Development of a Model ofProject-Based Learning

Project-based learning as a principle of the educational process that is being implemented at the universities has a long history. The model of Aalborg University (Denmark) which was created in 1974 to change the traditional approach to teaching students in higher educational institutions of the country is the basic (archetypal) model of project-based learning. The School of Economics and Management of the Far Eastern Federal University is currently implementing its own model of project-based learning (SEM model). This model is developed on the basis of design thinking, which is a methodology for solving ill-structured problems in the face of uncertainty. The implementation of design thinking in the educational process should promote the development of creativity and critical thinking competencies among students, and the organization of project work should contribute to the development of communication skills necessary for interaction with internal and external stakeholders as well as teamwork skills. The purpose of the article is to compare this model with the base model of Aalborg university, to identify the general and the special features of both of these models, to outline prospects for the further development of the SEM model. Thesis: the experience gained at the SEM over the three years of the learning implementation provides an opportunity to create its own systemic model of project-based learning and to recommend its implementation in the other Russian universities.

1. Tan, J.C.L., Chapman, A. (2016). Project-Based Learning for Academically-Able Students. Sense Publishers, 154 p.

2. Korkmaz, G., Kalayci, N. (2019). Theoretical Foundations of Project Based Curricula in Higher Education. Çukurova Üniversitesi Eğitim Fakültesi Dergisi. Vol. 48, no. 1, pp. 236-274. DOI: 10.14812/cufej.479322

3. Servant-Miklos, V.F.C., Norman, G.R., Schmidt, H.G. (2019). Short Intellectual History of Problem-Based Learning. In: The Wiley Handbook of Problem-Based Learning. Wiley-Black-well, pp. 3-24.

4. Harmer, N. (2014). Project-Based Learning. Literature review. University of Plymouth, p. 33. Available at: https://www.plymouth.ac.uk/uploads/production/document/path/2/2733/Lit-erature_review_Project-based_learning.pdf

5. Kolmos, A. (2009). Problem-Based and Project-Based Learning. In: Skovsmose, O., Valero, P., Christensen, O.R. (Eds). University Science and Mathematics Education in Transition. Springer, Boston, MA, pp. 261-280. DOI:10.1007/978-0-387-09829-6_13

6. De Graaff, E., Kolmos, A. (2007). History of Problem-Based and Project-Based Learning. In: De Graaff, E., Kolmos, A. (Eds). Management of Change. Sense Publishers, 232 p.

7. De Graaff, E., Kolmos, A. (2003). Characteristics of Problem-Based Learning. International Journal of Engineering Education. Vol. 19 (5), pp. 657-662.

8. Principles of Problem and Project Based Learning. The Aalborg PBL Model. (2010). Aalborg University, 23 p. Available at: https://www.en.aau.dk/digitalAssets/66/66555_pbl_aalborg_modellen-1.pdf

9. Kazun, A.P., Pastukhova, L.S. (2018). The Practices of Project-Based Learning Technique Application: Experience of Different Countries. Obrazovanie i nauka = The Education and Science Journal. Vol. 20, no. 2, pp. 32-59. DOI: 10.17853/1994-5639-2018-2-32-59 (In Russ., abstract in Eng.)

10. Ziyatdinova, Yu.N., Sanger, A.F. (2015). Project-Based Learning for Creating the 21st Century Engineer. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 3, pp. 92-97. (In Russ., abstract in Eng.)

11. Evstratova, L.A., Isaeva, N.V., Leshukova, O.V. (Eds). (2018). Project-Based Learning. The Universities’ Practices. Moscow: Open University Skolkovo Publ., 149 p. (In Russ.)

12. Triantafyllou, E., Timcenko, O. (2016). PBL Analysis. PBL3.0 Consortium, 59 p. Available at: http://pbl3-project.eu/wp-content/uploads/2017/07/PBL3-0_D11_PBLAnalysis-_V1.pdf

13. Hanney, R., Savin-Baden, M. (2013). The Problem of Projects: Understanding the Theoretical Underpinnings of Project-Led PBL. London Review of Education. Vol. 11(1), pp. 7-19. DOI: 10.1080/14748460.2012.761816

14. Tkhagapsoev, Kh.G., Sapunov, M.B. (2016). Russian Educational Reality and Its Converted Forms. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 3, pp. 87-97. (In Russ., abstract in Eng.)

15. Sapunov, M.B., Polonnikov, A.A. (2018). Academic Subject Problem: Epistemological Crisis and Its Overcoming. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27, no. 12, pp. 144-157. (In Russ., abstract in Eng.)

