Dr Megan Kek is a senior lecturer with the Academic Services Division at the University of Southern Queensland, with a particular specialisation in PBL, student development and learning, and educational environments. She has published a number of papers in influential and high-ranking journals. In 2002 she published a co-authored book with Prentice Hall, Singapore entitled Authentic Problem-based Learning: Rewriting Business Education. She was a member of the team that won the national Singapore Prime Minister’s Enterprise Award for Innovation in Education for Problem-based Learning in 2001 and again in 2003. The award recognises the most outstanding team whose work has created the highest new value to the public service. Dr Henk Huijser holds a PhD in Screen and Media Studies, and has been an Academic Developer involved in Learning and Teaching in Higher Education since 2005. Between 2010 and 2012 he was responsible for the institution-wide implementation of Problem Based Learning at Bahrain Polytechnic in the Arabian Gulf, followed by a three-year stint at the Bachelor Institute of Indigenous Tertiary Education in Australia’s Northern Territory, where he was responsible for online learning and teaching. He is currently an Educational Developer at Xi’an Jiaotong-Liverpool University in Suzhou, China, and an Adjunct Researcher at Bachelor Institute. Henk has published extensively in the field of learning and teaching in higher education, including on PBL.

• Chapter 1 Introduction.- Part 1: Imagining PBL in a changing world for learning.- Chapter 2 Imagining an agile PBL: Towards an ecology for connected learning.- Chapter 3 Agile PBL and the next generation of learners.- Part 2 Imagining an agile PBL curriculum for learning.- Chapter 4 Imagining an agile PBL curriculum: Focusing on learning outcomes and authentic interdisciplinary problems.- Chapter 5 Assessing agile PBL.- Part 3 Imagining an agile university for learning.- Chapter 6 Agile student development and engagement for learning.- Chapter 7 Agile staff professional learning for learning.- Chapter 8 Agile curriculum sustainability: Continuous improvement.- Chapter 9 Agile PBL research: Developing a sustainable research and scholarship agenda.- Chapter 10 Conclusion.

Dr Megan Kek is a senior lecturer with the Academic Services Division at the University of Southern Queensland, with a particular specialisation in PBL, student development and learning, and educational environments. She has published a number of papers in influential and high-ranking journals. In 2002 she published a co-authored book with Prentice Hall, Singapore entitled Authentic Problem-based Learning: Rewriting Business Education. She was a member of the team that won the national Singapore Prime Minister’s Enterprise Award for Innovation in Education for Problem-based Learning in 2001 and again in 2003. The award recognises the most outstanding team whose work has created the highest new value to the public service. Dr Henk Huijser holds a PhD in Screen and Media Studies, and has been an Academic Developer involved in Learning and Teaching in Higher Education since 2005. Between 2010 and 2012 he was responsible for the institution-wide implementation of Problem Based Learning at Bahrain Polytechnic in the Arabian Gulf, followed by a three-year stint at the Bachelor Institute of Indigenous Tertiary Education in Australia’s Northern Territory, where he was responsible for online learning and teaching. He is currently an Educational Developer at Xi’an Jiaotong-Liverpool University in Suzhou, China, and an Adjunct Researcher at Bachelor Institute. Henk has published extensively in the field of learning and teaching in higher education, including on PBL.

• Chapter 1 Introduction.- Part 1: Imagining PBL in a changing world for learning.- Chapter 2 Imagining an agile PBL: Towards an ecology for connected learning.- Chapter 3 Agile PBL and the next generation of learners.- Part 2 Imagining an agile PBL curriculum for learning.- Chapter 4 Imagining an agile PBL curriculum: Focusing on learning outcomes and authentic interdisciplinary problems.- Chapter 5 Assessing agile PBL.- Part 3 Imagining an agile university for learning.- Chapter 6 Agile student development and engagement for learning.- Chapter 7 Agile staff professional learning for learning.- Chapter 8 Agile curriculum sustainability: Continuous improvement.- Chapter 9 Agile PBL research: Developing a sustainable research and scholarship agenda.- Chapter 10 Conclusion.

Dr Megan Kek is a senior lecturer with the Academic Services Division at the University of Southern Queensland, with a particular specialisation in PBL, student development and learning, and educational environments. She has published a number of papers in influential and high-ranking journals. In 2002 she published a co-authored book with Prentice Hall, Singapore entitled Authentic Problem-based Learning: Rewriting Business Education. She was a member of the team that won the national Singapore Prime Minister’s Enterprise Award for Innovation in Education for Problem-based Learning in 2001 and again in 2003. The award recognises the most outstanding team whose work has created the highest new value to the public service. Dr Henk Huijser holds a PhD in Screen and Media Studies, and has been an Academic Developer involved in Learning and Teaching in Higher Education since 2005. Between 2010 and 2012 he was responsible for the institution-wide implementation of Problem Based Learning at Bahrain Polytechnic in the Arabian Gulf, followed by a three-year stint at the Bachelor Institute of Indigenous Tertiary Education in Australia’s Northern Territory, where he was responsible for online learning and teaching. He is currently an Educational Developer at Xi’an Jiaotong-Liverpool University in Suzhou, China, and an Adjunct Researcher at Bachelor Institute. Henk has published extensively in the field of learning and teaching in higher education, including on PBL.

• Chapter 1 Introduction.- Part 1: Imagining PBL in a changing world for learning.- Chapter 2 Imagining an agile PBL: Towards an ecology for connected learning.- Chapter 3 Agile PBL and the next generation of learners.- Part 2 Imagining an agile PBL curriculum for learning.- Chapter 4 Imagining an agile PBL curriculum: Focusing on learning outcomes and authentic interdisciplinary problems.- Chapter 5 Assessing agile PBL.- Part 3 Imagining an agile university for learning.- Chapter 6 Agile student development and engagement for learning.- Chapter 7 Agile staff professional learning for learning.- Chapter 8 Agile curriculum sustainability: Continuous improvement.- Chapter 9 Agile PBL research: Developing a sustainable research and scholarship agenda.- Chapter 10 Conclusion.