Implementation of PBL
2024/2025
Content, progress and pedagogy of the module
The aim of the project is to support participants in developing competences to change educational practices to PBL, including evaluation of such change processes and their educational outcomes. Another aim is to support participants in achieving knowledge about theories of educational change management and quality assurance systems, in preparation for semester 4.
Learning objectives
Knowledge
- Specify strategies for PBL implementation
Skills
- Carry out at least one educational experiment, where PBL is reframing educational practice
- Evaluate at least one educational experiment by use of a mixed method approach including both quantitative and qualitative methods
Competences
- Assess drivers and barriers for further institutionalisation of the implemented PBL change.
- Assess the contribution that the experiences from the PBL implementation can bring to other engineering education communities
Type of instruction
In this problem based project the participants will implement and evaluate an educational change in an institution of higher education, introducing elements of PBL. The implementation should include arguing for the choice of PBL elements. To the extent possible, the PBL activity to be implemented in the 3rd semester should be the PBL activity designed and planned during semester 2, thus securing the continuity and progress in the MPBL study.
Participants may choose to focus on a single case study or include several case studies, in order to compare how implementation of similar PBL activities turns out in different contexts.
The results of the project work should be documented in a project report, which should identify and document stages in the implementation process, including evaluation procedures and methods. The project should preferably be carried out in teams of 2-4 participants and the project work processes should be documented in a process analysis, jointly written by the project team members.
The teaching format is a group project, including self-study, online group work, project facilitation and thematic online sessions. In this semester, the thematic sessions focus on how to fulfil the intended learning outcomes for the project and on evaluation methods.
Exam
Exams
| Name of exam | Implementation of PBL |
| Type of exam | Oral exam based on a project
The project assessment takes its point of departure in the written
project report and the accompanying process analysis. Questions may
be asked to all elements of the project, product as well as
process. In the assessment both the content and the communicative
aspects of the written work will be considered. |
| ECTS | 10 |
| Assessment | 7-point grading scale |
| Type of grading | External examination |
| Criteria of assessment | The criteria of assessment are stated in the Examination Policies and Procedures |
Facts about the module
| Danish title | Implementering af PBL |
| Module code | TBIPBLM19301 |
| Module type | Project |
| Duration | 1 semester |
| Semester | Autumn
|
| ECTS | 10 |
| Language of instruction | English |
| Empty-place Scheme | Yes |
| Location of the lecture | Campus Aalborg |
| Responsible for the module |
Organisation
| Education owner | Master of Problem Based Learning in Engineering and Science |
| Study Board | Study Board of Techno-Anthropology and Sustainable Design |
| Department | Department of Sustainability and Planning |
| Faculty | The Technical Faculty of IT and Design |
