COMPETENCE PROFILES FOR

PROBLEM BASED LEARNING (PBL)

GUIDE FOR STUDENTS FOR PREPARING A PBL COMPETENCE PROFILE
AALBORG UNIVERSITY

Jette Egelund Holgaard & Anette Kolmos

 INDEX
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2. PBL competences in four areas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

3. Competence clarification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

4. Competence profiling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

5. Documenting your PBL competence profile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

6. Final remarks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

ISBN 978-87-93541-29-0 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

2021 Online Publication

Aalborg Centre for

Problem Based Learning
in Engineering Science and Sustainability
under the auspices of UNESCO

Aalborg University
Rendsburggade 14
DK-9000 Aalborg

http://www.ucpbl.net AALBORG UNIVERSITY

2
PREFACE
During the spring of 2021, students at the Technical Faculty of IT and Design We would like to thank the vice-deans at the Faculty of Engineering and
and the Faculty of Engineering, AAU are asked to prepare a PBL competence Sciences and at the Faculty of IT and Design for their support in this pro-
profile in their final period of study. For students who have been in the sys- cess, as well as the heads of studies at both faculties for their valuable input.
tematic PBL environment of Aalborg University, this seems at first glance Furthermore, we would like to thank our colleagues at the Aalborg Centre for
to be rather easy. Every student has been introduced to PBL and gained Problem Based Learning for their ongoing contributions. Last but not least,
experience with PBL processes through different projects. However, com- we would like to thank Maiken Winther for making the very first PBL com-
petences are closely related to practice, and experiences of practice have petence profile based on this material and for providing valuable feedback.
a strong tacit dimension—we do not experience through conceptual frame-
works, we experience through our senses. However, by combining the two We hope that you as a student will find the material helpful in making your
– theory and practice – we gain the possibility of making our competences PBL competence profile!
explicit; for ourselves, for teammates, and not least for future employers.

At the Aalborg Centre for Problem Based Learning in Engineering Science Aalborg, February 2021
and Sustainability under the auspices of UNESCO, we have prepared this Jette Egelund Holgaard
guide to support students in the first part of this process. Although your Anette Kolmos
PBL profile is not created specifically for external use, the intention is that it
can help you by highlighting appropriate phrases for future job applications,
your CV, pitches preparing for job interviews, and not least for presenting
yourself in a real-life teamwork setting. In order to make use of your PBL
profile in a real-life setting, we collaborate with AAU-Carrier.

This guide is intended to be an introduction for you, as you prepare to create

a PBL competence profile. If you are a student at Aalborg University and it is
obligatory for you to make a PBL competence profile, you will be additionally
supported by a workshop, where together with peers, you can qualify your
work with a competence clarification and profile. If you need a to brush up
on PBL at the conceptual level, you might consult our PBL overview at ucpbl.
net, which among the online resources includes five short videos concern-
ing PBL mind-setting. The videos are on problem design; project design;
open problem solving, and process analysis of PBL tracks together with lec-
ture notes (Holgaard & Kolmos, 2021).

