One the most formidable challenges when shifting teaching approaches toward PBL is lack of support for planning and enacting such practices in the classroom. Researchers have noted that sustaining changes in teacher practice is a guided process, and we need to support changes in practice that would accompany PBL vision. We argue that sustained change in teacher practice relies on a community context and sustain partnership that will support this change. In the context of an ongoing partnership, one university has engaged in sustained partnership with two middle school teachers for over five years to in ways that accommodate local adaptations of problem-based learning. In this practice-based demonstration, which will include both middle school teachers and university researchers, we highlight changes over the course of the five-year partnership and demonstrate specific PBL projects, which have spanned from physical table-top aquaponics systems to virtual game-based learning. We discuss features of the partnership and characteristics that have led to ambitious practices that enable robust implementations and accommodate local adaption.

From physical to the virtual and everything in between: Local implementations and adaptations of PBL in a multiyear middle school / university partnership

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)