Pub Date : 2023-10-10DOI: 10.54337/ojs.jpblhe.v11i2.7768
Anca-Simona Horvath, Markus Löchtefeld, Falk Heinrich, Brian Bemman
Students of art-based higher educational programs use artistic practices and academic methods to explore complex societal topics and produce artistic outcomes that embody new knowledge and insights. Universities have an essential role in helping to shape sustainable futures, and art-based research frequently explores complex and abstract topics, such as sustainability. In this paper, we provide reflections on 33 of the 127 undergraduate student projects we surveyed that concern sustainability over a period of 10 years at a problem-based learning (PBL) university as part of an Art and Technology degree program. Art and Technology is a STEAM education, where STEM (science, technology, engineering, and math) subjects are taught alongside artistic methods. Specifically, we investigate how students formulate sustainability problems within an art-based research framework by identifying the (1) themes within sustainability and art that were of most concern, (2) research aims of these projects within a PBL context, and (3) artistic and academic methods employed as part of the research process. Additionally, we provide select examples of the artistic outcomes of these student projects as evidence for how artistic methods and practices – by virtue of necessarily experiential work – can concretize the often abstract notion of sustainability, making it accessible to diverse student populations and the public.
{"title":"STEAM Matters for Sustainability","authors":"Anca-Simona Horvath, Markus Löchtefeld, Falk Heinrich, Brian Bemman","doi":"10.54337/ojs.jpblhe.v11i2.7768","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i2.7768","url":null,"abstract":"Students of art-based higher educational programs use artistic practices and academic methods to explore complex societal topics and produce artistic outcomes that embody new knowledge and insights. Universities have an essential role in helping to shape sustainable futures, and art-based research frequently explores complex and abstract topics, such as sustainability. In this paper, we provide reflections on 33 of the 127 undergraduate student projects we surveyed that concern sustainability over a period of 10 years at a problem-based learning (PBL) university as part of an Art and Technology degree program. Art and Technology is a STEAM education, where STEM (science, technology, engineering, and math) subjects are taught alongside artistic methods. Specifically, we investigate how students formulate sustainability problems within an art-based research framework by identifying the (1) themes within sustainability and art that were of most concern, (2) research aims of these projects within a PBL context, and (3) artistic and academic methods employed as part of the research process. Additionally, we provide select examples of the artistic outcomes of these student projects as evidence for how artistic methods and practices – by virtue of necessarily experiential work – can concretize the often abstract notion of sustainability, making it accessible to diverse student populations and the public.","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136295859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.54337/ojs.jpblhe.v11i2.7781
Søren Hansen, Lykke Brogaard Bertel
The increasing complexity of society's sustainability issues requires new educational approaches that facilitate transversal skills and competencies suitable for the 21st century. Students must be equipped with discipline-specific expertise or technical skill; but also competencies to collaborate across disciplines in creating innovative solutions to complex problems. This paper explores whether a problem-based learning environment focusing on creativity facilitates transdisciplinary engagement and creative competencies and to what extent this manifests into transdisciplinary career paths and creative mindsets in a life-long learning perspective. An analysis of interviews with graduates from a transdisciplinary program, Creative Genius, at Aalborg University indicates that a pedagogical approach focusing on the embodiment of creative competencies helps prepare students to transition from student to professional and equip them to engage in transdisciplinary and complex problem-solving in industry and society. Based on the results, the paper proposes a model for creative transdisciplinary thinking and suggests a focus on creative self-efficacy as an essential learning outcome in transdisciplinary PBL environments.
