PBL

PROBLEM-BASED LEARNING

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 PU B LIS HER
A A LB O RG UN IV ER S I T E T
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 ALL EDU C AT IO NA L ACT IV IT IES AT A A L B O RG UN I V E RS I T Y I N VO LV E
PROBLE M- BA S ED PROJECT WO R K , W HI CH TA KE S A S I TS P O I N T O F
DE PARTURE A S ET O F PR INC IPLES T HAT C O N ST I T UT E TH E A A L B O RG M O DE L
O F PRO B LEM- BA S ED LEA RN I N G ( P B L ) .

The approach is internationally recognised and has, over the years, received great interest
from universities, researchers and students in Denmark as well as abroad. The Aalborg
model includes project work based on authentic problems, self-governed group work and
collaboration.

The Aalborg model provides students with tools for independent acquisition of knowledge,
skills and competences at an advanced academic level. During their studies, many students
will also have the opportunity to cooperate with external partners on the solution of scientific
problems.

The Aalborg model assumes that students learn best when applying theory and research
based knowledge in their work with an authentic problem. At the same time, the model
supports students in the development of their communication and cooperation competences,
and in acquiring the skills required when taking an analytical and result-oriented approach.

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 THE AALBORG
MODEL IS BASED
ON THE FOLLOWING
BASIC PRINCIPLES
The problem is the starting point directing the student’s learning process. A problem can be
both theoretical and practical. It must also be authentic and scientifically based. ”Authen-
ticity” implies that the problem is of relevance outside of academia. ”Scientifically based”
implies that the problem is comprehensible and may be analysed and solved, taking an in-
terdisciplinary approach.

PROJECT O RGA NISAT IO N C R EAT E S TH E FRA M E WO RK

O F PRO B LEM- BA S ED L E A RN I N G

A project represents a time-limited and targeted process in which a problem may be phra-
sed, analysed and solved, resulting in a tangible product. A project report, for instance. The
target of the project is determined in the problem formulation; like the project methods, this
will be developed continually during the course of the project.

C O U R S ES S U PPO RT T HE P ROJ E CT WO RK

In order to ensure that they become familiar with a wide range of theories and methods
which they can use in their project work, students will participate in obligatory as well as
optional courses. The courses require a large amount of student activity, including lectures,
workshops, seminars and exercises.

C O O PER AT IO N IS A D R IV I N G F O RCE I N
PRO B LEM- BA S ED PROJ E CT WO RK

A group of students work closely together in managing and completing a project over an
extended period of time, taking a problem as the point of departure for their work. The stu-
dents’ mutual support is essential for the successful completion of the project. The group
work includes aspects such as knowledge sharing, collective decision-making, academic

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discussions, action coordination and mutual critical feedback. Student groups also engage
in close cooperation with their supervisor(s) and with external partners, e.g. businesses or
other project groups.

T HE PRO B LEM- BA S ED PROJ E CT WO RK O F

T HE G RO U PS MU ST B E E X E M P L A RY

The curriculum framework, supported by the supervisor, aims at ensuring that students’
project work is exemplary as regards both content and approach. Exemplarity implies that
learning outcomes achieved during concrete project work are transferable to similar situa-
tions encountered by students in their professional careers. This requires that the students
understand the context of the problem and of the scope of the conclusions reached by the
group. The exemplarity of the project ensures that through their project work, the students
will acquire knowledge and competences which are applicable in a wider context than that
of the project itself.

T HE ST U D ENT S A R E R ES PO N S I B L E F O R T H E I R
OW N LEA R NING AC HIE V E M E N T S

Within the framework and objectives of the curriculum, the students are largely free to
choose the content of their own projects, and thus to determine key elements of their study
programme. At the same time, students are responsible for a considerable part of their own
ongoing academic self-reflection. Critical self-reflection as regards the quality of their own
work effort and basic knowledge of a given problem is an essential objective for students en-
gaging in problem-based project work. The group is supported by one or more supervisors
serving to ensure that the work undertaken by the group meets the requirements stipulated
in the curriculum. However, the students themselves are responsible for their cooperati-
on in the group, as well as for the organisation of the learning process and the course and
outcome of the project.

