Principles of Problem and

Project Based Learning

The Aalborg PBL Model

September 2010
Prepared for:
Aalborg University
Scott Barge
Harvard University

Principles of Problem and Project Based Learning

Table of Contents
Introduction

Definition of Terms

01. EDUCATIONAL VISION

02. CURRICULUM

11

03. STUDENTS

14

04. FACULTY

16

05. ASSESSMENT OF STUDENTS

18

06. RESOURCES

20

07. PROGRAM ADMINISTRATION

21

08. EXTERNAL RELATIONS

22

09. EDUCATIONAL RESEARCH

23

Appendix 1: Bibliography

23

Principles of Problem and Project Based Learning

Principles of Problem and Project Based Learning

Introduction
Already at its establishment in 1974

fine and analyze the problem within an

the faculty at Aalborg University was

articulated interdisciplinary or subject

interested in an alternative approach

frame. Working in faculty-supervised

to education. From a philosophical

groups, the students plan, manage and

and sociological standpoint, they were

complete a project which addresses

interested in providing students with

the stated problem. Taken together,

an active role in the acquisition and

the elements of problem, project and

creation of knowledge and the higher

group that are the cornerstones of the

academic standards that come with

problem and project based model form

students necessarily heightened enga-

not merely a pedagogical approach,

gement in learning. They were further

but rather a way of organizing learning,

interested in a redefinition of the role

teaching and research at the university.

of the teacher in the learning process.

Over time, both project and problem ba-

Rather than communicating knowledge

sed learning have become increasingly

to students, often in a lecture setting,

popular in higher education. Indeed,

the teacher was instead to act as an

these approaches have been imple-

initiator and facilitator in the collabora-

mented around the world in numerous

tive process of knowledge transfer and

contexts and in diverse applications.

development. A synergy effectpeer

The principles of PBL outlined here

learningemerges in this shared edu-

articulate the specific details of Aal-

cational process. Together these para-

borg Universitys problem and project

digms influenced the educational model

based learning model also known as

adopted by Aalborg at its inception.

the Aalborg PBL Model.

These philosophical underpinnings

The aim of this document is to capture

came to be implemented as a problem-

the essential components and ideals

based project oriented model for

of the Aalborg PBL Model. Thus the

learning. The model begins with the for-

Principles of Problem and Project Based

mulation of a problem, often growing

Learning may be used to introduce

out of a question or wondering. This

new students, new members of staff,

formulated problem then stands as the

external constituents, etc. to the educa-

starting point for learning. Students de-

tional vision that shapes what Aalborg

Principles of Problem and Project Based Learning

Each of the nine principles identifies

critical considerations for implementation of the Aalborg PBL Model
with regard to key dimensions of the
university. Each principle opens with a
general statement of how the principles
of problem and project based learning
influence that particular dimension of
the university practice (e.g. educational vision, curriculum, etc.). Detailed
considerations for fulfillment of each
principle are identified in the following
paragraphs.
University do and what the university

The nine principles, though each

hope to achieve. The document forms

addressing a distinct dimension of uni-

a unique starting point for within-

versity practice, are necessarily related.

university dialogue about curricula,

As such, an institutions attention to

pedagogy and program development

considerations in one dimension will

between and across faculties and de-

often link directly to that which addres-

partments. Furthermore, the document

ses another consideration. As instituti-

may be used as a source of inspiration

ons adopt the Aalborg PBL Model, it is

for universities world-wide that wish to

important to view implementation not

implement the Aalborg model in their

as a sequence of requirements to be

own institutions. Having said this, it is

met but rather as a transformation of

important to recognize that the prin-

the educational paradigm according to

ciples of the Aalborg PBL Model are by

these considerations that span nearly

no means static or contextually isolated

all dimensions of the university.

but should always be interpreted in the

light of the broader context in which

The reader is encouraged to become

the model is to be implemented and

familiar with the broader literature on

applied.

problem-based learning, project-based

Principles of Problem and Project Based Learning

learning and their implementation at

Project: A project is a complex

Aalborg University. These principles are

effort that necessitates an analysis

best read and interpreted alongside

of the target (problem analysis) and

a strong understanding of the history

that must be planned and managed,

and details of these pedagogical ap-

because of desired changes that are

proaches. See Appendix 1 for a brief

to be carried out in peoples sur-

bibliography.

