Project-based Teaching

Project-based learning is one of many pedagogical approaches that can be categorised as experiential or experiential learning. Others include experimental learning, service learning, immersive learning (using virtual reality and augmented reality) and case-based learning.

Project-based teaching, in turn, can be carried out in different forms and with varying degrees of guidance and freedom. These are common approaches and their differences:

• Problem-based learning (PBL): Students acquire and apply new knowledge by working on real and complex problems. PBL focuses more on solving a specific problem and less on open research or idea generation.
• Challenge Driven Learning (CDL): Students work on challenges that are often less specifically defined and offer more creative freedom. CDL tends to offer more freedom and requires students to be more proactive and creative than PBL.
• Inquiry Based Learning (IBL): Students acquire new knowledge through their own research questions and investigations. IBL is more inquiry-based and less focused on immediate application of solutions than PBL or CDL.

These approaches can be used in a variety of contexts:

• Interdisciplinary projects: combining knowledge and methods from different disciplines to solve complex problems.
• Collaboration with companies: projects are carried out in collaboration with companies and organisations that present real challenges.
• Research and development: PBL, CDL or IBL are used in research projects to develop and test innovative solutions.
• Development of business ideas: Students can develop and test innovative business ideas, possibly in collaboration with incubators or accelerator programmes.
• Social projects: Students engage in projects that serve the community while supporting their academic goals.
• International collaborations: Projects are carried out in collaboration with international partners and universities to integrate global perspectives.
• Sustainability projects: Students develop solutions and raise awareness by focusing on environmental and sustainability issues.

Project-based learning has many benefits for students and promotes the acquisition of skills:

Motivation through practical relevance: Studies show (see Wijnia et al. 2024) (in German )that students are significantly more motivated when they work on real projects that have direct practical relevance. By dealing with real problems and challenges, they develop a deeper connection to the subject matter and increase their intrinsic motivation. 

Self-regulated learning: One of the most important skills in the 21st century is the ability to organise and manage one's own learning. Project-based teaching promotes this skill by encouraging students to take responsibility for their learning and to develop solutions independently.

Increase employability: Employers today are looking for graduates who have practical skills as well as theoretical knowledge. By working on projects, students develop these skills: teamwork, problem-solving, communication and the ability to put theory into practice.

Encouraging teamwork and communication: Projects require collaboration and sharing, as well as critical reflection on challenges and opportunities, which strengthens these key skills. Working with external partners and industry experts also allows students to make valuable professional contacts.

Students could also be encouraged to apply project management methods to the organisation of their own studies (Antje Ries (2018): Das Projekt Studium meistern. München: UVK [Open Access]) (in German).

The following teaching formats are particularly suitable for project-based learning:

• Blended learning: a combination of face-to-face and online teaching methods and/or synchronous and asynchronous elements.
• Flipped classroom: a special form of blended learning in which the theoretical content is taught outside the classroom and the classroom time is used for practical application and projects.

Different didactic approaches support the implementation:

• Collaborative learning: Through collaboration, students learn to work effectively as a team, share responsibilities and develop solutions together. The different perspectives and knowledge of the group members complement each other and lead to more creative and well thought-out solutions. Students need to communicate regularly to discuss their ideas and approaches, give feedback and make decisions together.
• Peer teaching: Students deepen their own understanding and strengthen their collaborative skills by teaching their peers. This method encourages active participation, facilitates the exchange of perspectives and increases the overall quality of problem-solving approaches through collaborative learning.
• eduSCRUM: This is an agile method based on teamwork and continuous improvement of sub-products. The use of this method enables students to work efficiently on projects through structured, iterative work phases and regular reflection in self-organised teams. This agile method promotes personal responsibility, teamwork and continuous improvement, leading to a deeper learning experience and better problem-solving skills.
• Design thinking methods: Design thinking methods in higher education promote creative problem solving and innovative solutions by guiding students through iterative processes of needs analysis, ideation, prototyping and testing. This approach strengthens students' ability to consider and implement complex challenges from multidisciplinary perspectives.
   

Certain didactic elements in the courses can further enhance the quality and practical relevance of project-based teaching:

• Guest practitioners: Practitioners can be invited as guest speakers or jury members for project evaluations to provide valuable insights and feedback.
• Real projects with real clients: Students work on projects commissioned by external partners or companies.
• Interdisciplinary teams: Students from different disciplines form teams to encourage different perspectives and approaches.
• Project exhibitions and presentations: Final presentations are made to a wider audience, including stakeholders and potential employers.
• Feedback and reflection: Regular feedback and reflection sessions are used to evaluate and improve the learning process.
• Project portfolios: Students create portfolios in which they independently document and reflect on their project work.

Digital tools available at Leuphana as GDPR-compliant systems can support the planning and implementation of student projects. Here is a selection:

• The learning management system Moodle to accompany and support the entire project process by uploading documents, instructions, participant and group management, submission and feedback options.
• Kanban boards such as WEKAN or the Kanban feature of Cryptpad, or the Moodle activity 'Board' for collaborative visualisation of project planning and progress.
• Collaboration software: tools such as Microsoft Teams for team communication and collaboration.
• Digital whiteboards: Collaboard or the Zoom whiteboard for collaborative brainstorming and concept development.
• Classroom response systems: Particify for data collection and feedback.
• Cloud storage: Owncloud (in the Academic Cloud) for collaborating on and storing documents and files.

You can find more digital tools and how to use them on the Teaching Services websites.