Problem-Based Learning at a Learning University: A View from the Field

Innovative teaching concepts such as problem-based learning (PBL) can make a difference in an academic setting, particularly when dealing with diversity, and support the successful completion of students’ studies. Introducing new approaches to teaching requires the professionalization of the teaching staff and the development of new tools. As a view from the field, this contribution describes the steps taken at TH Köln - University of Applied Sciences to introduce PBL and discusses empirical and practical aspects of a university-wide implementation. It offers lessons learned from the practical application of PBL theories in a real-life setting.

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Project/Problem Based Learning in the Field of Materials, Food, and Chemical Engineering at Helsinki Metropolia University of Applied Sciences

International Journal of Quality Assurance in Engineering and Technology Education ◽

10.4018/ijqaete.2015100103 ◽

2015 ◽

Vol 4 (4) ◽

pp. 39-46 ◽

Cited By ~ 1

Author(s):

Carola Fortelius ◽

Marja-Leena Akerman

Keyword(s):

Applied Sciences ◽

Chemical Engineering ◽

Positive Response ◽

Problem Based Learning ◽

Independent Study ◽

First Year ◽

Cooperative Teaching ◽

University Of Applied Sciences ◽

Role Conceptions ◽

Learning Concept

Project/problem based learning (PPBL) has been applied at the department of Biotechnology and Chemical Engineering, Helsinki Metropolia University of Applied Sciences, for a few years now. The authors' experiences from the PPBL with their first year Bachelor students are discussed in this paper. The problem based learning concept in connection with practical solutions for organizing the courses are contemplated critically. The authors found, that the new way to pursue studies in material, biotechnical and chemical engineering has meant a significant change for both students and educators. A positive response from the students could be seen in the form of augmentation of motivation and activity. Team skills have improved, as well as independent study capacity. Cooperative teaching and being more of a facilitator than a traditional instructor, also challenges the role conceptions for the educators.

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Å lære om seg selv gjennom å observere andre

Praksisnær undervisning – i praksis og teori ◽

10.23865/noasp.94.ch8 ◽

2020 ◽

pp. 141-160

Author(s):

Inger Marie Bakke ◽

Håkon Glommen Eriksen ◽

Lene Nyhus

Keyword(s):

Applied Sciences ◽

Social Science ◽

Professional Practice ◽

Real Life ◽

Learning Objective ◽

Master's Level ◽

Group Counselling ◽

University Of Applied Sciences ◽

Professional Contexts ◽

Shed Light

The master’s level course in social science and pedagogy, ‘Communication in professional contexts’ at Inland Norway University of Applied Sciences, is the basis for this chapter. In the course, the students carry out observations of real-life interaction situations in different occupational contexts, and reflect on these through written work and in group counselling. The chapter presents these practice-oriented working methods as well as explains students’ experiences. The most important learning objective of the programme is that the students will become more aware of their own preconceptions and values in the professional meetings. The purpose of the chapter is to shed light on what may be the value of the chosen working methods in particular, in order for the students to experience this awareness – in themselves – and as valuable for their own professional practice.

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Competence-based learning and societal awareness: Building up experiences within the discipline of interior architecture

Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18) ◽

10.4995/head18.2018.8012 ◽

2018 ◽

Author(s):

Nathalie Vallet ◽

Inge Somers ◽

Michel Corthaut

Keyword(s):

Qualitative Data ◽

Public Libraries ◽

Real Life ◽

Lessons Learned ◽

Learning Objectives ◽

Teaching Staff ◽

Interior Architecture ◽

Societal Challenges ◽

Design Students ◽

The University

By means of the bachelor proof, students of interior architecture of the University of Antwerp (Faculty of Design Sciences) are stimulated to design interiors for real-life public libraries in view of particular societal challenges. During three subsequent years the teaching staff elaborated a set of learning objectives and activities that jointly form a competence-based learning process focussed on the development of the societal awareness of design students. In this paper we report on the intermediate experiences of the teachning staff and the students as indicated by a set of mainly qualitative data. In short it concerns four lessons learned relating to the over- and underestimation of (i) disciplinary filters, (ii) comfort-zones, (iii) motivating complexities and (iv) copy-cat behavior.