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 PR INC IPLES

THE PROB LE M AS POIN T OF D EPARTURE

PROJE CTS ORGAN ISE D I N G RO UPS
THE PROJE CT IS SU PPORTED BY CO URSES
C O LLA B ORATION - GROU PS , S U PE RV ISO R, EXTERNAL PARTNERS
E X E MPLA RITY
STU DE N T RE SPON S IB ILITY FO R L EARNI NG

THE F R A MEWO R K P RACTI CE

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E D U CATION AL V IS ION STUD ENTS

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CU RRIC U LU M ACAD EMI C STAFF

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ASS E SS M E N T EXTERNAL REL ATI O NS

S U PPO RT F U NCT I O N S

RE S OU RC E S

STU DE N T ORGAN ISATION A N D PROGR AMME AD MI NI STRATI O N

RE SE ARC H IN PBL

F IG U R E 1
TH E F IGURE ILLUSTRATE S THE INTE RACTION BE TWE E N T H E A A LBO RG M O D E L’S BA S I C
P RINCIP L ES OF PBL , THE E DUC ATIONAL FRAME WORK, STA K E H O LD E R S ’ P R ACT I C E S A ND S U P P O RT
FUNCTIONS AT AALBORG UNIVE RSITY. THE NUMBE RS I N BR AC K E T S R E F E R TO I ND I V I D UA L
PARAGRAPHS IN THE DE SC RIPTION OF THE AALBO RG M O D E L I N T H E PAG E S BE LOW.

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E D U C AT I O N A L V I S I O N
AALB O RG U NIV ER S IT Y HA S A C LEA RLY A RTI CUL ATE D V I S I O N
FOR PRO B LEM- BA S ED PROJECT WO R K A N D L E A RN I N G I N A L L
IT S ST U DY PRO G R A M M E S .

The University’s objectives describe the framework for examinations, subject modules
and the pedagogical competences of academic staff; these elements in combination
constitute the foundation of problem-based learning.

The objective of the University is to strengthen the students’ skills as regards problem
identification, problem analysis, problem formulation, problem solving, communica-
tion, cooperation and the evaluation of work processes and the quality of their own
work.

The students are encouraged to reflect critically on the point of departure and outcome
of their project work; in doing so, they should apply a perspective that extends beyond
the individual discipline and the organisational framework of this work.

The Aalborg model spans across all faculties of the University.

The University management supports and takes responsibility for the ongoing devel-
opment of the Aalborg model.

The students know the Aalborg model of PBL and work in accordance with this.

External organisations are familiar with the Aalborg model and cooperate actively with
the University on students’ project work.

The University’s collaboration with external organisations contributes to ensuring that

students are able to work with contemporary issues that are relevant to their discipline
or profession.

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CURRICULUM
THE AALB ORG MO D EL’S BA S IC PR INC IPLES A RE I N CO RP O RATE D I N TO A L L
C URRI C UL A AT T HE U NIV ER S IT Y. T HIS IM P L I E S T H AT T H E CURRI CUL A

include problem-based project work as a central and recurrent element

ensure that the students’ problem formulations take their point of departure in authen-
tic problems

contain the credit-bearing problem-based project work

describe overall educational objectives which support the development of competen-

ces in problem-based project work as well as the specific learning objectives of the
programme

combine obligatory basic modules, elective modules and obligatory project modules

provide for student orientation to examples and basic theory and method in the obli-
gatory modules in which the project work is anchored

establish an overall theme frame within which problems, project proposals and elec-
tive modules may be formulated and offered

ensure, in interaction with the project supervisors, that the students’ problem formu-
lation enables an exemplary project within the project’s theme frame and the learning
objectives set by the curriculum

provide students with the opportunity to use relevant experience-based knowledge

together with knowledge and skills communicated by the theme frame

encourage students to collaborate with or apply for an internship in private or public

organisations in Denmark and abroad.