{"title":"Becoming a Creative Genius","authors":"Søren Hansen, Lykke Brogaard Bertel","doi":"10.54337/ojs.jpblhe.v11i2.7781","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i2.7781","url":null,"abstract":"The increasing complexity of society's sustainability issues requires new educational approaches that facilitate transversal skills and competencies suitable for the 21st century. Students must be equipped with discipline-specific expertise or technical skill; but also competencies to collaborate across disciplines in creating innovative solutions to complex problems. This paper explores whether a problem-based learning environment focusing on creativity facilitates transdisciplinary engagement and creative competencies and to what extent this manifests into transdisciplinary career paths and creative mindsets in a life-long learning perspective. An analysis of interviews with graduates from a transdisciplinary program, Creative Genius, at Aalborg University indicates that a pedagogical approach focusing on the embodiment of creative competencies helps prepare students to transition from student to professional and equip them to engage in transdisciplinary and complex problem-solving in industry and society. Based on the results, the paper proposes a model for creative transdisciplinary thinking and suggests a focus on creative self-efficacy as an essential learning outcome in transdisciplinary PBL environments.","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136295965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.54337/ojs.jpblhe.v11i2.7771
Hanna Mattila, Signe Hald, Dylan Chau Huynh
This paper examines a PBL project module “Sustainable Urban Transformation” in an Urban Design master’s education. The module combines urban design and hydrology engineering. Within the module, students are supported by lectures and study circles on various dimensions of sustainability, especially vis-a-vis climate change. However, they are left with the freedom to choose how they balance between design and engineering approaches when they give a physical form for sustainability in the site transformation projects with which they work through the semester. This paper discusses the development of their skills building on three Aristotelean concepts: techne (engineering), poiesis (aesthetic form-giving), and phronesis (making of ethical judgments). The last two concepts, the paper argues, are especially important when at issue is design education. Based on an analysis of the student projects in Fall 2022, the paper examines whether and how the students manage to find a balance between engineering skills, on the one hand, and aesthetic creativity and ethical judgement, on the other hand, in their project work.
{"title":"Interplay of Engineering Skills, Aesthetic Creativity, and Ethical Judgement in the Creation of Sustainable Urban Transformations","authors":"Hanna Mattila, Signe Hald, Dylan Chau Huynh","doi":"10.54337/ojs.jpblhe.v11i2.7771","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i2.7771","url":null,"abstract":"This paper examines a PBL project module “Sustainable Urban Transformation” in an Urban Design master’s education. The module combines urban design and hydrology engineering. Within the module, students are supported by lectures and study circles on various dimensions of sustainability, especially vis-a-vis climate change. However, they are left with the freedom to choose how they balance between design and engineering approaches when they give a physical form for sustainability in the site transformation projects with which they work through the semester. This paper discusses the development of their skills building on three Aristotelean concepts: techne (engineering), poiesis (aesthetic form-giving), and phronesis (making of ethical judgments). The last two concepts, the paper argues, are especially important when at issue is design education. Based on an analysis of the student projects in Fall 2022, the paper examines whether and how the students manage to find a balance between engineering skills, on the one hand, and aesthetic creativity and ethical judgement, on the other hand, in their project work.","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.54337/ojs.jpblhe.v11i2.7981
Anca-Simona Horvath, Laura Beloff, Lykke Brogaard Bertel, Judit Boros, Lorena Cebolla Sanahuja, Pia Fricker, Foad Hamidi, M. M. Hanczyc, Elizabeth Jochum, Markus Löchtefeld, Timothy Robert Merritt, Karina Vissonova
Sustainability is currently one of the most important topics in higher education and curriculum development. As a connected and interdependent global community, we are facing increasingly complex and multidimensional socio-political, economic, and environmental challenges. It is clear that trans-disciplinary efforts are necessary to tackle sustainability. Integrating sustainability in educational curricula involves cultivating a way of thinking that is holistic and collaborative so that we can adequately prepare students to work across disciplines, sectors, institutions, and geographies. Problem-based learning, a student-centered learning approach that focuses on real-life problems and where students typically work in groups (Servant-Miklos et al., (2023)), was shown to be a good method for teaching students to engage with complex topics such as sustainability. Defining sustainability is a double act of communication across disciplines and planning for and imagining the future, which requires creativity and, at times, speculation. This act is made more difficult by the fact that there is a lack of consensus surrounding sustainability and through what means and metrics sustainability should be assessed (Horsbøl, 2023; Smith, 2019). How can we use often conflicting conceptions to imagine and design sustainable futures? How can transdisciplinarity inform education and equip future students with a sustainability mindset to face the challenges of their time? These are the core research questions that inform this special issue on Weaving Hybrid Futures: Sustainability in Higher Education with PBL Through Art, Science, and Robotics.
