Problem Based Learning: The Case of Aalborg University
A Way Forward For Education in the AI Era
In many ways, Aalborg University (AAU), Denmark, is just like any other university. Here, too, almost no one is able to recite the five-year strategic plan. But unlike in many other universities, people are genuinely excited to tell you about the pedagogical approach at the core of all educational activities: Problem Based Learning (PBL).
Since its inception in the early 1970s, Aalborg has centered teaching around PBL and group project work; it is deeply engrained in the institution’s culture. In this approach, students tackle open-ended, real-world problems that integrate concepts and methods from diverse fields.
And it works.
Problem Based Learning at Aalborg University
PBL is almost always associated with student projects, for instance in official university documents and websites outlining the university’s pedagogical approach. This makes sense, since project work is certainly a pivotal element in how PBL is carried out in actual student work. Some of the features typically associated with PBL are:
Students work in groups to solve open-ended, real-world problems during the semester, typically alongside other more conventional classes.
Assessments of student work are often based on these group projects, as well as individual performance, presentations, and reflections at oral exams, where students defend their projects.
The focus is typically on students applying critical thinking and problem solving skills, and students receive qualitative feedback on their projects and exam performance after the exams.
Group work fosters collaboration and communication skills, and the PBL model and integrated project work develops skills highly valued by employers.
That’s the gist of it, but there are two notable additions to make: project work is only one way of implementing PBL in teaching (it is by far the most recognised, but there are others), and this approach to student work does not stand alone. Both of these points are critical for the future of PBL in the Age of AI.
In addition to project work, students typically take classes in more traditional avenues of university teaching to hone their skills in specific subject areas. A semester consists of 30 ECTS points for full time students, and a typical weight would be 15 ECTS for the semester project and 15 ECTS for remaining subjects (e.g. 5/5/5 for three subjects or 5/10 for two subjects).
Student Projects in the Age of AI
Writing projects has been a key component of learning at the institution since the 1970s. However, it is now an exam form in need of rethinking. Cumbersome documentation in the form of (very) long projects of 100+ pages written in groups has worked well for decades, but it is not a great fit for the types of learning experiences students expect in the Age of AI.
But this does not render PBL obsolete. On the contrary: the thinking that lies behind project work is inherently process-oriented and very compatible with learning in the age of AI.
In its current form, student receive guidance on their projects continuously, and supervisors have a critical role in helping students shape and develop their arguments and academic skills in order to answer their chosen problem statement.
Most of the time this means working with ill-defined problems and no set formulas. It can be frustrating for students at first, but it forces them to exercise creative and critical thinking and to analyze from multiple lenses, synthesize connections, and determine solutions. Collaboration is integral as groups brainstorm ideas, delegate tasks, communicate insights, and deliver unified projects. Through regular presentations and reflections, students also build communication skills for conveying concepts and discussing complex topics. Needless to say, these skills are incredibly valuable for learners and employers alike. Even more so, I imagine, as AI becomes more advanced and dominating in society.
I see PBL as a strong pedagogical foundation on which to revitalize exam formats for the Age of AI, as it is already a strongly proces-oriented way of thinking about higher education.
Instead of relying primarily on projects, the university could quite easily implement other and more updated types of assessment in the form of podcast interviews, short reflection papers, proces documentation, observations on practical implications, etc.
Final Thoughts on PBL
Of course, PBL has its challenges. It is resource-intensive for educators and requires flexibility and collaboration amongst academics. Onboarding of new colleagues coming from more traditional corners is challenging. And as I already mentioned, not all students like it (initially, anyways).
The Aalborg version of PBL would probably be demanding to implement in other institutions. But maybe it is possible to begin small-scale: a multidisciplinary module focused on a real-world problem; an intersession where students tackle community challenges or global issues; or shifting a course assignment to team-based projects with oral presentations.
True change requires broader buy-in. Policymakers shaping funding models. Accreditors emphasizing competencies not standardized metrics. Employers adjusting hiring practices and expectations.
The world of education is changing.
For some, PBL may offer a map towards human-centered education that powers critical thinking and problem-solving skills for the world of AI in which we now live.