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ASSESSMENT
TH E PROJECT WO R K IS C O MPLET ED BY A N E X A M I N AT I O N W H I CH
ASSE SSES ST U D ENT S ’ IND IV ID UA L PER F O RM A N CE S I N TH E P ROJ E CT WO RK.
EMPH ASIS IS O N T HE A S S ES S MENT O F T H E I N DI V I DUA L STUDE N T ’ S
KN OWLE D G E, S K ILLS A ND C O MPET ENC E S . TH E A S S E S S M E N T TA KE S
PLAC E I N C O NNECT IO N W IT H T HE ST U D E N T S ’ P RE S E N TATI O N A N D
DI SC USSIO N O F T HEIR PROJECT, INC LU DI N G TH E A P P ROACH TA KE N
A ND T HE R ES U LT S AC HIEV E D BY TH E G RO UP.

All group members are present for an examination involving the group’s supervisor(s)
as well as an external examiner. The students are assessed individually.

During the examination, the examiner will focus on the quality of the project work,
including the extent to which the individual students have acquired the learning objec-
tives of the project module, as stipulated in the curriculum.

In basic modules and elective modules, students are assessed individually. When plan-
ning the examination, the structure that best supports the assessment of the module’s
learning objectives will be selected.

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STUDENTS
STUDE NT S AT A A LB O RG U NIV ER S IT Y E N GAG E I N P ROJ E CT-BA S E D
WO R K , W HIC H INVO LV ES T HAT T H E STUDE N TS

receive an early introduction to the Aalborg PBL model and the reasons for its
application

are supported in their efforts to integrate the problem-based, project-oriented appro-

ach in their academic work

are supported in successfully addressing any conflicts that arise in their work

develop, throughout their studies, strategies for project cooperation as well as project
organisation and the management of learning processes

are motivated and take responsibility for implementing the problem-based approach
in their studies

are motivated to create synergies between different cooperation cultures by collabo-

rating with external partners and engage in interdisciplinary learning environments

support one another in their academic work and contribute to a strong culture of
cooperation in their studies

are free to manage their own project work within the framework of the project module

will have the opportunity to participate actively in the evaluation of the study programmes

demonstrate commitment as regards improvements, critical analysis and constructive

feedback

take part in curricular development through systematic evaluations and study board
participation

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AC A D E M I C S TA F F
ALL AC A D EMIC STA F F AT A A LB O RG UN I V E RS I T Y I M P L E M E N T
THE AA LB O RG MO D EL IN T HEIR PEDAG O G I CA L ACTI V I T I E S . T H I S
IMPLIES T HAT T HE AC A DE M I C STA F F

are introduced to the Aalborg model and its implementation through in-house activi-
ties, continuing education courses etc.

ensure that the approach is implemented in and adapted to the teaching activities and
the educational objectives of the programmes

conduct their supervision of the students’ project work on the basis of the basic prin-
ciples in the Aalborg PBL model, including cooperation, conflict management and pro-
ject organisation

support interdisciplinary group cooperation whenever possible

comply with the University’s guidelines for project supervision, in terms of both struc-
ture and extent

are represented on study boards and take part in the development and maintenance
of curricular activities as well as their ongoing assessment

play a central role in the development of semester themes, the organisation of courses
and supplemental academic activities

pursue and maintain contact with external organisations in order to ensure the social
relevance of the programme.

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EXTERNAL
R E L AT I O N S
WORKI N G W IT H AU T HENT IC IS S U ES IMP L I E S TH AT TH E UN I V E RS I TY
MAI N TA INS C LO S E C O NTACT W IT H EX T E RN A L O RGA N I SATI O N S .
T HIS IMPLIES T HAT A A LB O RG UN I V E RS I TY

provides external organisations with information about the Aalborg model

facilitates and supports the contact between university staff, students and external
organisations

ensures that through their collaboration with external partners, students are given
the opportunity to work with authentic issues that can be addressed in their project
work

supports research projects in collaboration with external organisations who can in-
spire students in their project work

maintains contact to experts who may act as external examiners and assessors of the
students’ project work

has policies pertaining to collaboration issues of confidentiality and intellectual pro-

perty

makes sure that feedback from external organisations on project internships, study
programmes and graduate skills is provided so as to ensure the societal relevance of
the programmes.