可持续性是当前高等教育和课程开发中最重要的主题之一。作为一个相互联系、相互依存的全球社会，我们正面临着日益复杂和多层面的社会政治、经济和环境挑战。显然，跨学科的努力对于解决可持续性问题十分必要。将可持续发展纳入教育课程需要培养一种整体性和协作性的思维方式，这样我们才能为学生跨学科、跨部门、跨机构和跨地域工作做好充分准备。基于问题的学习是一种以学生为中心的学习方法，它关注现实生活中的问题，学生通常以小组为单位开展学习（Servant-Miklos et al.定义可持续发展是跨学科交流、规划和想象未来的双重行动，需要创造力，有时还需要推测。由于人们对可持续发展缺乏共识，也不知道应该通过什么手段和标准来评估可持续发展，这使得这项工作变得更加困难（Horsbøl，2023 年；Smith，2019 年）。我们如何利用往往相互冲突的概念来想象和设计可持续的未来？跨学科性如何为教育提供信息，并使未来的学生具备可持续发展的思维方式，以应对时代的挑战？这些都是本期 "编织混合未来 "特刊的核心研究问题：通过艺术、科学和机器人技术，以 PBL 方式实现高等教育的可持续性。
{"title":"Editorial: Weaving Hybrid Futures","authors":"Anca-Simona Horvath, Laura Beloff, Lykke Brogaard Bertel, Judit Boros, Lorena Cebolla Sanahuja, Pia Fricker, Foad Hamidi, M. M. Hanczyc, Elizabeth Jochum, Markus Löchtefeld, Timothy Robert Merritt, Karina Vissonova","doi":"10.54337/ojs.jpblhe.v11i2.7981","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i2.7981","url":null,"abstract":"Sustainability is currently one of the most important topics in higher education and curriculum development. As a connected and interdependent global community, we are facing increasingly complex and multidimensional socio-political, economic, and environmental challenges. It is clear that trans-disciplinary efforts are necessary to tackle sustainability. Integrating sustainability in educational curricula involves cultivating a way of thinking that is holistic and collaborative so that we can adequately prepare students to work across disciplines, sectors, institutions, and geographies. Problem-based learning, a student-centered learning approach that focuses on real-life problems and where students typically work in groups (Servant-Miklos et al., (2023)), was shown to be a good method for teaching students to engage with complex topics such as sustainability. Defining sustainability is a double act of communication across disciplines and planning for and imagining the future, which requires creativity and, at times, speculation. This act is made more difficult by the fact that there is a lack of consensus surrounding sustainability and through what means and metrics sustainability should be assessed (Horsbøl, 2023; Smith, 2019). How can we use often conflicting conceptions to imagine and design sustainable futures? How can transdisciplinarity inform education and equip future students with a sustainability mindset to face the challenges of their time? These are the core research questions that inform this special issue on Weaving Hybrid Futures: Sustainability in Higher Education with PBL Through Art, Science, and Robotics.","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139320942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.54337/ojs.jpblhe.v11i2.7767
Lujie Chen, Jamie Gillan, Matthew Decker, Egan Eteffa, Anjelica Marzan, Justin Thai, Sarah Jewett
With the emergence of data science as an inherently multidisciplinary subject, there is increasing demand for graduates with well-rounded competence in computing, analytics, and communication skills. However, in conventional education systems, computing & quantitative, and communication skills are often taught in different disciplines. Data storytelling is constructing and presenting data stories to highlight the analytical insights to achieve the communication goals to a specific audience. Digital data storytelling leverages digital storytelling techniques and best practices in communication to deliver stories that can be shared in digital formats to a wide audience. In this paper, we describe and reflect on a semester-long project-based learning pilot using Digital Storytelling as a framework to allow students to explore topics themed around human flourishing and sustainability with the end goal of constructing data stories delivered in digital or video format (i.e., Digital Data Storytelling). The pilot work was conducted in an introductory data science course at a 4-year Minority Serving Institution in collaboration with students studying non-STEM disciplines at a partner community college. Our pilot demonstrates the potential benefit of this sustainability-aware Project-Based Learning design in raising students’ awareness of sustainability issues, increasing confidence in cross-disciplinary communication competency, and at the same time deepening their understanding of data science concepts. We further reflect on the significant role of an effective program model as well as challenges and opportunities for building transdisciplinary communication competency to prepare for a diverse data science workforce.