roundings, organization, knowledge,

Definition of Terms

and attitude to life; it involves a

new, complex task or problem; it

Any discussion of project-based or

extends beyond traditional orga-

problem-based learning is quickly com-

nizations and knowledge; it must

plicated by the use of specific terms

be completed at a point in time

that have a variety of definitions and

determined in advance. Projects are

understandings in the broader litera-

necessarily diverse with regard to

ture. The following terms are defined

scope and specific definition. No one

for the purposes of clarifying their use

specific template or standard exists

in the Principles of Problem and Project

to define sufficiency but rather,

Based Learning.

these determinations are made

within each programme.

Problem: A problem can be theoretical, practical, social, technical,

Exemplarity: Exemplarity is a

symbolic-cultural and/or scientific and

principle of selecting relevant specific

grows out of students wondering

learning outcomes and content /

within different disciplines and pro-

scientific knowledge that is exemplary

fessional environments. The problem

to overall learning outcomes. That is,

is the starting point directing the stu-

a problem needs to refer back to a

dents learning process and situates

particular practical, scientific and/or

the learning in a context. A chosen

technical domain. The problem should

problem has to be exemplary. The

stand as one specific example or ma-

problem may involve an interdiscipli-

nifestation of more general learning

nary approach in both the analysis

outcomes related to knowledge and/

and solving phases.

or modes of inquiry.

Principles of Problem and Project Based Learning

Team: A team is a group, sharing and

Project Courses: Courses offered

working closely together in design,

as part of a study program that relate

decision making, analysis and reflection.

directly to the term theme and the

The binding cooperation of members

students project work. Students elect

on successful completion of the project

to take a project course on the basis of

is an essential component of the overall

the courses relevance to the project

approach to learning.

work. In some educational contexts

what is defined here as a course might

Supervisor: The role of supervisor is

be known as a subject.

one most often held by a faculty member serving as a resource for groups of

Study Courses: Courses required as

students engaged in project work. Each

part of a study program that introduce

student group has one or more super-

students to fundamental concepts, the-

visors for a project. Supervisor-group

ories or skills of a particular discipline.

relationships do not extend beyond

These courses are assessed (examined)

the duration of the project. That is, a

separately from the project courses and

student (or group of students) does not

project work. In some educational con-

have a formal multi-term or multi-year

texts what is defined here as a course

relationship with one particular super-

might be known as a subject.

visor. In other educational contexts

this type of role might be known as an
advisor or facilitator.

Principles of Problem and Project Based Learning

01. EDUCATIONAL VISION

01

The institution has an

agreed-upon and clearly

Problems/wonderings appropriate

articulated vision for how

A) Problem orientation:
to the study program serve as the

problem and project based pedagogies

basis for the learning process.

are integrated into its institutional ob-

jectives. This educational vision informs

The project stands as both the

B) Project organization:

the development of study programs and

means through which the students

curricula, influences the faculty mem-

address the problem and the

bers and students who comprise the

primary means by which students

institution, and shapes the institutions

achieve the articulated educa-

relationships with key constituents.

tional objectives. The project is a

multi-faceted and often extended

01.1  The institution has developed and

adopted a systematic framework

sequence of tasks culminating in a

final work product.

for the problem and project

C) Integration of theory and practice:

based approach to education. The

The curriculum, instructional

systematic framework informs the

faculty members and project su-

development of degree require-

pervisors facilitate for students the

ments, courses and the pedagogi-

process of connecting the specifics

cal approaches of faculty mem-

of project work to broader theore-

bers.

tical knowledge. Students are able

to see how theories and empirical/

01.2 In implementing the Aalborg PBL

D) Participant direction:

strates an ongoing commitment

Students define the problem and

to its central principles: problem

make key decisions relevant to

orientation, project organization,

the successful completion of their

integration of theory and practice,

project work.

participant direction, a team-based

E) Team-based approach:

approach, collaboration and feed-

A majority of students problem/

back:

practical knowledge interrelate.

Model, the institution demon-

project work is conducted in

groups of three or more students.