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1. INTRODUCTION
Studies of PBL progression at Aalborg University (Holgaard & Kolmos, 2019) mentary competences. Finally, yet importantly, how can you convincingly
have shown that after their first term, students find it difficult to conceptu- argue for your strength in terms of generic competences in a job interview,
alise and articulate their PBL competences. if you have a hard time putting the outcome of your PBL experiences into
words?
You might ask why conceptualisation is important at all. In our view, it is
important because PBL competences are the generic competences which Competence profiles can supplement a CV and provide a richer expression
bring your disciplinary competences into play in a real-life setting. You do of your competences, highlighting personal strengths and making you pre-
not only need to know, you also have to situate your knowledge and apply pared to elaborate on your PBL competences by having a clear frame of
it to real-life problems. In a PBL environment this is a part of the study and reference that exemplify your experiences (what you have done) and your
it is recognised that along with generic competences, the synergy of theo- competences based on that (what you can do in a professional way). In short,
ry and practice in learning is important to increase your employability as a a PBL competence profile is a presentation of personal strengths when
student. In the same way that you need theories, methods, and reflection approaching and solving real-life problems. It highlights competences for
on your disciplinary subject matters, you likewise need theories, methods, working and cooperating in a structured and reflective way when address-
and systematic reflections in relation to your generic PBL competences. In ing new problems (challenges as well as opportunities). And it all begins with
short, the conceptualisation of PBL thereby allows conscious and qualified a reflection on one’s own experiences with PBL in practice.
development of individual PBL competences.
This guide has been created to support you, as a student, in developing your
Furthermore, articulation of PBL compe- PBL competence profile. The following sections are designed to support
tences promotes visibility and synergy you in:
in professional collaborative relation-
ships. If you cannot explain what 1. knowing what to look for by introducing you to four competence areas of
your competences are in terms of PBL;
teamwork, it is hard to point to 2. clarifying your competences in relation to the four PBL competences ar-
blind spots for further develop- eas including a
ment or highlight your poten- a.  brief elaboration of the type of competence
tial to develop others. Like- b.  facilitating questions—what are my skills in this area?
wise, it is difficult to point to c.  Examples—what could be highlighted/exemplified;
optimal team collaborations, 3. moving from a clarification of competences to a competence profile.
if there is no awareness of Which competences are central to what I want and who I am?
how the people in the team 4. Documenting your PBL competence profile: how can I communicate my
match in terms of comple- PBL competences in brief.

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2.  PBL COMPETENCES IN FOUR AREAS
At Aalborg University, intended learning outcomes (ILOs) to develop PBL PBL competence areas, but also a
competences are integrated in all curricula with the intention to cover four visualisation of the interplay be-
types of PBL competences: problem-oriented, interpersonal, structural, tween theories, methods, and
and reflective competences. Although this distinction between the differ- practice. Even if PBL is a col-
ent types of PBL competences are made for an analytical purpose, in re- laborative way of working,
al-life, the competences are highly intertwined. However, when analysing each individual should be
real-life experiences, the type of competences makes the analysis more aware of their own contri-
structured as you can use different lenses to look at our PBL experiences butions to the team and
depending on the type of relation you are focussing on. In short, when you competences.
want to explore your
When working with the
• Problem-oriented competences—you should focus on how you approach four areas of competenc-
problems in your PBL practice es, you might be inspired
• Structural competences—you should focus on how you interact with tools by the overview of PBL as-
and methods to organise your problem-based work pects related to the differ-
•  Interpersonal competences—you should focus on how you interact with ent PBL competence areas
others when carrying out problem-based working presented in Figure 1. For each
• Reflective competences—you should focus on how you develop your ability of these PBL aspects you might
to learn by reflective practice ask yourself: what concepts, tools,
and methods do I know in relation to
We need all these competences in PBL as problems are always the start- this aspect (theories and methods), what
ing point for the learning process, and as real-life problems are typically so have I experienced in my study in relation to
complex we can hardly cope alone without having some kind of structural this aspect (practice) and how do these two relate to
mechanism to deal with the multi-directional and iterative problem-solv- each other? The next question is what is the outcome for me as a person?
ing processes. Furthermore, reflective competences are needed to artic- What have I learnt, and which competences have I gained from this learn-
ulate and transfer experiences with the problem based learning process to ing process?
handle new and comparable situations in an even more qualified way. To
work professionally and to develop each of these competences, frames of These are the overall questions, which can guide you in clarifying your PBL
reference like theories, conceptual frameworks, models, as well as prior competences. In the following section, we will elaborate on these ques-
experiences help us. Therefore, an overview of PBL competences is not tions by presenting sub-questions and examples related to each of the
only a combination of diverse competences related to the four different competence areas to facilitate you further in this process.

