BeskrivelseConference presentation with paper
This paper presents results from a two-year study involving eight liberal schools. The schools have been experimenting with the use of digital learning resources in project-based learning, focusing especially on inclusion and innovation. In the present sub-study we examine the role of digital learning resources in scaffolding project-based learning. We draw on a mixed methods approach combining a quantitative base-/endline-measurement (teacher surveys and structured observations) with qualitative data including video observations, systematic collecting of students’ products, and interviews with students, teachers, school consultants and school principals.
In a precursor to the present study it was demonstrated that teachers’ scaffolding in project-based learning has statistically significant effects on students’ use of academic language and reasoning; on their way of collaborating; on the quality of their products; and on their scores in tests on 21st- century skills (Illum Hansen and Bundsgaard 2016, 26; cf. also Devolder, van Braak, and Tondeur 2012; Azevedo and Hadwin 2005; Pea 2004).
In the present study we focus specifically on the use of digital learning resources in scaffolding students’ development of what we call ‘“project competencies’”, i.e., cross-curricular competencies of inquiry, production, process management and reasoning (Mikkelsen et al. 2015). The broad set of data allows for a multi-faceted analysis looking at a range of topics incuding changes in the use of learning resources over time; differences in scaffolding practices between teachers, disciplines and school types; teachers and students’ reflections on scaffolding and learning resources; the impact of learning resources and scaffolding on students’ collaboration and on their products; and the situated interplay between the scaffolding function of the learning resources and the scaffolding actions of the teacher in relation to the students’ self-directed learning. The scope of the study is to provide new insights into the design of digital learning environments that are both inclusive and innovative.
|Periode||27 sep. 2017|
|Sted for afholdelse||University of Lusófona, Portugal|
|Grad af anerkendelse||International|
- Læring, pædagogik og undervisning
- innovativ undervisning