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RESOURCES
TH E UNIV ER S IT Y AC Q U IR ES A ND D EPLOYS RE S O URCE S I N WAYS
THAT C ON SIST ENT LY S U PPO RT T HE A A LB O RG P B L M O DE L . T H I S I M P L I E S
T HAT A A LB O RG U NI V E RS I TY

provides access to information and systems for the students to use in their project
work

provides space for the students to work together. This space may be individual rooms
for each group, meeting rooms or virtual space provided for students during the pro-
ject period.

makes classrooms of different sizes available to cover the needs of the different educa-
tional activities

maintains a university library that provides students with access to cutting edge
research from specialist journals, periodicals and scientific literature

places laboratories at the disposal of project groups to enable them to carry out expe-
riments

provides, to a certain extent, computers, research equipment and software for students
attending courses and project work

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STUDENT
O R GA N I S AT I O N A N D
PROGRAMME
A D M I N I S T R AT I O N
THE ADMI N I ST R AT IO N O F T HE ST U DY PRO G RA M M E S I S UN DE RTA KE N P RI -
MARI LY BY SCHO O LS , ST U D ENT C O U NC ILS A N D ST UDY B OA RDS A S W E L L A S
BY SUPPORT STA F F. A D MINIST R AT IV E D EC I S I O N S RE GA RDI N G STUDY P RO -
GRAMMES ARE MA D E IN S C HO O LS A ND ST U DY B OA RDS . W I T H I N E ACH ST UDY
PROGRAMME , S EMEST ER C O O R D INATO R S A RE A P P O I N TE D; TH E S E W I L L H AV E
AN OVE RV IEW O F T HE PRO G R A MME D ETA I L S F O R T H AT S E M E ST E R.

TH E UN I VERS IT Y HA S ESTA B LIS HED O RGA NI SATI O N A L A N D A DM I N I STRATI V E

STRUCTURES W HIC H FAC ILITAT E EF F IC IENT A N D DE V E LO P M E N T-O RI E N TE D
APPLI C ATI O N O F T HE A A LB O RG MO D EL . T H I S I S I M P L E M E N T E D T H RO UG H
C OOPE RATI ON B ET W EEN S C HO O LS , ST U D EN T CO UN CI L S A N DSTUDY B OA RDS ,
ENS U R ING T H AT

students are provided with the necessary knowledge of the Aalborg model and the
competences required to implement this through the course of their studies

cooperation is made possible for students across study programmes during project
work if this is necessary to solve the project problem

study programmes are being continually developed on the basis of semester evalua-
tions within the framework of the Aalborg model

students, academic staff and support staff are involved in the follow-up work based
on semester evaluations

semester evaluations and summarised evaluation data are published on the websites
of Aalborg University’s schools.

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RESEARCH IN PBL
AALB O RG U NIV ER S IT Y C O ND U CT S TA RG E TE D RE S E A RCH W I TH I N
PROBLE M- BA S ED A ND PROJECT- O R IENT E D L E A RN I N G. T H E O BJ E CT I V E S
O F T HIS R ES EA RC H A RE TO

document the effect of the Aalborg model for both internal and external purposes

develop an internal system for improving the Aalborg model

document the impact of current and emerging practices of the Aalborg model

relate educational practice to theory

relate data and research findings to international research results.

AALBO RG U NIV ER S IT Y S U PPO RT S T H I S RE S E A RCH T H RO UG H

research units engaging in research in subject matter didactic as well as general didactics

close cooperation between the environments engaged in subject matter didactics and
the educational environments, with a view to developing the Aalborg model on the ba-
sis of current practice

an inter-faculty unit in the shape of a PBL-Academy, ensuring synergy and consistency
between the pedagogical activities of individual faculties and the pedagogical activities
of individual programmes.

RESEARCH IN PB L IS , TO A C ERTA IN EX T E N T, BA S E D O N UN I V E RS I TY
E VALUATI ON R ES U LT S , ENA B LING T HE U NIV E RS I T Y TO DO CUM E N T RE S ULTS
AND A DA PT A ND D EV ELO P T HE A A L B O RG P B L M O DE L .

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 MORE
I N F O R M AT I O N

P B L ACA D EMY
P B L . A AU. DK

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