Educational Designs Supporting Student Engagement Through Network Project Studies

Internationally, new pedagogical approaches emphasizing collaboration or learning in networks have been developed following the introduction of new technologies, especially the spread of social media. It is interesting to see such pedagogical developments in relation to similar approaches, developed from the traditions of organizing university studies through student-driven project work and problem-driven learning approaches, which have been developed at the Danish universities of Roskilde and Aalborg as early as from the beginning of the 1970s. Specific educational designs integrating digital media are discussed, especially focusing on student engagement and the implications of organizing the pedagogical practice as networked project work. The discussions are based on the author’s experiences during 16 years of teaching and supervising at the Danish Master’s Program of ICT and Learning (MIL), where students conduct blended learning study in groups within a networked learning structure. In problem-oriented learning and teaching, teachers act as well as teachers and as supervisors of students’ projects. This challenges the traditional teacher role, and it is crucial for a teacher to establish a balance of being as well an expert, a facilitator, and a mediator. The development of students’ information literacy is seen as central and information literacy does not only cover the technical skills of how to search and find information, but also the more general ability to reflect on your knowledge and recognize what you need to know. The students within this environment engage themselves in innovative ways of applying new technologies, and they are challenged to act as both independent and interconnected learners.