Journal of Problem Based Learning in Higher Education <p>The Journal of Problem Based Learning in Higher Education (JPBLHE) represents state of the art research in the theory and practice of PBL in higher education and actively seeks to promote transformative and progressive university pedagogy.</p> Aalborg University Press en-US Journal of Problem Based Learning in Higher Education 2246-0918 <p>Articles published in Journal of Problem Based Learning in Higher Education are following the license <a href="" target="_blank" rel="noopener">Creative Commons&nbsp;<span style="display: inline;">Attribution (CC-BY)</span></a><a href=""><span style="display: inline;"></span></a></p> <p>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY). Further information about <a href="">Creative Commons</a></p> Editorial Falk Heinrich Elizabeth Jochum ##submission.copyrightStatement## 2018-10-09 2018-10-09 6 1 I V 10.5278/ojs.jpblhe.v6i1.2433 Problem Orientation in Art and Technology <p>Art and Technology is an interdisciplinary art program at AAU that involves knowledge and methods ranging from the humanities, to engineering sciences. Art and Technology is a hybrid program that combines science and technology with the artistic imagination, and thus combines both artistic and academic methodologies. The main question this paper addresses is: “What is a problem in art?” The paper discusses what defines a problem as in the PBL Aalborg Model, in the field of Art and Technology, by analysing the problem formulations of the 2017 BA projects through Mogens Pahuus three types of problem orientation. The paper discusses the potentials and pitfalls of PBL in art and technology education.</p> Line Marie Bruun Jespersen ##submission.copyrightStatement## 2018-10-09 2018-10-09 6 1 1 14 10.5278/ojs.jpblhe.v6i1.2341 SCHOLARTISTRY: INCORPORATING SCHOLARSHIP AND ART <p>The article focuses upon arts-based research in a dialogical unfolding of why art should be and can be integrated in academic work at present, and furthermore situates this development in broad context. The notion of scholartistry, hydrid scholarship-arts practice, is introduced by situating it in the academic literature on research methodology and through exemplification/demonstration - an imaginary exhibition of scholartistic artefacts. Several samples of arts-based research methods are discussed in terms of knowledge production and creative competencies. Connections are drawn with post-disciplinary agendas in the academy and beyond. The argument is made that a distinctive field of scholartistry offers an expansion of project and problem based learning in manifold cultural and organizational fields that are looking for open-ended creative modes of design and production.</p> Michael Shanks Connie Svabo ##submission.copyrightStatement## 2018-10-09 2018-10-09 6 1 15 38 10.5278/ojs.jpblhe.v6i1.1957 Interactive Art, Performance and Scientific Research into Corporeal Empathy <p><span lang="EN-GB" style='font-family: "Avenir Book"; font-size: 12pt; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;'>This paper presents the evaluation of a design research project that combines artistic practice and academic theory at a high standard in both fields, proving that the problem-based learning (PBL) is a strong method for bridging the gap between those fields. “Researching Empathy Through Performance” was a Master thesis of Interaction Design and consisted of the development of an artistic performance entitled “My Body, Your Room”, which functioned as a site for conducting scientific research into corporeal empathy. The project investigated how embodied methodologies that combine dance performance and interactive technologies can strengthen empathic relationships between the audience, performer, and the environment. The project was developed at the Kolding School of Design in Denmark, and utilised cross-disciplinary theories, concepts and methods from interaction design, performance studies and neurology. The working methodology drew on artistic approaches and scientific research methods such as quantitative and qualitative analysis; the analysis included video documentation, ethnography, surveys and interviews.</span></p> Alexsandro Almeida Da Silva ##submission.copyrightStatement## 2018-10-09 2018-10-09 6 1 39 54 Co-Lab on Developing Cyborg Arts – Interdisciplinary Collaboration and Practice Based Solutions <p>The world’s first co-lab in Cyborg Arts was conducted at Parsons/New School University over the course of sixteen weeks. This paper investigates the use of Donald Schon’s Reflect Practice Methodology (Schon 1983) and Bruno Latour’s Actor Network Theory (Latour 2005) in facilitating new solutions. Previously, an open call had been placed in targeted venues such as Art and Education, as well as a number of technology user groups in the New York City area to solicit ideas and participants. With the help of the Cyborg Foundation, three teams were chosen to build prototypes of a new cyborg sense: Team Glass, Team Radiation and Team Haptics. Team Glass strove to make a cyborg sense detecting the rhythm of changes in the sun’s solar flares; Team Radiation decided to make a sense to distinguish and alert the user to different types of organic and inorganic radiation in the environment, and Team Haptics wanted to use one of the participant’s own body to correct a medical problem with their nervous system’s coordination of gait. Students from Parsons MFADT program self-selected a team to work with. Specialists and guests either visited the co-lab or used Skype to converse with the participants during the course of the semester. Communication channels on Slack and Tumblr allowed immediate cross sharing of information, as well as searchable archives of group practice.</p> <p>Registered Parsons students stayed committed to the lab in order to receive a grade. Other participants had various reasons to be involved, such as learning new skills, seeing their ideas realized, and stepping outside of their core discipline. The major conduits of communication for the teams outside of lab time were the web-based Slack application that logged a history of their thoughts and interactions, and an additional private Tumblr for the students to share their ideas in documenting their progress. This paper examines how critical interventions at key moments in group dynamics with these methodologies and analyses led to breakthroughs and dynamic interpretations of these sensing techniques, and thus new aspects of cyborg art.</p> Ellen Pearlman ##submission.copyrightStatement## 2018-10-09 2018-10-09 6 1 55 65 Integrated Design Processes by Sequential Primary Generators <p><span style="font-size: medium;">This paper proposes, exemplifies and discusses a new design method, including both artistic and scientific modes of working. It is based on the idea of integrated design processes driven by strategic implementation of what is termed sequential primary generators. The paper initiates by discussing design and creative process research and filters central aspects that are coalesced with a proposed tree-phase early stage design method. The proposed architectural design method has been applied in three university projects. In the last project, students where asked to respond to a questionnaire survey to identify the growth of design and creative capabilities from a student perspective. The paper presents the results and discussion based upon these projects and studies. Survey answers show that the proposed design method increases both design quality and design knowledge. This  </span><span style="font-size: medium;">suggest that other creative processes may be addressed through this design methodology, featuring both problem and solution driven procedures.</span></p> Isak Worre Foged ##submission.copyrightStatement## 2018-10-09 2018-10-09 6 1 66 87 Bisociation of artistic and academic approaches in problem-based projects <p>This article presents a theoretical elaboration of the potential relationship between the academic and artistic approaches within a problem-based educational setting. The investigation is based on Koestler’s idea of the “bisociation” (blending) of dissimilar thinking and action matrices as the foundational mechanism of human creation in academic discovering, artistic creation, and humour, respectively. On the basis of my own experiences with higher education pedagogy exemplified by a concrete workshop held with students from two different educational programmes at Aalborg University, the article investigates the bisociation of artistic and academic matrices and codes by scrutinising how these apparent incompatibilities could be functions of a blending mechanism. The article proposes that the bisociation of the artistic and academic approaches should be understood as mutual inscriptions leading to an emphasised correlation between academic abstractions and associative-emotional experiences leading to an increase in complexity, specifically, a multifaceted understanding and emotional perception of today’s societal challenges.</p> Falk Heinrich ##submission.copyrightStatement## 2018-10-09 2018-10-09 6 1 88 105 Entire issue Jane Bak Andersen ##submission.copyrightStatement## 2018-10-09 2018-10-09 6 1 1 105 10.5278/ojs.jpblhe.v6i1.2434