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PBL-aspects 12 aspects related 12 aspects related 12 aspects related
to problem oriented to interpersonal to structural
competences: competences: competences:
12 aspects related to reflective
1. Problem types 1. Teambuilding 1. Distributed
competences:
2. Problem 2. Team culture project
1. Personal learning objectives identification 3. Team roles management
2. Intended learning outcomes (formal) 3. Problem 4. Team 2. Situational project
3. Learning style analysis collaboration management
4. Resilience 4. Problem 5. Communication- 3. Agile management
5. Motivation formulation strategies systems
6. Self-efficacy 5. Problem solving 6. Conflict 4. Setting objectives
7. PBL principles 6. Creativity management 5. Managing time- and
8. Individual learning theory 7. User 7. Active listening activities
9. Social learning theory involvement 8. Constructive 6. Delegation of work
10. Process analysis 8. Cultural feedback 7. Collaboration
11. Competence profile contexts 9. Decision agreements
12. Personal learning paths 9. Sustainability making 8. Types of meetings
10. Ethics processes 9. Managing meetings
11. Technology 10. Diffusion of 10. Information
assessment project results gathering
12. Scenario 11. Professional structures
planning solving codes of conduct 11. Knowledge
12. Collaboration exchange
with supervisors structures
and external part- 12. Diffusion of
ners project results

Figure 1: PBL aspects related to each of the four PBL competences (Holgaard & Kolmos, 2020)

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3.  CLARIFYING PBL COMPETENCES
For each of the four PBL competence areas, please find below an outline EXAMPLES OF DESCRIBED
to explain in short the kind of experiences that each of the areas relates to,
thus facilitating questions to further prompt identification of your compe- PROBLEM-ORIENTED COMPETENCES
tences in the particular area as well as examples of how competences can
be described.
In my studies at AAU,
Please recall that the idea with the use of competence areas is to get as I have worked with different
many of your PBL competences ‘out in the open’. When summarising you list problem types, which have given
of PBL competences, getting the categorisation of the competences right me competences in problem solving
is not important. at the component level (e.g. the
dimensioning of a turbine blade),
product level (e.g. the construction
3.1  Problem-oriented competences of a gas fired steam superheater),
Problem-oriented competences relate to your experiences with identifying, and system level (the simulation
analysing, formulating, and solving genuine problems in an exemplary man- and optimisation of resource
ner. flows in geothermal energy
I have competences plants).
Please find below some facilitating questions to clarify your problem-ori- within stakeholder analysis
ented competences: and preparation of business
cases in order to establish a
• What types of problems have you worked with in problem-based project nuanced and value-focussed
work (concrete/abstract, practical/theoretical, stable/dynamic, etc.)? understanding of a problem area. I have experience with
• How have you worked with problem solving (specialised/distributed, se- This experience has primarily participatory methods for
quential/iterative, operational/entrepreneurial, etc.)? been acquired through projects design and problem solving. For
• Are your competences primarily gained by working on one type of problem focussing on the implementation example, I have co-organised
(which one, provide examples) or are your skills broadly suitable for several of IT systems in smaller creativity workshops with
different problem types (provide examples of the variation)? organisations. external participants to
• What are your strengths in terms of identifying and analysing a problem, support them in generating
and what have your contributions been in this process? ideas and designing more
• How do you think your way of approaching and working with problems will sustainable products.
empower you in your future working life?

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3.2  Structural competences EXAMPLES OF DESCRIBED

Structural competences relate to your experiences with organising and STRUCTURAL COMPETENCES
managing problem-based work—project organisation is central here.

Please find below some facilitating questions to clarify your structural com-
petences: In my project work at AAU,
I have gained competences in
• How have you organised project work in the teams which you have been a aligning the project organisation to the
part of? type and scope of the problem addressed,
• What tools, including digital ones, have you used to plan your project work? as well as the project participants. I have
What competences did you gain from working with these tools? experience with project management both in
• Have different problem types prompted different project designs? If so, and between groups. As part of my company-
what competences has this given you in terms of conceptualising your oriented course, I also gained insight into the
project design? complexity of project management in major
• What has been your role in project management in the teams you have international and highly interdisciplinary
been in, and what competences has this given you? projects. I therefore have the
• What experiences has your project work competence to establish and
given you in terms of the project man- interact in various
ager role, and how will you trans- project designs.
fer these experiences to fur-
ther projects?
I have experience with
In my project work
agile management systems,
at AAU, I have acted as
primarily SCRUM, where I have
project coordinator for several
competences in taking on leading
projects, with responsibility for
roles (SCRUM Master/Product
chairing meetings and handling team
Owner). These competences make
communication. In connection with
me capable of appropriating agile
this function, I gained the skills to
tools as well as a platform for
bring digital tools into play, including
being part of larger project
First Agenda, Trello, and Microsoft’s
organisations (as framed
Gantt Chart Software.
by e.g. SAFe).

