Changing the Curriculum to Problem-Based and Project-Based Learning

Pbl Learning Principles

Due to the widespread use of PBL the specific understanding of the PBL concept has also become fuzzier. Graaff and Kolmos (2003, 2007) argue that there will always be variations in the models used. Particularly when PBL is used in various educational systems that represent a wide range of subjects, cultures and systems, the concrete models will and must be different. Therefore, it is not possible to define educational concepts by means of concrete educational practices. Instead, models have to be defined by learning principles beyond concrete educational practices and models.

The fundamental learning principles of the McMaster PBL model and the Aalborg PBL model are more or less the same. Barrows (1996) stresses these elements in relation to problem-based learning: the use of problems as a starting-point for the acquisition and integration of new knowledge, new information should be acquired through self-directed learning, it should be student-centred, learning should take place in small groups, and teachers should act as facilitators and guides rather than informants. Illeris (1976) formulated nearly the same elements: problem orientation, interdisciplinary learning, exemplarity of overall educational objectives and teamwork.