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Premises for Changing to PBL
Open accessAbstract
Although SoTL research provides results documenting the efficiency of problem-based and project-based learning, the process of change at the institutional levels all over the world is slow. Based on research and experience from the UNESCO Chair work all over the world, I point out seven premises for changing to PBL: governance and educational policy, research and political pragmatism, change at institutional and individual level, leadership, implementation, trust in students’ learning and global societies. These are premises at very different levels; however, in the global society they all play a role in the process of changing higher education. This essay places PBL in a SoTL framework of inquiry, research, application, and change, and explains that PBL is beneficial for students learning key skills.
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“We think a problem-based curriculum that is used in some universities (e.g., Aalborg University in Denmark) may help to overcome many of the obstacles encountered in this study at the cross-roads of histories and practices, as the studies are organized on the basis of teamwork and projects on a long-term basis (Kolmos, 2010).”
From Educational Participatory Design in the Crossroads of Histories and Practices – Aiming for Digital Transformation in Language Pedagogy (2023) · cites this paper as Kolmos, 2010
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Research works printed but not linked: 15
- Biggs, J. (2003). Teaching for Quality Learning at University -What the Student Does, Buckingham: Open University Press, The Society for Research into Higher Education.
- Dochy, F., Segers, M., Van den Bossche, P., Gijbels, D. (2003). Effects of Problem-Based Learning: A Meta-Analysis, in: Learning and Instruction, October 2003, vol. 13, no. 5, pp. 553-568.
- Du, X., & Kolmos, A. (2006). "Process competencies in a problem and project based learning environment." In Andersson, P., & Borri, C. (eds.): Proceedings of the 34th SEFI annual conference: Engineering education and active students . [Uppsala]: European Council for an Energy Efficient Economy (ECEEE).
- Faland, B. & Frenay, M. (eds.) (2006). Problem and Project Based Learning in High Education: Impact, Issues, and Challenges, Louvain-la-Neuve: Presses Universitaires de Louvain.
- Fullan, M. (2001). The New Meaning of Educational Change (3 rd ed.), New York: Teachers College Press.
- Fullan, M. (2005). Leadership & sustainability: System Thinkers in Action, Thousand Oaks: Corwin Press.
- Henriksen, L. B. et al. (eds.) (2004). Dimension of Change -Conceptualising Reality in Organisational Research, Copenhagen: Copenhagen Business School Press.
- Holgaard, J. E., & Kolmos, A. (2009). "Group or Individual Assessment in Engineering, Science and Health Education: Strengths and Weaknesses." In Du, X., de Graaff, E., & Kolmos, A. (eds.). Research on PBL Practice in Engineering Education (s. 57-69). Rotterdam: Sense Publishers.
- Kolmos, A., Du, X., Dahms, M., & Qvist, P. (2008). Staff Development for Change to Problem Based Learning. International Journal of Engineering Education, 24(4), 772-782.
- Kolmos, A.(2002). Facilitating Change to a Problem-based Model. In The International Journal for Academic Development, vol. 7, no.
- Kolmos, Anette et al. (eds.) (2004). Faculty Development in Nordic Engineering Education, Aalborg: Aalborg University Press.
- Kotter, J. B. (1995). Why Transformation Efforts Fail, in: Harvard Business Review, March-April 1995, vol. 73, no. 2, pp. 44-56. Leuven Communiqué, 2009: http://europa.eu/rapid/pressReleasesAction.do?reference=IP/09/675&format=HTML&a ed=0&language=EN
- Savin-Baden, M. (2003). Facilitation Problem-Based Learning, Society for Research into Higher Education and Open Universtity Press.
- Schmidt, H. G. & Moust, J. H. C. (2000). Factors Affecting Small-Group Tutorial Learing: A Review of Research", in: Dorothy H Evensen and Cindy E. Hmelo (eds.) (2000). Problem-Based Learning: A Research Perspective on Learning Interactions, Mahwah, N. J.: Lawrence Erlbaum Publishers.
- Scott, G. (2003). Effective Change Management in Higher Education, EDUCAUSE Review, vol. 38, no. 6, (November/December). UNESCO Chair in Problem-Based Learning in Engineering Education: http://www.ucpbl.net
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Kinnula, M., Iivari, N., Kuure, L., & Molin-Juustila, T. (2023) · Computer Supported Cooperative Work (CSCW) · doi:10.1007/s10606-023-09473-8 · Cited by 6
“…that is used in some universities (e.g., Aalborg University in Denmark) may help to overcome many of the obstacles encountered in this study at the cross-roads of histories and practices, as the studies are organized on the basis of teamwork and projects on a long-term basis (Kolmos, 2010).”
Background
Metadata
- Authors
- Kolmos, A.
- Affiliations
- Aalborg University (DK)
- Corresponding author
- Kolmos, Anette
- ORCID
- Kolmos, Anette
- Venue
- International Journal for the Scholarship of Teaching and Learning
- Publisher
- Georgia Southern University
- Published
- 2010-01-01
- Volume
- 4
- Issue
- 1
- ISSN
- 1931-4744 (ISSN-L)
- OpenAlex
- W2117002137
- Cited by
- 26
- References
- 0
- Citations by year
- 2026: 2 · 2024: 1 · 2023: 3 · 2021: 2 · 2020: 2 · 2019: 2 · 2018: 1 · 2017: 2 · 2016: 2 · 2014: 3 · 2013: 2 · 2012: 2
- FWCI
- 9.06
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- International Journal for the Scholarship of Teaching and Learning (publishedVersion, cc-by-nc-nd)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- VBN Forskningsportal (Aalborg Universitet) (submittedVersion)
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- problem-based learning, project-based learning, institutional change in higher education, education governance, education policy, leadership, student trust, UNESCO Chair
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