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Becoming an Expert, Ambassador or Doing Project Work: Three Paths to Excellence for Students at Artevelde University of Applied Sciences

6th International Conference on Higher Education Advances (HEAd'20) ◽

10.4995/head20.2020.11184 ◽

2020 ◽

Author(s):

Bart Lievens ◽

Karel Cappelle ◽

Liesbet Matthys

Keyword(s):

Applied Sciences ◽

Real Life ◽

Learning Opportunities ◽

Project Work ◽

Life Project ◽

Business Partners ◽

21St Century Skill ◽

University Of Applied Sciences ◽

Professional Business ◽

Research Questions

Apart from the regular curricula in higher education, institutions increasingly offer additional initiatives or honours programmes for students to excel. Artevelde UAS wants to provide similar additional learning opportunities, in which the notion of excellence is based on reflection, self-direction and ‘giving back’ to stakeholders. This paper will provide an elaboration of these opportunities, based on three research questions: (1) What project or initiative can be considered as a valid and well-defined form of excelling, (2) How do we formally structure and organize this initiative or project, and (3) How can we evaluate and validate students’ experiences of excelling? Students of (International) Business Management at Artevelde UAS can excel in three different ways: by professionalizing and becoming an expert in a certain topic or area, by becoming an ambassador for one particular 21st century skill that has been put forward and highlighted by Artevelde UAS in its mission (global citizenship, entrepreneurship or sustainability), or by cooperating with professional business partners in order to develop and implement a real-life project.

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Implementation at Hanze University of Applied Sciences

Journal for the Advancement of Performance Information and Value ◽

10.37265/japiv.v4i2.95 ◽

2012 ◽

Vol 4 (2) ◽

pp. 240

Author(s):

Antoinette Bos

Keyword(s):

Applied Sciences ◽

Risk Management ◽

Paradigm Shift ◽

Lessons Learned ◽

Main Thrust ◽

Best Value ◽

University Of Applied Sciences ◽

It Project ◽

The U.S

Best Value PIPS has become popular in the Netherlands and at the Hanze UAS. Hanze UAS started its first BV PIPS project in June 2011 and is currently performing seven projects. The Hanze UAS encountered major difficulties in the clarification period with an IT project. Therefore the main thrust of this paper is to explore the clarification and risk management phase. For this purpose the author uses an IT project as a case study. The conclusion is that it is in the clarification phase that the major paradigm shift takes place. BV practitioners must understand that the clarification phase is critical in the changing of the paradigm. The client and the vendor must continually implement the new BV concepts and lessons learned. This case study is similar to projects in the U.S., where the culture of the organization is the biggest challenge to the BV system.

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Designing Chemistry Project course at Centria University of Applied Sciences

LUMAT International Journal on Math Science and Technology Education ◽

10.31129/lumat.v1i1.1128 ◽

2013 ◽

Vol 1 (1) ◽

pp. 123-130

Author(s):

Maija Rukajärvi-Saarela ◽

Tiina Ylä-Kero

Keyword(s):

Applied Sciences ◽

Problem Based Learning ◽

Chemical Technology ◽

Study Programme ◽

University Of Applied Sciences ◽

Collaboration Skills ◽

First Time

In the study programme of chemical technology at Centria University of Applied Sciences, project studies have been designed since 2011, and evaluation of the progress was done for the first time in spring 2012. Chemistry Project course is based on the methods of Problem Based Learning (PBL) and Project Oriented Problem Based Learning (POPBL). The aim is to train self-directed experts of the field with teamwork and collaboration skills.

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Innovative Teaching in European Legal Education

10.5771/9783748923336 ◽

2021 ◽

Keyword(s):

Applied Sciences ◽

Legal Education ◽

Civil Law ◽

Public Law ◽

European Law ◽

Innovative Teaching ◽

Eu Member States ◽

Present Book ◽

University Of Applied Sciences ◽

University Of Budapest

Modern teaching methods are omnipresent in academic discussions. Science is moving forward, therefore teaching has to follow, for the students' benefit. An International Conference in Hannover (December 2019), under the aegis of the well-renowned ELPIS network, discussed the matter through the diversity of legal education within the EU member states, aiming at finding common grounds on the modern teaching of law. The present book achieves a healthy balance of relevant insights by scholars and students. It consists of contributions by scientists of different fields of law. The Authors Bernd Oppermann (Professor of Civil Law, University of Hannover), Claas Friedrich Germelmann (Professor of European Law, University of Hannover), Vasco Pereira da Silva (Professor of Public Law, University of Lisbon), Francisco Balaguer Callejón (Professor of Public Law, University of Granada), Andreas Schwartze (Professor of Civil Law, University of Innsbruck), Arndt Künnecke (Professor of Public Law, Federal University of Applied Sciences, Brühl), Maria Meng-Papantoni (Professor of European Law, Panteion University of Athens), Patrick R. Hugg (Professor of European Law, University of New Orleans), Rui Guerra da Fonseca (Ass. Professor of Public Law, University of Lisbon), Balász Rigó (Lecturer in Legal History, Eötvös Loránd University of Budapest), Dimitrios Parashu (Ass. Professor of European Law, University of Hannover), Kersi Kurti (University of Hannover) and Kire Jovanov (University of Hannover).

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