At Aalborg University, PBL in the form of student-directed, group-based project-work accounts for approximately 50% of the curriculum, the remaining 50% consisting of lectures, seminars, laboratory work etc.
In order to integrate PBL-principles (Illeris, 1974; Krogh & Jensen, 2013) further into the classroom and acknowledge students’ resources by involving them in the creation of knowledge (Chemi & Krogh, 2017; Iversen, Pedersen, Krogh, & Jensen, 2015; Bovill & Bulley, 2011) from day one in their BA study, a semester was designed, where students co-create with teachers both in terms of deciding on student activities and in being responsible for organizing presentations and other teaching activities, incl. peer feedback.
The experiment has run for four years with 36-58 students per cohort. It is continually being developed, based on experiences gained, evaluations and documentation through students’ reflection papers, notes and observations from workshops, where students identified challenges and problems, notes from classroom observations of co-creative sessions, formal evaluation with student representatives, and formal evaluation by school management.
The results show a.o.t.: reduced dropout rate, increased student contentment, a wish for increased student involvement and responsibility, and trained basic academic skills identified by others teachers at later semesters. However, the experiment also seems to be demanding for some students, not all colleagues agree with the approach, and logistics pose challenges. Finally, the paper reflects on the challenges such approaches may present specifically for students with mental health problems.

The case of co-creation in a PBL University – a student perspective

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