{"title":"Embedding Digital Data Storytelling in Introductory Data Science Course","authors":"Lujie Chen, Jamie Gillan, Matthew Decker, Egan Eteffa, Anjelica Marzan, Justin Thai, Sarah Jewett","doi":"10.54337/ojs.jpblhe.v11i2.7767","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i2.7767","url":null,"abstract":"With the emergence of data science as an inherently multidisciplinary subject, there is increasing demand for graduates with well-rounded competence in computing, analytics, and communication skills. However, in conventional education systems, computing & quantitative, and communication skills are often taught in different disciplines. Data storytelling is constructing and presenting data stories to highlight the analytical insights to achieve the communication goals to a specific audience. Digital data storytelling leverages digital storytelling techniques and best practices in communication to deliver stories that can be shared in digital formats to a wide audience. In this paper, we describe and reflect on a semester-long project-based learning pilot using Digital Storytelling as a framework to allow students to explore topics themed around human flourishing and sustainability with the end goal of constructing data stories delivered in digital or video format (i.e., Digital Data Storytelling). The pilot work was conducted in an introductory data science course at a 4-year Minority Serving Institution in collaboration with students studying non-STEM disciplines at a partner community college. Our pilot demonstrates the potential benefit of this sustainability-aware Project-Based Learning design in raising students’ awareness of sustainability issues, increasing confidence in cross-disciplinary communication competency, and at the same time deepening their understanding of data science concepts. We further reflect on the significant role of an effective program model as well as challenges and opportunities for building transdisciplinary communication competency to prepare for a diverse data science workforce.","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.54337/ojs.jpblhe.v11i2.7667
Nora McDonald, Aaron Massey, Foad Hamidi
Efforts to include people with disabilities in design education are difficult to scale, and dynamics of participation need to be carefully planned to avoid putting unnecessary burdens on users. However, given the scale of emerging AI-enhanced technologies and their potential for creating new vulnerabilities for marginalized populations, new methods for generating empathy and self-reflection in technology design students (as the future creators of such technologies) are needed. We report on a study with Information Systems graduate students where they used a participatory elicitation toolkit to reflect on two cases of end-user privacy perspectives towards AI-enhanced tools in the age of surveillance capitalism: their own when using tools to support learning, and those of older adults using AI-enhanced adaptive assistive technologies (AATs) that help with pointing and typing difficulties. In drawing on the experiences of students with intersectional identities, our exploratory study aimed to incorporate intersectional thinking in privacy elicitation and further understand its role in enabling sustainable, inclusive design practice and education. While aware of the risks to their own privacy and the role of identity and power in shaping experiences of bias, students who used the toolkit were more sanguine about risks faced by AAT users—assuming more data equates to better technology. Our tool proved valuable for eliciting reflection but not empathy.