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3.3 Interpersonal competences EXAMPLES OF DESCRIBED

Interpersonal competences relate to your experiences with collaborating in INTERPERSONAL COMPETENCES

problem-based work. This includes both the relationships between group
members (internal relations) and other partners (external relations).

Please find below some facilitating questions to clarify your interpersonal In my project work,
competences: I have worked closely with a group
of people for a long period of time,
• What competences have the initiating phases of the projects given you in which has made me resilient in relation to
relation to establishing and defining your team (team building, establish- internal conflicts. I have gained competenc-
ing a team culture, team roles etc.)? es of staying in the conflict, in seeing the
• Think about your experiences with communication and collaboration in conflict as a potential for improvement, being
your project work. What competences has this collaboration given you in able to separate intention from action, and
terms of working in teams, across teams, and with external partners? not least being able to give and receive con-
• Which competences have you gained in working with people from differ- structive criticism. I have also gained compe-
ent backgrounds, for instance different disciplines, professions, cultures tences in analysing, mediating, and following
and which intercultural competences have you gained from this? up on conflicts. In my approach to conflict
• What has been your primary role in team collaboration? management, I fundamentally build
• Think about your collaboration with external parties dur- on the theoretical position of
ing your studies. What competences has this given ‘appreciative inquiry’.
you when interacting with, and perhaps even be-
ing part of, another organisation? How will this
affect your skills in future business-to-busi-
From my studies,
ness relations?
As part of my project I have experience with several
work, I have worked to develop different forms of communication in the
teams over several terms and dissemination of a problem-oriented project,
with several different academic including pitches, oral presentations,
starting points, just as I have video broadcasting, contributions to scientific
been part of interdisciplinary and articles, contributions to the public debate, and
multicultural teams. This has given preparation of reports and process analyses—
me the competences to collaborate all targetted at different actors. I therefore
broadly in an organisation across have a broad set of competences within
organisational and cultural professional communication, which also
boundaries. allows me to contribute to the design of
communication strategies and
communication planning.
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3.4  Reflective competences EXAMPLES OF DESCRIBED
Throughout my studies,
Reflective competences relate to your experiences of reflecting profes- REFLECTIVE I have been involved in preparing
several written process analyses
sionally on the learning process itself. This involves reflecting on your own
experiences and how these experiences can be analysed and transferred to COMPETENCES which, on an analytical basis and by
use of recognised methods, point to
future learning processes.
possible development opportunities
and goals for a team. With this in
Please find below some facilitating questions to clarify your reflective com-
mind, I have reflected on my own
petences:
role in the group. This has given
me the competence to set learning
• Think about your experiences of the preparation of a process analy-
goals at both the group
sis. Which concepts/sets of concepts were brought into play to analyse
Through my studies, and individual level.
problem design, open problem solving, project design, collaboration, and
learning? What competences have you gained in this concern which have I have built up the competence
optimised your own learning as well as organisational learning? to capture and communicate my
• Have you incorporated reflection on learning styles into your work to bal- own learning as well as collaborative
ance your own learning style as well as to make a synergy from learning learning processes. A selection of
styles in teams? What competences has this given you? highlights including videos and
• What competences have you gained from using different reflective ap- podcasts showing reflection on
proaches to reveal opportunities for change? learning processes in different
• How have you worked to develop your problem-based competences stages of my study as well as
through your studies (e.g. personal learning goals, strategies, use of the- demonstrating progression in my
ory and method, experiments, evaluations, new goals), and what compe- learning process can be found
tences has this given you to facilitate your own and others’ competence via the following link. Throughout my studies,
development? I have worked in a problem-based
• What competences do you have in transferring learning outcomes from way with the development of my groups’
one situation to another, and do you expect to you use these competences organisational learning skills. Based on
in your future educational and professional practice? Nancy Dixon’s theory of organisational
learning, I have helped to organise
experimental processes to create the
integration of knowledge and to increase
the focus on collective interpretation
processes for coordinated action.
This has given me the competences
needed to develop organisational
learning in teams.

