TY - JOUR
T1 - Creating Landscapes of Practice through Sequential Learning
T2 - A New Vision for PBL
AU - Jensen, Camilla Gyldendahl
AU - Madsen, Jannie Dodensig
AU - Gade, Peter Nørkjær
AU - Andersen, Michael
AU - Olsen, Frank
N1 - Publisher Copyright: © 2021, Aalborg University press. All rights reserved.
PY - 2021/12/20
Y1 - 2021/12/20
N2 - In the current conceptualisations of Problem Based Learning and how we practice it, the students are expected to possess the necessary academic competencies in order to study through PBL. However, a desk research reveals that students in many cases don't have the necessary understanding or conceptual comprehension of disciplines such as problem formulation, analysis, exploration, literature review etc., which prevents them from unfolding an explorative approach to their professional practice. This article thus discusses Dewey's concepts of sequential inquiry processes to create new forms of learning designs to bolden further students ability to work problem-based. The article discusses through the development of iterative learning design how structured sequences of activities can provide a descriptive language to qualify a methodology for PBL. The study is based on Educational Design Research (EDR) as the overarching framework where the methods of Design thinking inform the design activities through iterative processes. Through a period of two years a total of 400 students at the education of ATCM, at University College of Northern Denmark has participated. The data collection included results from observation, reflective portfolios and sound recordings from the students' group work in combination with sketches, drawing and artefacts from the iterative design process.
AB - In the current conceptualisations of Problem Based Learning and how we practice it, the students are expected to possess the necessary academic competencies in order to study through PBL. However, a desk research reveals that students in many cases don't have the necessary understanding or conceptual comprehension of disciplines such as problem formulation, analysis, exploration, literature review etc., which prevents them from unfolding an explorative approach to their professional practice. This article thus discusses Dewey's concepts of sequential inquiry processes to create new forms of learning designs to bolden further students ability to work problem-based. The article discusses through the development of iterative learning design how structured sequences of activities can provide a descriptive language to qualify a methodology for PBL. The study is based on Educational Design Research (EDR) as the overarching framework where the methods of Design thinking inform the design activities through iterative processes. Through a period of two years a total of 400 students at the education of ATCM, at University College of Northern Denmark has participated. The data collection included results from observation, reflective portfolios and sound recordings from the students' group work in combination with sketches, drawing and artefacts from the iterative design process.
KW - didactics
UR - http://www.scopus.com/inward/record.url?scp=85142899730&partnerID=8YFLogxK
U2 - 10.5278/ojs.jpblhe.v9i1.6370
DO - 10.5278/ojs.jpblhe.v9i1.6370
M3 - Journal article
SN - 2246-0918
VL - 9
SP - 63
EP - 87
JO - Journal of Problem Based Learning in Higher Education
JF - Journal of Problem Based Learning in Higher Education
IS - 1 Special Issue
ER -