Announcements

Exploring the near-future or next practice of PBL

Problem Based Learning has by now become a widely accepted pedagogy in many higher education institutions. There are, however, three emerging trends inviting us to challenge, develop, criticise or expand our conceptualisations of Problem Based Learning and how we practice it. The trends prompt us to begin asking for one thing: how should PBL in Higher Education be practiced in the near-future, and what are emerging examples of ‘next practice’ within PBL? Secondly, what theoretical and methodological frameworks do we need to understand, analyse, envision and to develop new PBL models and practices?

One trend is the ‘digitalisation’ of higher education where digital technologies are reshaping disciplines, but also how lecturers teach and supervise, how students collaborate, and how lecturers and students can practice PBL. New ‘blends’ between online and onsite teaching and learning are emerging enabling the development of new hybrid PBL models.

Another trend is the ‘institutionalisation’ of PBL in higher education. Rather than PBL being pursued mainly in single courses by individuals or small teams of lecturers we are seeing an increased move towards institutions taking a greater responsibility for rethinking programmes, the curriculum or even the entire institution according to principles of PBL.

Finally, a trend of ‘conscientization’ where PBL is seen as a means to raise critical consciousness around issues such as sustainability, climate, equity and social justice. Rather than simply an ‘effective teaching strategy’ PBL is increasingly seen as a pedagogy for students to engage as critical change agents with complex real-world grand challenges.

These trends together can potentially trigger the design and development of entirely new types of hybrid problem-based learning models and environments. For example, PBL designs that:

  • Merge online and offline activities and spaces.
  • Explore new types of collaborative engagements that go beyond the boundaries of a single group and engage students in complex networks of collaboration.
  • Works across geographical, institutional and disciplinary boundaries to engage students with complex real-world problems or grand challenges, such as sustainable development, poverty, climate or social justice.

These are visions of future PBL models that explore ‘hybridity’ across different dimensions, such as online/offline, disciplinary/interdisciplinary, local/global, small-group/complex network. Secondly, they are visions of PBL models that move beyond a narrow focus on disciplinary competences and employability towards an aim of engaging students as critical learners and change agents who develop the competences to actively participate and function in an increasingly complex, global and network-based society.

They are visions of models that seek to harness the opportunities afforded by digital technologies, while remaining firmly grounded in a commitment to students’ mutual learning, sense-making and collaborative engagement. No less important, they promote engagement with grand challenges such as sustainable development, social justice and equity.

The goal of this special issue is to invite papers that explore near-future or next practice PBL and which challenge, develop, criticise or expand our current conceptualisation of PBL and how we practice it. This includes research-based development and concrete examples of near-future and next practice PBL, as well as theoretical, conceptual, and methodological papers. The latter could be papers conceptually unfolding future visions for PBL, theoretically exploring particular concepts (hybridity, collaboration), or presenting new methods for researching or designing for PBL. The editors remain open to discuss and co-explore ideas with potential authors. 

 

Guest Editorial group:

Lykke Brogaard Bertel, Assistant Professor, Aalborg University

Thomas Ryberg, Professor, Aalborg University

Anette Kolmos, Professor, Aalborg University 

Time schedule:

  • Deadline for abstracts: 15 April
  • Feedback to authors: 1 May
  • Full paper due: 1 September
  • Feedback from reviewers: 15 October
  • Revised paper due: 1 December
  • Publication of issue: 15 January – 15 February     
  • Submission and Review Process

     

  • Exploring the near-future or next practice of PBL

    19-02-2020

    Problem Based Learning has by now become a widely accepted pedagogy in many higher education institutions. There are, however, three emerging trends inviting us to challenge, develop, criticise or expand our conceptualisations of Problem Based Learning and how we practice it. The trends prompt us to begin asking for one thing: how should PBL in Higher Education be practiced in the near-future, and what are emerging examples of ‘next practice’ within PBL? Secondly, what theoretical and methodological frameworks do we need to understand, analyse, envision and to develop new PBL models and practices?

    Read more about Exploring the near-future or next practice of PBL
  • Integrating Academic and Artistic Methodologies within a PBL-environment

    04-01-2017

    This is a call for papers for a special issue on “Integrating Academic and Artistic Methodologies within a PBL-environment” to appear in Journal of Problem Based Learning in Higher Education (JPBLHE). The special issue is edited by Elizabeth Juchum, Falk Heinrich and Morrten Søndergaard.

