Principles for PBL - 2 of 12 - Be Flexible in Your Learning Outcomes
Channel: Think Up
Date: 2018-06-26

In this video Oliver Broadbent (Think Up/Imperial College London) and Prof Søren Willert (University of Aalborg) discuss why it is important to be flexible in your learning outcomes when designing problem-based learning. 

In traditional learning the teacher knows where they want to push the students knowledge-wise. In PBL, the process if learning is driven by the students. They are different from one another and have good reason to be different because they have different backgrounds and different interests in life. This flexibility in learning outcomes is important so as to serve as many student interests as possible, but still in a guided manor so you can still reach a goal. This requires instructors to pay very special attention to learners’ interests.


We created this video series to give academic staff interested in problem-based learning (PBL) some practical tips for implementation. PBL is part of a broader family of inductive learning styles that includes project-based learning investigative learning. This family of learning styles is learner led. That basic requirement has profound consequences for the learning journey is designed by the teacher. 

Clear here to watch the whole series
https://www.youtube.com/playlist?list=PLXdvc710ImyIYjWLWYKBRURWoe58nkJte

These principles are intended to help guide teachers in their thinking when creating their own PBL. These resources have been created as part of the Enginite programme, an EU Erasmus+ funded initiative that gives recently graduated engineers extra training and experience to help them become more employable.

Link to Enginite website
https://www.facebook.com/pg/EnginiteErasmus/about/?ref=page_internal