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4.  COMPETENCE PROFILING
When developing the list of clarified PBL competences, based on section Performance view. From a performance perspective, you ask: what do I do
4, into a PBL Competence profile, the point is to narrow your competences best? The performance view adds talent to the picture. Talent is a natural
down to those that are central to who YOU are and what YOU want to do. ability that enables you to do something more easily than others and even
In this process, we suggest that you look at your list and highlight compe- better compared to externally defined standards. For example, you might
tences from at least five different views, related to conceptual frameworks, be able to point to an activity where you have worked hard to improve, even
practices, performances, preferences, and professional development. though it is still difficult for you to accomplish a task to an average level. And
on the other hand, you might be able to point to an activity that you caught
Practice view. In the practise view, you ask: where do I have most experi- up on relatively quickly; and even without putting that much effort in you
ence? Having a large amount of experience is not only about how long or how turned out a rather successful piece of work that was above average. In the
hard you have worked on a specific activity, it is also about whether you have same way we all have experiences, we all have talents, and these also need
used your experiences to deal with different situations. For example, a meth- to be taken into consideration in profiling your strengths.
od used in a real-life setting, for instance while working for a company, might
bring you to a higher level of experience than if you have used this method Preference view. In the preference view, you ask: what do I like the most?
continuously within the confines of the university. So the level of experience Even the highest degree of conceptual knowledge, experience, and talent
has both a quantitative and qualitative dimension that is worth reflecting on. will not be exploited to the fullest, if there is a lack of motivation. Prefer-
ences are measured, for example, in the learning style test. Such tests do
Conceptual view. By using a conceptual lens, you ask: which compe- not really state anything about what you are good at, what you have most
tences are highly grounded in theory and methods? Knowing experience with, or what you are knowledgeable about. They state some-
about theories and methods means that you have a more thing about what you would prefer, when placed in a given situation. Pref-
generalised frame of reference that can help you erences do not mean that we should state them and wait for compliance
when transferring experience gained in one sit- from outside. Preferences mean that we should be aware of competenc-
uation to another. It also means that you have es (typical structural competences) to obtain balance. For example, you
a chance to reflect on future practices in a might prefer working alone at least a part of the day, and therefore your
more qualified way and have a broader and competence in coordinating and handing over to the team becomes evi-
more abstract solution space to navigate dent.
in, when needed. For example, by know-
ing different models for project manage- Development view. Finally, yet importantly, you can ask: how does my list of
ment, you have a broader solution space competences match with who I want to be, professionally speaking? A part
to combine and even elaborate on pro- of a competence profile is also to clarify future personal learning tracks—in
ject management frameworks in order short, pointing towards the next stages of development is a competence in
to design more tailor-made solutions. itself.

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5.  DOCUMENTING YOUR PBL COMPETENCE PROFILE
When you are documenting your PBL competence profile, you need to think
about the purpose of making one. You might have a PBL portfolio, where
you have collected material about PBL during your study. This portfolio of
material will most likely provide valuable data to be considered in your PBL
competence profile, but the purpose of the profile is to provide you with a
synthesis—an overview. Furthermore, it is also important to remember that
the target group for the PBL profile is like that of any other reporting during
your study: first and foremost it is for you, and should facilitate support for
you in the learning process. Like any other reporting during your study, it
should be made appropriate for its future context of use.

As such, the PBL profile is not an addition to your CV to be handed in as an

appendix for future job applications. It is however a valuable source of infor-
mation you can draw on when making your applications, writing your CV, or
preparing pitches for job interviews based on the emphases of job adverts.
Furthermore, it is valuable when joining new teams as it helps your capacity
to present your competence profile in a more comprehensive way. To fulfil
these purposes, the documentation has to be easy for:

• you to update and navigate later on. In the example on the right of this
page, Maiken has highlighted words as focus points for later revisions and
screenings for specific purposes.

• facilitators to relate to. Besides the need for an overview addressed

above, personal information is also needed. Furthermore, in the example
Maiken has put in a picture of herself to make the documentation more
personalised.

