Interdisciplinarity and Problem-Based Learning in Higher Education: Research and Perspectives from Aalborg University (Innovation and Change in Professional Education Book 18)

This book addresses the relation between Problem-Based Learning (PBL) and interdisciplinarity and challenges the often implicit assumption that PBL leads to interdisciplinarity by default. The book examines theoretical and philosophical aspects of PBL and interdisciplinary learning. The first part of the book conceptualises the notions of problem-based learning and interdisciplinary learning, and highlights some key overlaps and ways of conceiving of their interrelatedness. It discusses the role of problem-based medical education in relation to interdisciplinary professionalism in medical education. Taking the reader into the realm of techno-anthropology, the book discusses the role of problems and projects in transgressing disciplines, and presents an analysis of three challenges facing new students when entering interdisciplinary and problem-based higher education. The second part of the book focuses on practicing interdisciplinarity in problem-based higher education. It explores how the construction of problems in interdisciplinary PBL projects can be seen from the perspectives of multicultural groups, and examines group processes in interdisciplinary PBL projects. It concludes by taking a closer look at student practices in interdisciplinary PBL, and at how students are positioned and position themselves in the complex transdisciplinary PBL project. Front Matter ....Pages i-vi Front Matter ....Pages 1-1 Introduction (Diana Stentoft, Annie Aarup Jensen, Ole Ravn)....Pages 3-7 Problem-Based Projects, Learning and Interdisciplinarity in Higher Education (Annie Aarup Jensen, Ole Ravn, Diana Stentoft)....Pages 9-19 Trust Me, I’m ‘The Doctor’: Bridging Disciplinary Education and Interdisciplinary Professionalism (Patrik Kjærsdam Telléus)....Pages 21-34 Beyond the Two Cultures. PBL and Transgressive Interdisciplinarity in the Techno-Anthropology Programme (Maja Hojer Bruun)....Pages 35-47 Three Challenges for New Students Facing Problem-Based and Interdisciplinary Learning (Diana Stentoft)....Pages 49-60 Supervising the Interdisciplinary PBL Project (Ole Ravn)....Pages 61-72 Toward an Interdisciplinary Learning Community of PBL Supervisors and Students (Lisa R. Lattuca)....Pages 73-86 Front Matter ....Pages 87-87 Opening the PBL Game: Problem Construction in Interdisciplinary Project Work in Multicultural Groups (Kirsten Jæger, Annie Aarup Jensen)....Pages 89-101 Developing Successful Group Processes in Interdisciplinary Projects (Chunfang Zhou, Lone Krogh)....Pages 103-116 Students’ Positioning in Transdisciplinary Project-Based Learning (Alice Juel Jacobsen, Tom Børsen)....Pages 117-132 Student Interdisciplinary Practices in a PBL Study Environment (Anette Lykke Hindhede, Marie Martinussen, Karin Højbjerg)....Pages 133-147 The Problem, the Group Meeting/Tutorial, the PBL Process and Learning (Terry Barrett)....Pages 149-164 Back Matter ....Pages 165-168