The Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability is a category 2 centre under the auspices of UNESCO, approved by the General Conference of UNESCO in November, 2013. The Aalborg Centre was formally launched on May 26, 2014.
Globally, there is a need for educating engineers and scientist who can participate in development of sustainable innovations. This will imply a reform of engineering and science education to educate engineers with employable knowledge and skills.
The Aalborg Centre contributes to a reform strategy to higher education by combining Problem and Project Based Learning (PBL), Engineering Education Research (EER) and Education for Sustainable Development (ESD). This is a unique combination of Research & Development areas that are mutual dependent and complementary.
A driving force for the Aalborg Centre is the exemplary practice Aalborg University has for both PBL and integration of sustainability in engineering and science education. Since 1974, Aalborg University has practised PBL as the pedagogical learning methodology during the entire study period. Aalborg University has also the objective for all students to gain sustainability knowledge, skills and competences as a result of a series of sub-learning outcomes throughout the education.
The Aalborg Centre encompass the UNESCO Chair in Problem Based Learning (UCPBL) which was established in 2007 and is renown for its accomplishments in supporting the development of Problem Based and Project Based Learning in Engineering Education. The Obel Family Foundation has kindly offered to sponsor the UNESCO Centre in PBL for a period of five years with the main task to lead the Aalborg Centre.
The Rosetta Project is a global collaboration of language specialists and native speakers building a publicly accessible online archive of ALL documented human languages.
The eXtensible Catalog (XC) Project is working to design and develop a set of open-source applications that will provide libraries with an alternative way to reveal their collections to library users.
Changing purposes and composition of UK higher education increases the challenge of providing effective and timely academic writing development. User-group representatives identified the dissertation as a part of the student experience that is especially challenging and where students often lack appropriate support. Many technological solutions for writing development have been tried with varying degrees of success. ADE creates a step change by using social software to both develop a reflective, critical voice and to provide networked social support for UG and PG dissertation writing based on sound pedagogical models, using authentic examples, and following Web 2.0 tenets.
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