    Abstracts due 1 May 2017 · Papers due 1 September 2017

    The themes that we suggest for this special issue are:

    • Can we envision an integration of academic and artistic methods that fosters an innovative methodology, or are academic and artistic methodologies fundamentally incompatible?
    • Do artistic methodologies supplement, broaden, or work against the tenets of the PBL approach?
    • Does PBL have a theoretical base through which we might conceptualize the integration of artistic and academic methodologies, for example, by allowing for different degrees or modes of integration?
    • What are the challenges or trade-offs of combining artistic and academic methodologies? What is gained and what is lost when we move across disciplinary boundaries?
    • How are artistic and academic methodologies defined historically, and which new perspectives and discourses make integration possible?
    • How can the integration of artistic and academic methods be realized in concrete teaching practices within an PBL environment?

     

    Read more about Integrating Academic and Artistic Methodologies within a PBL-environment
  • Call for papers 2016

    01-03-2016

    This is a call for papers for the peer reviewed Journal of Problem Based Learning in Higher Education (JPBLHE) to be published in 2016. JPBLHE provide an opportunity for scholars from all disciplines to publish:

    • High-quality research articles that contribute to the current and future development of Problem Based Learning (PBL) in higher education.
    • Review articles examining the development of PBL in higher education.
    • Articles examining the intellectual, pedagogical and practical use value of PBL or which extend, critique or challenge past and current theoretical and empirical knowledge claims within PBL in higher education.
    • Articles examining theoretical, pedagogical and practical aspects of how networked technologies or ICTs can be used to support or develop problem-based learning.
    Read more about Call for papers 2016
  • Blended Learning in Architecture and Design Education

    16-11-2015

    This is a call for papers for a special issue on “Blended Learning in Architecture and Design Education” to appear in Journal of Problem Based Learning in Higher Education (JPBLHE). The special issue is edited by NICOLAI STEINØ.

    Abstracts due 15/01/2016 · Papers due 01/07/2016

    The themes that we suggest for this special issue are:
    • New course formats as a result of new online technologies
    • Distance learning and new balances of on-/off-campus learning activities
    • International collaboration through online technologies
    • New methodologies for analysis and/or design
    • Pilot learning design projects – successes, failures and lessons learned
    Read more about Blended Learning in Architecture and Design Education
  • Special Issue - PBL and Creative Processes

    11-09-2015

    Problem Based Learning (PBL) is a pedagogical approach that encourages those who take part in its processes to act both as supportive change agents working in collaboration with colleagues, and also as individuals to use their creativity in finding solutions to practical problems. The process of questioning the issues and finding novel solutions using the creative spirit are also challenging for those who teach and deliver PBL based curriculum, and poses some fundamental questions.

    Read more here.

    Read more about Special Issue - PBL and Creative Processes
  • Call for Papers – PBL and Creative Processes

    25-10-2013

    This is a call for papers for a special issue on “PBL and creative processes” to appear in Journal of Problem Based Learning in Higher Education (JPBLHE). The special issue is edited by Ole Verner Pihl and Andrew Armitage.

    The themes that we suggest for this special issue are:

    • Design processes and PBL - flow and conflict
    • Intuition and innovation – its role and relationship to PBL
    • The design processes - individual versus collective/consensus lead processes
    • Experiments and method – PBL in action
    • Space, form, materiality and pedagogy – how can we deliver PBL more creatively?
    • The work of the genius and lonely designer versus the collective
    • Limitations and freedom of expression within the PBL paradigm/process
    • A theoretical and philosophical critic of the ruling PBL pedagogical paradigm
    • A critique of PBL as a pedagogical model – why is there a reluctance of Higher Education Institutions to adopt this approach? 
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  • Call for papers - Journal of Problem Based Learning in Higher Education

    29-06-2012

    New open access journal on PBL to be launched in 2012
    This is a call for papers for the newly established peer reviewed Journal of Problem Based Learning in Higher Education (PBLHE) to be launched in winter 2012/spring 2013. PBLHE will be launched to provide an opportunity for scholars from all disciplines to publish:

    • High-quality research articles that contribute to the current and future development of problem-based learning in higher education.
    • Review articles examining the development of problem-based learning in higher education.
    • Articles examining the intellectual, pedagogical and practical use value of PBL or which extend, critique or challenge past and current theoretical and empirical knowledge claims within PBL in higher education.
    • Articles examining theoretical, pedagogical and practical aspects of how networked technologies or ICTs can be used to support or develop problem-based learning.
    Read more about Call for papers - Journal of Problem Based Learning in Higher Education