Interdisciplinary Problem-Based Learning methodologies in engineering education and work
Interdisciplinary Problem-Based Learning will contribute to the development of innovative educational models with the aim of educating engineers to work proactively and interactively in an interdisciplinary work environment.

Inter-PBL will contribute to the development of innovative educational models ‒ nationally as well as internationally – with the aim of educating engineers to work proactively and interactively in an interdisciplinary work environment

The project will develop curriculum models for students’ learning of interdisciplinary generic competences in a PBL curriculum based on case studies on 1) new curriculum practices in interdisciplinary projects where the students are working on sustainability problems across educational programs, 2) interdisciplinary projects in companies, and 3) transdisciplinary projects with universities and companies working on common problems.

Inter-PBL will develop models for students’ learning of interdisciplinary generic competences in a PBL curriculum based on case studies at Grundfos, The port of Aalborg and Aalborg University. Inter-PBL thereby contributes with new knowledge on interdisciplinary collaboration and learning to overcome boundaries in education as well as companies.

The project is run by Professor Anette Kolmos, Associate Professor Jette Holgaard, and PhD students Henrik Worm Routhe and Maiken Winther.

The goal is to develop:

  • Theory, methods, and tools for collaboration processes in a variety of interdisciplinary projects in education, with inspiration from good practices in companies;
  • Theory, methods, and tools on the learning of PBL competences in interdisciplinary projects and the learning of meta-competences for transfer of learning;
  • Curriculum models for enhancing the quality of existing PBL models addressing interdisciplinarity, and for international and national inspiration.
In order to participate in professional interdisciplinary work, it is important that students have experienced the work processes in educational interdisciplinary projects. Further, reflection on the practice experiences will facilitate the students’ learning and the transformation of interdisciplinary competences.
Professor Anette Kolmos

Inter-PBL contributes with new knowledge on interdisciplinary collaboration in student teams and in companies based on analyses of cases in both education and in companies. Inter-PBL also contributes with new knowledge on how meta-reflection may be essential for the development of generic PBL competences. The meta-competences are necessary in order to participate in complex and interdisciplinary project processes in companies and education. Finally, Inter-PBL will develop curriculum models to achieve these competences.

Anette Kolmos and colleagues at work

Anette Kolmos and colleagues at work. Photo: Aalborg University

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UNESCO Centre for Problem Based Learning at Aalborg University
The research group is dedicated to transform engineering education worldwide by PBL that emphasizes contextual, collaborative, self-directed and project organized learning. The vision is to strengthen employability and educate engineers for future sustainable societies.

Facts

5.6m DKK

Inter-PBL is supported by the Grundfos Foundation with DKK 5.844.471.

4 years

The project began in September 2021 and will finish in March 2025.