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dc.contributor.authorBertel, Lykke Brogaard
dc.contributor.authorKolmos, Anette
dc.contributor.authorMelbye Boelt, Anders
dc.date.accessioned2022-01-09T20:05:09Z
dc.date.available2022-01-09T20:05:09Z
dc.date.created2021-12-29 00:31
dc.date.issued2021-12-20
dc.identifieroai:dk.aau.aub.ojs:article/6431
dc.identifierhttps://journals.aau.dk/index.php/pbl/article/view/6431
dc.identifier10.5278/ojs.jpblhe.v9i1.6431
dc.identifier.urihttp://hdl.handle.net/20.500.12424/4131723
dc.description.abstractProblem-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 on an understanding of its local context and the inclusion of multiple relevant stakeholders and practitioners, not only to co-create potential scenarios suitable for a particular educational institution but also in pointing to directions for initiating and maintaining 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 of normative scenario development within a PBL university. The aim of this process has been to identify and explore key 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 how a value-based and problem-oriented approach to exploring emerging PBL futures can facilitate systemic change in higher education.
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherAalborg University Press
dc.relation.ispartofhttps://journals.aau.dk/index.php/pbl/article/view/6431/6020
dc.rightsCopyright (c) 2021 Lykke Brogaard Bertel, Anette Kolmos, Anders Melbye Boelt
dc.sourceProblem Based Learning in Higher Education; Årg. 9 Nr. 1 (2021): Special Issue: Exploring the Near-future or Next Practice of PBL
dc.titleEmerging PBL Futures: Exploring Normative Scenario Development as an apporach to support Transformation in Problem-based Learning and Higher Education
dc.typeinfo:eu-repo/semantics/article
ge.collectioncode2246-0918
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:17882202
ge.lastmodificationdate2021-12-29 00:31
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149153
ge.oai.repositoryid98556
ge.oai.setnameSpecial Issue: Exploring the near-future or next practice of PBL
ge.oai.setspecpbl:NFP-PBL
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttps://journals.aau.dk/index.php/pbl/article/view/6431


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