TY - CHAP
T1 - Design and Co-Design of Project-Organized Studies
AU - Nielsen, Jørgen Lerche
AU - Birch Andreasen, Lars
PY - 2014/7
Y1 - 2014/7
N2 - What. The chapter contributes to discussions on design processes in relation to educa- tion, presenting different notions of design research and demonstrating how professors and students are involved together in designing innovative and constructive study pro- cesses that can help foster students’ engagement, self-awareness, mutual evaluation, reflec- tion, and critical and creative thinking. The case presented and analyzed is the master’s program ICT and learning (MIL), where Roskilde University is partner in the cross-insti- tutional collaboration behind the program.Why. It is a challenge for the educational system to meet the new needs for competencies owing to the change from an industrial society to a knowledge-based society. The problem- based approach can be seen as an attempt to meet these challenges. Unlike a classic cur- riculum-oriented and teacher-steered model, project work is open-ended and directed at handling unknown and dynamic processes.Where. Problem-based approaches are relevant for master’s programs with a need for collaboration, flexibility, and implementation of technologies to overcome time, space, and geographical limitations, and for study programs, where students are involved in self- directed study practices, and where there is a need for continuing reflective processes of how to learn. In relation to the bachelor program in design, humanities, and technology at Roskilde University, it is relevant to reflect on designs for learning in relation to both experimental use and analytical dimensions of new technologies.How. The methodological approach deals with developing designs for learning that involve students as co-designers through problem- and project-based learning. The approach can be applied by professors and students who collaboratively wish to develop their study programs. In the situated context of problem-based learning, we discuss how students can plan and continually redesign their project work, how a balance of verbal and written activity can be maintained, and how social media can support group processes.
AB - What. The chapter contributes to discussions on design processes in relation to educa- tion, presenting different notions of design research and demonstrating how professors and students are involved together in designing innovative and constructive study pro- cesses that can help foster students’ engagement, self-awareness, mutual evaluation, reflec- tion, and critical and creative thinking. The case presented and analyzed is the master’s program ICT and learning (MIL), where Roskilde University is partner in the cross-insti- tutional collaboration behind the program.Why. It is a challenge for the educational system to meet the new needs for competencies owing to the change from an industrial society to a knowledge-based society. The problem- based approach can be seen as an attempt to meet these challenges. Unlike a classic cur- riculum-oriented and teacher-steered model, project work is open-ended and directed at handling unknown and dynamic processes.Where. Problem-based approaches are relevant for master’s programs with a need for collaboration, flexibility, and implementation of technologies to overcome time, space, and geographical limitations, and for study programs, where students are involved in self- directed study practices, and where there is a need for continuing reflective processes of how to learn. In relation to the bachelor program in design, humanities, and technology at Roskilde University, it is relevant to reflect on designs for learning in relation to both experimental use and analytical dimensions of new technologies.How. The methodological approach deals with developing designs for learning that involve students as co-designers through problem- and project-based learning. The approach can be applied by professors and students who collaboratively wish to develop their study programs. In the situated context of problem-based learning, we discuss how students can plan and continually redesign their project work, how a balance of verbal and written activity can be maintained, and how social media can support group processes.
KW - Problem-based learning
KW - PBL
KW - Project work
KW - Designs for learning
KW - Situated learning
KW - Professor-student relationship
KW - ICT and learning
KW - Networked learning environments
M3 - Book chapter
SN - 978-0-262-02763-2
T3 - Design thinking, design theory
SP - 43
EP - 58
BT - Situated Design Methods
A2 - Simonsen, Jesper
A2 - Svabo, Connie
A2 - Strandvad, Sara Malou
A2 - Samson, Kristine
A2 - Hertzum, Morten
A2 - Hansen, Ole Erik
PB - MIT Press
CY - Cambridge, Massachusetts
ER -