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Session 4: Project-Based Learning Q&A Session

Session 4: Project-Based Learning Q&A Session

The Q&A explores various aspects of Southern Regional College’s PBL approach in more detail, including how SRC integrates transversal skills into the curriculum; the importance of reflective practice; how to maintain continuous improvement in practice, and broad tips for those embarking on their own PBL journey.

This session was led by Olly Newton (Executive Director, Edge Foundation) with input from Lynne Ervine (PBL Manager) and Caroline Kerr (Specialist Lecturer) at Southern Regional College.

1. How do you integrate transversal skills into PBL practice and ensure that students recognise these skills?

  • Lynne noted the importance of using a common language in the classroom. Transversal skills (e.g. communication and resilience) are embedded into qualifications. However, defining those skills gives students a clear benchmark against which to identify and reflect. This is essential for helping students recognise their own growth.
  • Caroline noted that embedding reflective practice throughout the academic year encourages learners to link skills to every aspect of the curriculum, even for unrelated modules, such as health and safety. Students learn to reflect on their experiences by default, linking theory to practice – itself an essential skill to develop ahead of placements

2. What does reflective practice add to PBL and learner development?

  • Caroline highlighted reflective practice as the key to encouraging ownership. Rather than passively receiving information, students reflect on their learning, what went well and what could improve.
  • Reflection helps students take responsibility for their skills and develop an understanding of growth areas.
  • She noted that reflection must be built into the curriculum.

3. What are Southern Regional College’s next steps for PBL?

  • Lynne said SRC will continue supporting staff who are yet to fully embrace PBL, using PBL champions to help win people over.
  • She also mentioned the importance of showcasing outstanding PBL practice. This is especially important as PBL becomes more closely integrated with wider teaching and learning innovation at the College.

4. What strategic tips would you give to someone implementing PBL at an institutional level?

  • Lynne said that senior management buy-in is essential for successful PBL, as the approach needs full senior-level support.
  • Equally, it is important to meet teaching staff where they are at, since they are the ones implementing the approach.
  • Time constraints are also a challenge. Educators need reminding that PBL is about creating a more enriching student experience, not creating more work. Again, PBL champions are excellent support.

5. How do you engage with employers to ensure the curriculum meets sector needs and prepares students for the workplace?

  • Caroline outlined a multifaceted approach with first-hand insights coming from industry assessors.
  • She also maintains relationships with employers through networking, conferences, and sector partnerships. This ensures the curriculum reflects industry needs.
  • Finally ,she described integrating employer feedback into the curriculum. For example, employers noticed gaps in students' practical skills, such as how to clean a high chair. SRC has responded by incorporating this task directly into the curriculum.

6. How have inspectors responded to SRC’s approach?

  • Lynne said that a recent inspection process was positive. Instead of viewing the inspection as a threat, it was an opportunity to showcase the work the College is doing.
  • She presented their PBL approach and its impact on students, but noted the importance of continuing to highlight PBL’s value in future as it evolves.

7. What tops tips would you give to someone starting their PBL journey?

  • Caroline said educators should give simply it a go. You cannot fail – you can only learn from your mistakes. Every year will require a new approach for new students. More generally, she noted the need to move away from old teaching techniques because the world and jobs have changed. Students therefore need upskilling in new ways.
  • Lynne stressed the importance of focusing on what’s best for learners. She noted that changes in education often require a shift in mindset, and that staff should to be open to evolving their teaching practice to better prepare students for the world of work.