Gavin (2011, 550) cites Kolmos, de Graaf and Du (2009) and summarises their model which “provides a holistic view of the elements that must be considered” for developing project-based learning (PjBL). The seven elements that ought to be considered are “(i) the objectives and knowledge; (ii) types of problems; (iii) progression, size and duration; (iv) student learning; (v) academic staff facilitation; (vi) space and organisation; (vii) assessment and evaluation”.
Kolmos (2012, 50) remarks that various versions and models of problem based and project based learning are being implemented globally; and as result conceptual understandings are diverse and sometimes confusing. She summarises the conceptual work done by United Nations Educational, Scientific and Cultural Organisation (UNESCO) Chair in PBL in Engineering Education towards defining problem and project based learning.
Kolmos (2012, 51) remarks that there “will always be variations in the models” and that “concrete models will and must be different” because of the “wide range of subjects, cultures and systems” involved. She points out that “there are common learning principles across the original problem-based and problem-oriented and project-organised practices such as problems as the vehicle for learning, interdisciplinary learning and teamwork” (emphasis added and note that Kolmos uses the acronym PBL “for problem based and project based learning and is intended to be synonymous with problem oriented and project”). Learning theories, such as Dewey (1938), Illeris (1976), Kolb (1984) and Schon (1987), inform practices, but “there is no direct link from the learning theories to the educational model level”. Kolmos (2012, 52) indicate that PBL learning principles comprise three approaches (imagine the Mercedes-Benz logo depicting a simple three-pointed star).
- The cognitive learning approach entails learning organised around problems that are resolved through projects—a central principle with regard to motivation (however, it is important to keep in mind that PBL could increase the stress-levels of students, which may diminish motivation). The problem serves as starting-point for the learning processes, often complex problem analysis and problem-solving strategies.
- The contents approach concerns interdisciplinary learning and supports the relationship between theory and practice. The project usually spans traditional subject-related boundaries and methods.
- The social approach is team-based, collaborative learning and collective ownership. The learning process is a social act wherein learning takes place through dialogue, communication and working together on a common project.
Kolmos (2012, 53-54) presents a PBL curriculum model that has been developed based on the PBL learning principles. The PBL curriculum model contains seven “elements were identified on the basis of a theory on relationship models and principles of alignment”. All seven components/elements “must be aligned to a certain degree”. Kolmos (2012, 54) indicates that “each of the elements can be interpreted in a different way”, however, “if there is a change in one element it will effect change in all the other elements as well”.
Gavin, K. 2011. Case study of a project-based learning course in civil engineering design. European Journal of Engineering Education, 36, 6, 547–558.
Kolmos, A, de Graff, E. and Du, X., 2009. Diversity of PBL – PBL learning principles and models. In: D. Xu, ed. Research on PBL practice in engineering education, chapter 2. Rotterdam, The Netherlands: Sense Publishers, 9–21
Kolmos, A. 2012. Changing the Curriculum to Problem-Based and Project-Based Learning, 50-61. In K.M. Yusof, K. Mohd, N.A. Azli, A.M. Kosnin, S.K.S. Yusof, and Y.M. Yusof. 2012. Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices, chapter 3. Hershey PA: IGI Global.
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