{"title":"Elicitation and Empathy with AI-enhanced Adaptive Assistive Technologies (AATs)","authors":"Nora McDonald, Aaron Massey, Foad Hamidi","doi":"10.54337/ojs.jpblhe.v11i2.7667","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i2.7667","url":null,"abstract":"Efforts to include people with disabilities in design education are difficult to scale, and dynamics of participation need to be carefully planned to avoid putting unnecessary burdens on users. However, given the scale of emerging AI-enhanced technologies and their potential for creating new vulnerabilities for marginalized populations, new methods for generating empathy and self-reflection in technology design students (as the future creators of such technologies) are needed. We report on a study with Information Systems graduate students where they used a participatory elicitation toolkit to reflect on two cases of end-user privacy perspectives towards AI-enhanced tools in the age of surveillance capitalism: their own when using tools to support learning, and those of older adults using AI-enhanced adaptive assistive technologies (AATs) that help with pointing and typing difficulties. In drawing on the experiences of students with intersectional identities, our exploratory study aimed to incorporate intersectional thinking in privacy elicitation and further understand its role in enabling sustainable, inclusive design practice and education. While aware of the risks to their own privacy and the role of identity and power in shaping experiences of bias, students who used the toolkit were more sanguine about risks faced by AAT users—assuming more data equates to better technology. Our tool proved valuable for eliciting reflection but not empathy.","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.54337/ojs.jpblhe.v11i2.7998
{"title":"Entire issue","authors":"","doi":"10.54337/ojs.jpblhe.v11i2.7998","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i2.7998","url":null,"abstract":"","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136295807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.54337/ojs.jpblhe.v11i2.7780
Pia Fricker, Friederike Landau-Donnelly, Constantinos Miltiadis, Shubhangi Singh
This article presents a nuanced discussion of four episodes on the complexity of possible trajectories for sustainable futures through diverse but intersecting practices and discourses as heterogeneous but complementary articulations of ‘adaptation and space.’ As design and creative processes evolve, new tools and methods, often adopted from science and technology, are integrated into art, design, and architecture. However, knowledge flow in these developments tends to be unidirectional, with science and technology influencing these fields more than vice versa. The diverse developments relating to the concept of ‘space’ have profound impacts on industries, urban habitats, design approaches, and the arts within the expanded field. This article engages in a conversation from four different disciplinary perspectives, each articulating its own voice in relation to the broad notion of ‘adaptation and space.’ Through this multidisciplinary dialogue, presented in four episodes, it critically contributes to the ongoing discussion on sustainable futures, offering new trajectories for Problem-Based Learning (PBL) beyond disciplinary boundaries. In an era dominated by umbrella terminologies like sustainability, the field of higher education faces the challenge of integrating different expertise to foster new solutions for complex challenges. This article highlights the need for diverse fields such as architecture, art, and social science to engage in a dialogue about perception, interaction, and manipulation of space. Its purpose extends beyond the exploration of novel solutions, instead inviting multifarious perspectives that shape interconnected agencies for sustainable futures and their impact on education.