The future integration of material from your PBL profile into your CV, ap-
plications, or pitches is the next step and that moves beyond the subjects
covered in this guide.

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6.  FINAL REMARKS
In our final remarks, we would like to stress that even though a PBL compe- a PBL subject. Therefore, to get your mind tuned in a recap on PBL on a more
tence profile is fundamentally your own private document to be used as a plat- conceptual level might help (see UCPBL, 2021).
form for highlighting your PBL competences, it is not a case of ‘anything goes’.
If you want to highlight what you have gained by working in a PBL environment • Be personal—because experiences in a PBL environment are grounded in
and to offer this as an asset in an organisational context you have to stay fo- collaboration and it is important to become aware of individual contributions
cussed on making your PBL competence profile. If you are not focussed, then in this process. Every collaboration consists of a number of individuals and
you will be just as silent or blurry when asked to elaborate on for example your a number of competences. In order to make synergy from competences you
collaboration competence or your project management competences as be- have to understand both others’ competences and contribution, as well as
fore. So what makes a good PBL competence profile? Well at least the following your own. It is also you as an individual student who will have to bring the ex-
five points should be taken into consideration, stating that a PBL competence periences from previous teams into new team settings. Therefore, the profil-
profile has to: ing and reflections that are put into making the competence profile personal
is actually what provides added value.
• Relate to competences—this sounds obvious, but what does it actually
mean? Well, it means that you should show you have the capability to carry • Create a rich overview—providing an overview is one thing, creating a rich
out a function in and across practices and you think that you have the poten- description of something is another. Combining the two for a rich overview
tial to develop this further in new situations. You do not only need to know is hard, as the text has to be comprehensive yet short. It has to provide in-
about something, or be able to apply something, you should also be able to sight into practice but at a glance. Furthermore, you have to be aware of blind
relate it to the context of use. Therefore, you need to include experiences to spots. Providing your own rich overviews might seem easy for the time being,
document this. as you know how everything stated is ‘between the lines’. However, after a
year you might be surprised about how much you can actually remember of
• Relate to PBL—again it sounds obvious and almost silly to say but based on our what was put tacitly in between. Therefore, peer feedback is valuable in mak-
experience it is actually easier said than done to keep within ing your PBL competence profile—if it is understandable for others as outsid-
the scope of PBL. Sometimes PBL is wrongly considered ers, it will be understandable for you even after memory has faded regarding
to be study competences—but knowing how to read a the thoughts behind the text.
book in the most optimal way does not really indi-
cate anything about your competences in prob- • Include prospects—competences are never fixed but always in development.
lem based learning and work. Likewise, PBL In fact, as human beings are constantly in interaction with the world around
includes problem design and a contextual them, it is hard to escape from learning all the time. However, systematic and
scope and thereby calls for integration of targetted learning is needed if we want to follow a learning path and devel-
different disciplines and subject matters. opment our carriers. Therefore, thinking ahead is a part of making your com-
But this does not make any subject matter petence profile in order to bring you further on your personal learning path.

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REFERENCES
Holgaard, J. E., Kolmos, A., & Winther, M. (2020). Designing Progressive In-
tended Learning Outcomes for PBL: A Workshop Format for Curriculum Re-
design. In A. Guerra, A. Kolmos, M. Winther, & J. Chen (Eds.), Educate for the
future: PBL, Sustainability and Digitalisation 2020 (1 ed., pp. 331–340). Aal-
borg University Press.

Holgaard, J. E. & Kolmos, A. (2021). Framing the Introduction to Problem

Based Learning (PBL) – Short notes on PBL mindsets, problem design, open
problem solving and process analysis. Online publication from the Aalborg
Centre for Problem Based Learning in Engineering Science and Sustainabil-
ity under the auspices of UNESCO, it can be obtained at
https://www.ucpbl.net/global-network/working-papers-reports/

UCPBL (2021): Online course—a short introduction to the core concepts

of PBL. The online course can be accessed at Aalborg Centre for Problem
Based Learning in Engineering Science and Sustainability under the auspic-
es of UNESCO at
https://www.ucpbl.net/education-courses/Open+Access+Resources/

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