Principles of Problem and Project Based Learning

F) Collaboration and feedback:

Students use peer and supervisor

or program level. Course-level implementation presents challenges that

critique to improve their work; and

significantly truncate the educational

the skills of collaboration, feedback

benefits and is not sufficient to qualify

and reflection are an important

as problem and project based learning.

outcome of the PBL model.

01.6 Key groups within the university
01.3 The institution has developed and

(trustees, faculty, students and ad-

adopted learning objectives specific

ministration) demonstrate ongoing

to the problem and project based

support of the problem and project

approach. These objectives comple-

based approach.

ment specific program objectives

and address student competencies in

01.7 Students understand the theoretical

problem formulation, self-reflection,

framework and practical benefits

meta-cognition, and collaboration.

to the problem and project based

model. Further, students are pre-

01.4 Depending on the educational

program and problem, students are

pared to identify and articulate the

strengths of the educational model

encouraged to integrate knowledge

vis--vis their academic and profes-

from across the traditional discipli-

sional preparation.

nes in the project work in order to

analyze and solve the problem.

01.8 The institution clearly presents the

problem and project based model to

01.5 The institution has clearly articu-

10

key external constituents. Busines-

lated the scope of implementation

ses, social agencies and govern-

of the problem and project based

mental agencies with which the

educational model. Though an

institution interacts are aware of the

institution-wide adoption of the edu-

institutions educational model and

cational model provides the greatest

support its implementation through

educational benefit, the problem and

partnership with the institution in

project based approach can be ef-

identifying appropriate problems for

fectively implemented at the faculty

students to address.

Principles of Problem and Project Based Learning

02. CURRICULUM

02

The problem and

project based centered
approach shapes the

institutions program curricula, which

provide for student orientation to the
pedagogical method, explicitly link theory
and practice, are appropriately adapted to
disciplinary paradigms, and are anchored by clearly articulated educational
objectives.
02.1 All programs include first-term

and breadth of content as well

credit-bearing academic work that

as sophistication of project work.

introduces and orients students

This progression is specific to and

to the problem and project based

shaped by the discipline or profes-

educational model. This component

sion. Specific learning objectives

of the curriculum addresses e.g.

are articulated for the program and

learning theory, problem definition,

associated with each term. These

project management, conflict ma-

objectives include both overall

nagement, and approaches to colla-

educational objectives linked to the

borative work all within the context

problem and project based peda-

of the institutions problem and

gogy and the specific objectives of

project based approach. Further,

the program.

the orientation component provides

students with highly-scaffolded pro-

02.3 Each program consists of an appro-

ject experiences to prepare them

priate balance of orientation cour-

for later self-governed group work.

ses, study courses, and project-related courses which accompany the

02.2 The program curriculum is mapped

students project work. Depending

onto academic terms (e.g. seme-

on the program, timespan and the

sters) according to an appropriate

overall objectives, the project might

progression with regard to depth

vary in size. In general, the students

Principles of Problem and Project Based Learning

11

project work comprises at least 50

connects to the overall learning

percent of their academic credits and,

objectives and is articulated in a

when combined with project course

formal statement that is distributed

credits, comprise approximately 75

to students and guides their pro-

percent of the students total term

blem formulation and project work.

credits.

Within the theme and the overall

learning objectives, problems and

02.4 An appropriate cluster of required

project proposals are to be chosen.

study courses introduces students

to the patterns of thought, theories,

02.6 In each term, a number of project

skills and fundamental knowledge of

courses are offered, linked to the

the discipline or profession.

educational objectives and shaped

by the terms theme. Students

02.5 In each term, a theme is selected to

12

select project courses according

serve as the context in which project

to the courses relevance to their

courses and projects address the lear-

term project work. (If semesters are

ning objectives. Themes may be fixed

governed by fixed themes, central

due to an overall curriculum program

theme related courses replace pro-

or vary from term to term. The theme

ject courses). These project courses

Principles of Problem and Project Based Learning

are sequenced within the term in

ded in the curriculum. The learn-

order to facilitate timely support

ing involved in establishing these

of students project work (i.e. the

connections and skills are further

majority of project course credits

facilitated by peer students, faculty

are offered in the early weeks of the

members, supervisors and assess-

term).

ment activities.

