Changes in roles and behavior of learners and teachers when going for POPBL

It is accepted world wide; that project-organized problem-based learning (POPBL) is the right method to improve learning and satisfy the customer´s being more innovative and creative. Shifting to POPBL in universities seems uncomplicated when it comes to changes in materials and procedures, but for the people involved, mentally, it is a very difficult change in behavior and attitudes. Organizations and staff in many universities are skeptical about POPBL concerning student competence measurement and assessments. On the personal level the teacher´s major apprehension is the loss of prestige, templates, and traditions. Students need to be more active in the learning process so the concern is more work. It is always difficult to make major changes in an (mature) educational institution, but shifting to POPBL collaborative learning has been proven to be a successful learning method at Aalborg University, Denmark (AAU) for more than 30 years and it has provided great satisfaction for all parties including students and customers. Although, it was difficult in the beginning and after much iteration, AAU is now the leading university in on-campus POPBL, as well as on-line POPBL. However, the ongoing development of information technology (IT), pedagogy and didactic methods requires new demands to all parties in openness, willingness, and readiness in adapting new roles and behavior. This article describes challenges and changes in roles and behavior when going for and maintaining a modern and successful POPBL environment. Based on years of POPBL development and experience - methods and recommendations will be presented to staff and students when working with the courses and projects in an on-campus, as well as on-line POPBL educational environment.