We focus on the iterative and investigative method in our development of various models. This is because we do not subscribe to the belief of “one size fits all”. The aim is that the models remain in a state of constant evolution, so they can be adjusted to individual educators, study boards and programme managements.

Inspiration and origin

We have attended various activities in order to gather inspiration and the highest possible amount of knowledge. In the autumn of 2022, we attended “Sandbjerg Symposium” where the subject of Nordic Digital Pedagogy was the focal point. At the symposium we worked on finding patterns in the Nordic Digital Pedagogy that we could use in our development of our PBL Models. 

We have also attended knowledge sharing meetings with a learning consultant from Copenhagen Business School (CBS) who works with re-design and playful learning. In connection to this, we have also attended lectures regarding playful learning in connection with the publishing of the book ‘’Playful learning in higher education’’ by lecturer Rikke Toft Nørgård et al. Furthermore, we have also attended PEERS networking meetings, where we discussed PBL and investigated education in a creative cross-disciplinary environment.

We have, in equal measure, been inspired by new tendencies within the future of education, especially the value-based approach to innovation of educational and teaching procedures. At Aalborg University the aim is to implement the principles of digitally supported PBL, and our model can help in the implementation of these four principles, or values, in courses. 

As the process went on, we became curious about the multiple different understandings of Digitally Supported PBL which can support, inspire and affect our work, for instance the understanding of Universal Design for Learning

The course of Innovation

At the innovative level, we are working on developing the model(s) and their appurtenant physical artifacts. In this work, we seek to create correlation between the elements of our re-design models and the other frameworks in which the educators of the university operate. Examples of these frameworks could be the meriting of the university pedagogical competences, PBL principles and principles of digitally supported PBL. Furthermore, we aim to base all of the models on the many excellent PBL practices, which already exist around the university. By doing this we are able to share experiences and practices with all educators.

Level of activity

At the level of activity we have, so far, been working on various workshops, where our PBL model has been the basis for the design of said workshops and plans for activity. We are continuously working with our models, so they work in theory as well as in practice.

At the Learning Day at AAU, we sought to test our processing and dialoguing tools in relation to a workshop that concerns learning environments for educators. Furthermore, we wished to show the educators how to initiate initiatives that improve said environments, on the basis of the values and principles at Aalborg University.

At the annual Danish Network for Educational Development in Higher Education conference the tool was similarly tested in the facilitation of constructive dialogue concerning values, ideas, barriers or steps that improve the learning environment the educator works within.