02.7 Supervisors ensure that students

02.9 The content of the curriculum is

problem formulations, through

informed by the development/

alignment with the term theme

evolution of knowledge within the

and overall objectives, provide a

discipline or profession and by the

sufficient context for achieving the

demands of practice as encounte-

learning objectives. Further, problem

red through application in the

formulations and project work align

project work.

with the adopted curricular progression (i.e. depth of knowledge and

02.10 To the extent possible, problems

sophistication). Students problem

and subsequent project work are

formulations are allowed to evolve

informed by the state of the art in

as the students progress in the pro-

the discipline or profession. This is

ject work.

facilitated by ongoing relationships

between the university and external

02.8 The curriculum provides adequate

constituents such as businesses,

means for students to establish

social agencies and governmental

connections between the specifics of

agencies as well as awareness of

the project courses and project work

disciplinary research developments.

and the broader knowledge and

skills of the discipline or profession.

02.11 The institution encourages students

Students develop skills for manage-

to collaborate with external busines-

ment, synthesis, and construction of

ses and organizations for example

knowledge such that they are able

through work placements or in-

to navigate, evaluate, integrate and

ternships that extend their learning

apply knowledge not explicitly inclu-

further into the professional world.

Principles of Problem and Project Based Learning

13

03. STUDENTS

03

Students understand
the problem and project

in which the problem and project

based educational

based approach shapes their acade-

model and, through that

mic work and successfully integrate

understanding, are able to successfully

its components as they achieve

engage it in order to achieve the insti-

the broader institutional learning

tutions educational objectives. In their

objectives as well as the objectives

work, students maintain an institutional

for their program. In their work,

culture of authentic collaboration, self-

students demonstrate a high level

motivation, peer-learning and personal

of self-motivation and personal

responsibility. The institution supports

responsibility for learning.

students in this regard through orientation and the provision of appropriate

services.

14

03.1 Students are able to identify the ways

Principles of Problem and Project Based Learning

03.2 Students possess, and are sup-

work patterns, and norms for

ported in developing, strong

interpersonal relations. Students

project management skills that

show a high level of support for one

enable the timely and successful

another in their academic work.

completion of projects.
03.5 Students play a meaningful role
03.3 With appropriate support from the

in the administration of degree

institution, students are able to

programs. Channels are provided

negotiate and successfully address

for student input into curricular

the inevitable conflicts that arise in

development and implementation,

collaborative work. These abilities

term themes, course offerings, and

are developed as part of students

academic policy, e.g. through study

orientation to the problem and

board participation or systematic

project based model and are subse-

evaluations.

quently supported, as appropriate,

by faculty members and administra-

03.6 Students actively participate in insti-

tors. Clearly stated institutional po-

tutional assessment and evaluation

licies identify the scope and nature

processes. Participation is charac-

of supports available to students.

terized by a clear commitment to

improvement, critical analysis and

03.4 Students contribute to and

constructive feedback.

maintain a strong culture of collaboration, which values active

03.7 Students actively engage in

participation in course and project

substantive dialog with faculty

work. Strategies for successful

members regarding their course

collaboration on project work are

work and the application of know-

presented to students as part of

ledge within the context of their

their orientation experiences (i.e.,

problem/project. This dialog takes

early courses and projects). In their

place in a collegial atmosphere that

project groups, students formally

is characterized by mutual respect

or informally address expectations

and the authentic engagement of

regarding academic performance,

all involved.

Principles of Problem and Project Based Learning

15

04.FACULTY

04

Faculty members

well as the specifics of its imple-

understand and are

mentation in the relevant discipline

committed to the pro-

or profession.

blem and project based

educational model. The institution en-

04.2 Faculty members understand and

sures that faculty members are appro-

are able to incorporate best prac-

priately introduced to and understand

tices in supervising and advising

the models theoretical framework

student project groups. They are

and are able to handle the best practi-

aware of appropriate levels of

ces by which it is implemented in the

direction in the process of advising

curricula and pedagogically. As super-

groups (i.e. not directing student

visors, faculty members are directly

work, yet facilitating students pro-

involved in the project-related work

gress). Faculty members are willing

of the students. Faculty members

to assist student project groups in

hold primary responsibility for conti-

managing challenges due to the

nuously adapting and developing the

group work process, for instance

model to the institutions particular

problems with the collaborative

educational and disciplinary context,

process, intra-group conflict, pro-

ensuring integrity of implementation,

ject management, etc.

and guiding its development.