{"title":"Interconnected Agencies For Sustainable Futures","authors":"Pia Fricker, Friederike Landau-Donnelly, Constantinos Miltiadis, Shubhangi Singh","doi":"10.54337/ojs.jpblhe.v11i2.7780","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i2.7780","url":null,"abstract":"This article presents a nuanced discussion of four episodes on the complexity of possible trajectories for sustainable futures through diverse but intersecting practices and discourses as heterogeneous but complementary articulations of ‘adaptation and space.’ As design and creative processes evolve, new tools and methods, often adopted from science and technology, are integrated into art, design, and architecture. However, knowledge flow in these developments tends to be unidirectional, with science and technology influencing these fields more than vice versa. The diverse developments relating to the concept of ‘space’ have profound impacts on industries, urban habitats, design approaches, and the arts within the expanded field. This article engages in a conversation from four different disciplinary perspectives, each articulating its own voice in relation to the broad notion of ‘adaptation and space.’ Through this multidisciplinary dialogue, presented in four episodes, it critically contributes to the ongoing discussion on sustainable futures, offering new trajectories for Problem-Based Learning (PBL) beyond disciplinary boundaries. In an era dominated by umbrella terminologies like sustainability, the field of higher education faces the challenge of integrating different expertise to foster new solutions for complex challenges. This article highlights the need for diverse fields such as architecture, art, and social science to engage in a dialogue about perception, interaction, and manipulation of space. Its purpose extends beyond the exploration of novel solutions, instead inviting multifarious perspectives that shape interconnected agencies for sustainable futures and their impact on education.","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136295333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.54337/ojs.jpblhe.v11i3.7792
Clara Bender, Simon Lebech Cichosz, Patrik Kjærsdam Telléus, Ole Kristian Hejlesen
Problem-based learning (PBL) is the through-going didactics at Aalborg University, but literature shows how integrating PBL into project work is challenging for students. Studies indicate that students especially struggle with the problem analysis section, i.e., what it consists of, how the structure of the analysis should be, etc. Moreover, literature shows that ignorance among students leads to conflicts among group members. The aim of the study was to evaluate the consequences of introducing a problem analysis tool to master students working with a PBL project. Data analysis showed an increase (with significant p values) in the following 5 topics: 1) the problem analysis term, 2) problem analysis structure, 3) scientific argumentation, 4) learn to analyze instead of explaining, and 5) using literature to argue for a scientific problem. Significant results showed that students believed that they had increased their understanding of the term problem analysis after being introduced to the problem analysis tool.
{"title":"Introducing a Problem Analysis Tool Implies Increasement in Understanding the Problem Analysis Among Students","authors":"Clara Bender, Simon Lebech Cichosz, Patrik Kjærsdam Telléus, Ole Kristian Hejlesen","doi":"10.54337/ojs.jpblhe.v11i3.7792","DOIUrl":"https://doi.org/10.54337/ojs.jpblhe.v11i3.7792","url":null,"abstract":"Problem-based learning (PBL) is the through-going didactics at Aalborg University, but literature shows how integrating PBL into project work is challenging for students. Studies indicate that students especially struggle with the problem analysis section, i.e., what it consists of, how the structure of the analysis should be, etc. Moreover, literature shows that ignorance among students leads to conflicts among group members. The aim of the study was to evaluate the consequences of introducing a problem analysis tool to master students working with a PBL project. Data analysis showed an increase (with significant p values) in the following 5 topics: 1) the problem analysis term, 2) problem analysis structure, 3) scientific argumentation, 4) learn to analyze instead of explaining, and 5) using literature to argue for a scientific problem. Significant results showed that students believed that they had increased their understanding of the term problem analysis after being introduced to the problem analysis tool.","PeriodicalId":30535,"journal":{"name":"Journal of Problem Based Learning in Higher Education","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135015269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.54337/ojs.jpblhe.v11i3.7514
J. A. Arantes do Amaral, I. Meister, Valeria Sperduti Lima, Gisele Grinevicius Garbe
In this article, we presented our findings regarding an online project-based learning course, delivered to 64 students from the Federal University of Sao Paulo, Brazil, during the COVID-19 pandemic, in the second semester of 2021. The course had the goal of teaching Project Management by means of a competition (the Data Science Olympics). Our goal was to investigate the systemic impacts of the competition on learning. Data was collected by means of a questionnaire and from comments posted on the teams’ websites. We followed a convergent parallel mixed methods approach. We analyzed the data using a causal loop diagram to connect the insights gained with quantitative and qualitative results. Our findings were as follows: 1)The use of competition in a project-based learning centered course helped the students to develop project management and data science skills, and fostered metacognition and knowledge sharing opportunities. 2)The Data Science Olympics increased the students’ intrinsic motivation to learn. 3)The project-based teaching practices (scaffolding the students’ learning, giving meaningful feedback to the students, and managing the activities) facilitated the students' learning. 4)The problems the students faced throughout the Project (dropouts, communication problems, lack of commitment, difficulty scheduling online team meetings) impacted negatively on the students' motivation.
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