Characteristics of the regimes of ‘problem orientation' and of ‘problem based learning'

    Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskningpeer review

    Resumé

    I discuss the particularities about the problem oriented project work tertiary educational regime (POPW). The principle has had a radical embodiment in Roskilde University, and is as well an element in the foundation of the regime in Aalborg University AAU. The article presents the principle and organisation of POPW and how the principle reconfirms itself in spite of institutional processes that often do not support the new university thinking. Difference compared to other universities is the first level of presentation. The difference to more traditional and paradigmatic universities are aspects as; academic education up front for the bachelor students; and that the students are seen as active subjects, learning the practice for academic knowledge work while they are carrying the responsibility for substantial aspects of working with science as an unfolding process of knowing. A similarity to AAU system is assumed - as some parts of the vocabularies and structures and philosophical background. Differences between the RUC principle of POPW and the AAU principle of PBL are discussed. The difference is to some extent explained as semantic. In the core of this discussion is the meaning of academic knowing and academic learning. The meaning of problem orientation and the meaning of exemplarity are discussed, as they are formulated in texts created and used within the two institutions. Finally I discuss proposals for further reflection in order to specify genuine sameness and significant difference of the two regimes, and how organizers can see these aspects as giving edge to university policies that are enacted.
    OriginalsprogEngelsk
    TitelVisions, Challenges and Strategies : PBL principles and methodologies in a Danish and global perspective
    RedaktørerLone Krogh, Annie Aarup Jensen
    Antal sider12
    Udgivelses stedAalborg
    ForlagAalborg Universitetsforlag
    Publikationsdato2013
    ISBN (Trykt)978-87-7112-099-8
    StatusUdgivet - 2013
    BegivenhedVisions, Challenges and Strategies for Problem based Learning International onference, 4 - 6 MAY 2010 - at Aalborg University - Ålborg, Danmark
    Varighed: 4 maj 20106 maj 2010

    Konference

    KonferenceVisions, Challenges and Strategies for Problem based Learning International onference, 4 - 6 MAY 2010 - at Aalborg University
    LandDanmark
    ByÅlborg
    Periode04/05/201006/05/2010

    Emneord

    • Problemorienteret uddannelsesregime
    • Problembaseret læring

    Citer dette

    Olsen, P. B. (2013). Characteristics of the regimes of ‘problem orientation' and of ‘problem based learning'. I L. Krogh, & A. Aarup Jensen (red.), Visions, Challenges and Strategies: PBL principles and methodologies in a Danish and global perspective Aalborg: Aalborg Universitetsforlag.
    Olsen, Poul Bitsch. / Characteristics of the regimes of ‘problem orientation' and of ‘problem based learning'. Visions, Challenges and Strategies: PBL principles and methodologies in a Danish and global perspective. red. / Lone Krogh ; Annie Aarup Jensen. Aalborg : Aalborg Universitetsforlag, 2013.
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    abstract = "I discuss the particularities about the problem oriented project work tertiary educational regime (POPW). The principle has had a radical embodiment in Roskilde University, and is as well an element in the foundation of the regime in Aalborg University AAU. The article presents the principle and organisation of POPW and how the principle reconfirms itself in spite of institutional processes that often do not support the new university thinking. Difference compared to other universities is the first level of presentation. The difference to more traditional and paradigmatic universities are aspects as; academic education up front for the bachelor students; and that the students are seen as active subjects, learning the practice for academic knowledge work while they are carrying the responsibility for substantial aspects of working with science as an unfolding process of knowing. A similarity to AAU system is assumed - as some parts of the vocabularies and structures and philosophical background. Differences between the RUC principle of POPW and the AAU principle of PBL are discussed. The difference is to some extent explained as semantic. In the core of this discussion is the meaning of academic knowing and academic learning. The meaning of problem orientation and the meaning of exemplarity are discussed, as they are formulated in texts created and used within the two institutions. Finally I discuss proposals for further reflection in order to specify genuine sameness and significant difference of the two regimes, and how organizers can see these aspects as giving edge to university policies that are enacted.",
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    Olsen, PB 2013, Characteristics of the regimes of ‘problem orientation' and of ‘problem based learning'. i L Krogh & A Aarup Jensen (red), Visions, Challenges and Strategies: PBL principles and methodologies in a Danish and global perspective. Aalborg Universitetsforlag, Aalborg, Visions, Challenges and Strategies for Problem based Learning International onference, 4 - 6 MAY 2010 - at Aalborg University, Ålborg, Danmark, 04/05/2010.

    Characteristics of the regimes of ‘problem orientation' and of ‘problem based learning'. / Olsen, Poul Bitsch.

    Visions, Challenges and Strategies: PBL principles and methodologies in a Danish and global perspective. red. / Lone Krogh; Annie Aarup Jensen. Aalborg : Aalborg Universitetsforlag, 2013.

    Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskningpeer review

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    AU - Olsen, Poul Bitsch

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    AB - I discuss the particularities about the problem oriented project work tertiary educational regime (POPW). The principle has had a radical embodiment in Roskilde University, and is as well an element in the foundation of the regime in Aalborg University AAU. The article presents the principle and organisation of POPW and how the principle reconfirms itself in spite of institutional processes that often do not support the new university thinking. Difference compared to other universities is the first level of presentation. The difference to more traditional and paradigmatic universities are aspects as; academic education up front for the bachelor students; and that the students are seen as active subjects, learning the practice for academic knowledge work while they are carrying the responsibility for substantial aspects of working with science as an unfolding process of knowing. A similarity to AAU system is assumed - as some parts of the vocabularies and structures and philosophical background. Differences between the RUC principle of POPW and the AAU principle of PBL are discussed. The difference is to some extent explained as semantic. In the core of this discussion is the meaning of academic knowing and academic learning. The meaning of problem orientation and the meaning of exemplarity are discussed, as they are formulated in texts created and used within the two institutions. Finally I discuss proposals for further reflection in order to specify genuine sameness and significant difference of the two regimes, and how organizers can see these aspects as giving edge to university policies that are enacted.

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    PB - Aalborg Universitetsforlag

    CY - Aalborg

    ER -

    Olsen PB. Characteristics of the regimes of ‘problem orientation' and of ‘problem based learning'. I Krogh L, Aarup Jensen A, red., Visions, Challenges and Strategies: PBL principles and methodologies in a Danish and global perspective. Aalborg: Aalborg Universitetsforlag. 2013