universitetsforlag

Y2 - 17 August 2021 through 19 August 2021

ER -

Lolle EL, Scholkmann A. What have we learned? On students' perceptions of learning and progressing through PBL. In Scholkmann A, Kjærsdam Telléus P, Ryberg T, Hung W, Birch Andreasen L, Busk Kofoed L, Limskov Stærk Christiansen N, Randrup Nielsen S, editors, Transforming PBL Through Hybrid Learning Models: Timely Challenges and Answers in a (Post)-Pandemic Perspective and Beyond. Aalborg Universitetsforlag. 2021. p. 28

What have we learned? On students' perceptions of learning and progressing through PBL

Abstract

Conference

UN SDGs

Access to Document

AUB Link

Fingerprint

Projects

PBL Future

Research output

Transforming PBL Through Hybrid Learning Models: Timely Challenges and Answers in a (Post)-Pandemic Perspective and Beyond

Cite this