04.3 The institution has articulated, in
04.1 All faculty members have been

16

consultation with faculty mem-

introduced, through appropriate

bers, policies guiding workload

means (e.g. orientation, staff

as related to instruction, supervi-

development activities, training,

sion and administration using the

mentoring, observation, etc.),

problem and project based model.

to the theoretical framework

Specifically, the institution has

behind problem and project based

established guidelines for the maxi-

learning and best practices in its

mum number of groups one faculty

implementation. Introductory pro-

member is able to effectively serve

grams address both the broader

as the primary supervisor for in one

educational goals of the model as

term.

Principles of Problem and Project Based Learning

04.4 Through their engagement in

04.5 Members of the faculty actively

administrative structures (e.g. com-

pursue and maintain relationship

mittees, study boards, etc.) faculty

with external constituents (i.e.

members are directly involved in

others in the academic and profes-

the development and maintenance

sional communities) in order to

of program curricula as well as

ensure curricular relevance and to

their ongoing assessment. Faculty

strengthen relationships between

members play the central role in

the institution and the context

developing term themes which

within which it operates.

guide students problem formulations and project work as well as

in the organization of term project
courses and supplemental academic activities.

Principles of Problem and Project Based Learning

17

05. ASSESSMENT OF STUDENTS

05

The institution is com-

05.2 Examiners guiding the group assess-

mitted to assessing

ment process pay careful attention

and evaluating both

to exploring not only the quality of

student performance

the project work itself, but also to

and program effectiveness. Policies

determining the extent to which,

and structures are in place to ef-

through the project work, students

fectively assess individual student

have achieved the broader learning

performance within the context of

objectives and have developed an

the group project work. A paral-

understanding of the larger theories,

lel set of policies and structures

concepts and issues as they transfer to

guide the assessment of students

different applications.

performance in individual academic

work (e.g. study courses). Program

05.3 Students project-related course work

effectiveness is subject to forma-

(i.e. project courses) is assessed within

tive and summative assessment and

the context of the project work itself.

evaluation processes that involve

The problem as formulated by the

faculty members, students and admi-

students and the subsequent project

nistrators as appropriate. There are

work are used by examiners as a lens

clearly demonstrated links between

for determining those aspects of the

program assessment and efforts

project courses that are relevant to as-

to improve existing programs and

sess. Forms of both formative (status

develop new programs.

seminars, peer evaluation, supervisor

feedback, etc.) and summative assess-

05.1 Assessment of students group

18

ment (portfolio assessment, etc.) may

project work is conducted in a group

be implemented. The greater portion

setting and stands as the main

of assessment activity is dedicated to

assessment method. All group mem-

formative assessments, which are de-

bers are present for an extended

signed to develop students abilities to

examination involving the groups

provide feedback to others and assess

advisor, additional faculty members

their own progress. Alignment as well

from the institution, and faculty

as validity and reliability are to a great

members from other universities.

extend important goals.

Principles of Problem and Project Based Learning

05.4 Students academic work (e.g. study

courses) is assessed according to
clearly documented policies and
procedures and learning objectives.
05.5 Though conducted in a group setting, students receive appropriately
differentiated individual grades for
their contribution to the project
work and their mastery of the stated
learning objectives.
05.6 The institution engages students,
faculty members and administrators
in the assessment and evaluation
of study programs. These activities
take on a variety of forms (e.g.
student course evaluations, group
feedback sessions), and are conducted during and at the end of each
term.
05.7 The institution can document the
incorporation of study program
assessment data in the decisionmaking processes related to
administration and improvement
of existing study programs as well
as the development of new study
programs and procedures in relation
to the context of the problem and
project based model.

Principles of Problem and Project Based Learning

19

06. RESOURCES

06

The institution acquires

project-related expenses (e.g. tra-

and deploys resources

vel). Funds for such expenses are

in ways that consistently

distributed and managed within

support the problem and

each program.

project based educational approach.

