The Planning Bus (Planbussen): Problem-, Project-, and Practice-Based Learning and Teaching (P3BL)

Abstract

In this article, we share our experiences and perspectives from “The Planning Bus (Planbussen)”, a master-level course in local development and planning at our five-year Master of Architecture program (NTNU). We describe how the course came into being and how it relates to other forms of teaching and pedagogy at NTNU’s architecture program. Using what we have chosen to call problem-, project-, and practice-based learning and teaching (P3BL - a further development of problem-based learning, PBL), students experience how to apply theoretical knowledge and competence in real, physical, and site-specific situations (practice). Through fieldwork, students learn to interact with their surroundings and are trained in the use, testing, and development of diverse methods and tools for communicating their discipline and projects. By adopting an open and holistic approach to real-world local issues and unpredictability, we believe students become better prepared for the realities of their future professional practice. At the same time, practical experiences lead to a new understanding of their discipline, education, and potential role as architects and planners. The course allows students to develop projects and solutions to challenges they themselves identify, thereby influencing and helping shape their own education. Using The Planning Bus (Planbussen) as an example, we argue for the potential benefits and value that problem-, project-, and practice-based learning and teaching can bring to higher education and its relevance for society and stakeholders. We also argue that students, through collaboration with residents, can introduce alternative perspectives on sustainability, making the projects more usable and relevant.