16. Brown, T. (2009). Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. Harper Business, 272 p. (Russian Translation: Moscow: Mann-Ivanov-Farber Publ., 2012, 260 p.)

17. Liedtka, J., Ogilvie, T. (2011). Designing for Growth: A Design Thinking Tool Kit for Managers. Columbia Business School Publishing, 227 p. (Russian Translation: Moscow: Mann-Ivanov-Farber Publ., 2015, 240 p.)

18. Martin, B., Hanington, B. (2012). Universal Methods of Design: 100 Ways to Research Complex Problems, Develop Innovative Ideas, and Design Effective Solutions. Rockport Publishers, 208 p. (Russian Translation: Saint-Petersburg: Piter Publ., 2014, 208 p.)

19. Lewrick, M., Link, P., Leifer, L. (2018). The Design Thinking Playbook: Mindful Digital Transformation of Teams, Products, Services, Businesses and Ecosystems. Wiley, 352 p.

20. Kuteneva, I., Zhuravleva, N. (2013). Design Thinking. Thinking in a New Way. The Textbook. Moscow: Sberbank Corporate University Publ., 203 p. (In Russ.)

21. Christensen, T. (2015). The Creativity Challenge: Design, Experiment, Test, Innovate, Build, Create, Inspire, and Unleash Your Genius. Adams Media, 208 p.

22. Design Thinking for Educators Toolkit. (2012). IDEO LLC, 80 p.

23. Hokanson, B., Gibbons, A. (Eds) (2014). Design in Educational Technology. Design Thinking, Design Process, and the Design Studio. Springer, 273 p.

24. The Field Guide to Human-Centered Design (2015). IDEO LLC, 192 p.

25. Gray, D., Brown, S., Macanufo, J. (2010). Gamestorming: A Playbook for Innovators, Rule-breakers, and Changemakers. O’Reilly Media. 290 p.

26. Papanek, V. (1985). Design for the R.eal World: Human Ecology and Social Change. Thames & Hudson, 416 p. (Russian Translation: Moscow: Publisher D. Aronov, 2004. 416 p.)

27. Hamidulin, V.S. (2018). Dizain-myshlenie dlya menedzherov i ekonomistov [Design Thinking for Managers and Economists]. Vladivostok: DVFU Publ.

28. Christensen, C.M., Dillon, K., Hall, T., Duncan, D.S. (2016). Competing Against Luck: The Story of Innovation and Customer Choice. Harper Business, 288 p. (Russian Translation: Moscow: Alpina Publisher, 2019, 271 p.)

29. Maurya, A. (2016). Scaling Lean: Mastering the Key Metrics for Startup Growth. Portfolio, 304 p.

30. Detmer, W. (1996). Goldratt’s Theory of Constraints: A Systems Approach to Continuous Improvement. ASQ Quality Press, 378 p. (Russian Translation: Moscow: Alpina Publisher, 2013, 443 p.)

31. Kolmos, A. (2015). New Contribution to PBL? Hogre Utbildning. Vol. 5, no. 1, pp. 1-5.

32. Kolmos, A., Holgaard, J.E., Dahl, B. (2013). Reconstructing the Aalborg Model for PBL - a Case from the Faculty of Engineering and Science, Aalborg University. In: The 4th International Research Symposium on Problem-Based Learning (IRSPBL). Kuala Lumpur, Malaysia, 2-3 July 2013, pp. 289-296.

33. Trishchenko, D.A. (2018). [Experience of Project-Based Learning: An Attempt at Objective Analysis of Results and Problems]. Obrazovanie i nauka = The Education and Science Journal. No. 4 (22), pp. 132-152. DOI: 10.17853/1994-5639-2018-4-132-152 (In Russ., abstract in Eng.)

34. Domracheva, S.A. (2017). Teaching University Teachers a Project-Oriented Approach as One of the Conditions for the Development of a Modern University. Vestnik Mariiskogo gosudarstven-nogo universiteta = Vestnik of the Mari State University. Vol. 11, no. 3 (27), pp. 20-26. (In Russ., abstract in Eng.)

35. Hanney, R. (2018). Doing, Being, Becoming: A Historical Appraisal of the Modalities of Project-based Learning. Teaching in Higher Education. Vol. 23, issue 6, pp. 769-783. DOI: https://doi.org/10.1080/13562517.2017.1421628

36. Staroverova, N.A., Andreeva, M.M., Shakirova, G.M. (2014). Study of Students Willingness to Participate in Project-Based Learning. Sovremennye problemy nauki i obrazovaniya = Modern Problems of Science and Education. No. 4. Available at: http://www.science-education.ru/ru/article/view?id=14169 (In Russ., abstract in Eng.)