In particular, adequate physical space

06.4 The institutions library maintains

for student project groups is provided.

subscription to key disciplinary and

Library and technological resources

professional journals (preferably

provide current and comprehensive

through online database subscrip-

access to information and systems that

tions) in order to provide students

enable students to achieve the institu-

with sufficient access to current

tions educational objectives.

research publications. Further, the

acquisitions for and maintenance

06.1 Each project group is provided

of physical collections (i.e. books

with work space for the duration

and hard-copy journals) are guided

of the academic term. This space

by identified fundamentals within

may be individual rooms for each

each discipline and profession (i.e.

group or larger rooms divided

less time-sensitive material).

into individual work areas for each

group. Physical space may be supplemented by virtual space.

06.5 The institution maintains an appropriate array of operational and

modern technological resources

06.2 Classroom and laboratory space

(i.e. computers, research equip-

are provided as required by study

ment and software) necessary for

courses and project courses.

students course and project work.

Central to these offerings are

06.3 As appropriate, materials required

for completion of project work are
provided for groups. A process
exists for students to request
institutional funding for highercost supplies or other non-material

20

Principles of Problem and Project Based Learning

resources which facilitate the collaborative work of project groups.

07. PROGRAM ADMINISTRATION

07

The institution has

term themes, the administration

adopted an organiza-

of groups, and course offerings

tional configuration and

incorporate the input of faculty

established administra-

members and students within each

tive structures that facilitate the effecti-

program. Within each program, an

ve implementation of the problem and

appointed term coordinator (often

project based educational approach.

a faculty member) gives oversight

to the administration of program

07.1 The administration of each pro-

details for that term.

gram is conducted primarily by

faculty members and support staff

07.2 The institution facilitates inter-

in a largely de-centralized manner.

program and inter-faculty (school)

Administrative decisions, including

collaboration on project work.

Principles of Problem and Project Based Learning

21

08. EXTERNAL RELATIONS

08

The institution maintains

lectual property rights and confiden-

active relationships with

tiality as they surface in project work.

key external organizations that support the

08.3 Connections with external organizati-

effective implementation of the problem

ons are leveraged by the institution to

and project based model. Administrative

provide internship and work place-

support is provided to faculty members

ments for students and graduates.

and students to facilitate and manage their

connections with external contacts such as

08.4 Connections with external organiza-

businesses, social agencies, governmental

tions provide the necessary experts

agencies, foundations, and other academic

who participate in the institutions

institutions. These external contacts stand

assessment processes as external

as a source for student problem formulati-

examiners of problem solutions.

ons and project work, and the institutions

research and project work benefit from
these external organizations.

08.5 The institutions academic programs,

project work and research are responsive to the broader context in which

08.1 The institution has administrative

structures to facilitate the connec-

tions with external agencies provide

tions between faculty members,

feedback for program maintenance

students and external organizations

and development, and the institution

for the purposes of formulating

can demonstrate ways in which this

authentic problems and providing

authentic contexts for project work.

feedback informs decision-making.

08.6 Businesses and organizations with

Clearly articulated policies guide pro-

which the institution collaborates are

ject work involving external organi-

able to articulate a clear understan-

zations and ensure that such projects

ding of the problem and project based

give first priority to the institutions

pedagogical approach. Further, these

educational objectives.

institutions understand the ways in

08.2 The institution has policies and struc-

22

the institution operates. Connec-

which this model is beneficial to the

tures to support faculty members and

preparation of its graduates and to the

students in negotiating issues of intel-

organizations themselves.

Principles of Problem and Project Based Learning

09. EDUCATIONAL RESEARCH

09

The institution conducts

ongoing educational

09.1 The institution systematically

gathers data in order to:

research into the imple-

A) Document the PBL model for both

mentation, adaptation

internal and external purposes

and outcomes of the problem and

project based educational model. Linked closely to assessment efforts, this
expanding body of research is a means
of documenting and disseminating local
adaptations and innovations.

B) Develop an internal system for improving the model

C) Document current and emerging
local practices
D) Relate contextualized educational
practice to theory
E) Relate data and research findings to
other international studies

Appendix 1: Bibliography

Adophsen, J.: Problemer i videnskab: En erkendelsesteoretisk begrundelse for problemorientering. Aalborg Universitetsforlag. 1985.
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