Problem-oriented Project Learning as a First Year Experience

A Transformative Pedagogy for Entry Level PPL

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

Introduction This article discusses the PPL (problem-oriented project learning) philosophy of education in the context of the challenging transition from secondary schooling to becoming a student at university level, focusing on the case study of the humanities bachelor programme at Roskilde University. [...]being essentially project work (in the conceptualisation of project work arrived at above), PPL work takes place over much longer periods of time than a typical PBL activity [1,2]. At the HumBach programme, all PPL activities are conceived in an interdisciplinary framework where students are required to do project work during the entry-level semesters covering four objects of studies, conceived as dimensions of studying the humanities: human knowledge and self-reflection (the dimension theory and philosophy), human expression and communication (the dimension text and sign), human psychology (the dimension subjectivity and learning), and human sociality in time and space (the dimension culture and history). Project work is done in groups that are formed around students’ independently formulated interests in particular problems, and a supervisor from the academic staff is allocated to comment on working papers at meetings with the group, which is otherwise expected to independently carry out the project and hand in a final report.
OriginalsprogEngelsk
TidsskriftEducation Sciences
Vol/bind10
Udgave nummer1
Antal sider17
ISSN2227-7102
DOI
StatusUdgivet - 2020

Citer dette

@article{017fd36f5202451f9d42cae3f4d0668c,
title = "Problem-oriented Project Learning as a First Year Experience: A Transformative Pedagogy for Entry Level PPL",
abstract = "Introduction This article discusses the PPL (problem-oriented project learning) philosophy of education in the context of the challenging transition from secondary schooling to becoming a student at university level, focusing on the case study of the humanities bachelor programme at Roskilde University. [...]being essentially project work (in the conceptualisation of project work arrived at above), PPL work takes place over much longer periods of time than a typical PBL activity [1,2]. At the HumBach programme, all PPL activities are conceived in an interdisciplinary framework where students are required to do project work during the entry-level semesters covering four objects of studies, conceived as dimensions of studying the humanities: human knowledge and self-reflection (the dimension theory and philosophy), human expression and communication (the dimension text and sign), human psychology (the dimension subjectivity and learning), and human sociality in time and space (the dimension culture and history). Project work is done in groups that are formed around students’ independently formulated interests in particular problems, and a supervisor from the academic staff is allocated to comment on working papers at meetings with the group, which is otherwise expected to independently carry out the project and hand in a final report.",
keywords = "problem-oriented project learning, problem based learning, project based learning, transformative learning, first year experience, experiential learning",
author = "Nielsen, {Niels M{\o}ller}",
year = "2020",
doi = "https://doi.org/10.3390/educsci10010006",
language = "English",
volume = "10",
journal = "Education Sciences",
issn = "2227-7102",
publisher = "MDPI AG",
number = "1",

}

Problem-oriented Project Learning as a First Year Experience : A Transformative Pedagogy for Entry Level PPL. / Nielsen, Niels Møller.

I: Education Sciences, Bind 10, Nr. 1, 2020.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

TY - JOUR

T1 - Problem-oriented Project Learning as a First Year Experience

T2 - A Transformative Pedagogy for Entry Level PPL

AU - Nielsen, Niels Møller

PY - 2020

Y1 - 2020

N2 - Introduction This article discusses the PPL (problem-oriented project learning) philosophy of education in the context of the challenging transition from secondary schooling to becoming a student at university level, focusing on the case study of the humanities bachelor programme at Roskilde University. [...]being essentially project work (in the conceptualisation of project work arrived at above), PPL work takes place over much longer periods of time than a typical PBL activity [1,2]. At the HumBach programme, all PPL activities are conceived in an interdisciplinary framework where students are required to do project work during the entry-level semesters covering four objects of studies, conceived as dimensions of studying the humanities: human knowledge and self-reflection (the dimension theory and philosophy), human expression and communication (the dimension text and sign), human psychology (the dimension subjectivity and learning), and human sociality in time and space (the dimension culture and history). Project work is done in groups that are formed around students’ independently formulated interests in particular problems, and a supervisor from the academic staff is allocated to comment on working papers at meetings with the group, which is otherwise expected to independently carry out the project and hand in a final report.

AB - Introduction This article discusses the PPL (problem-oriented project learning) philosophy of education in the context of the challenging transition from secondary schooling to becoming a student at university level, focusing on the case study of the humanities bachelor programme at Roskilde University. [...]being essentially project work (in the conceptualisation of project work arrived at above), PPL work takes place over much longer periods of time than a typical PBL activity [1,2]. At the HumBach programme, all PPL activities are conceived in an interdisciplinary framework where students are required to do project work during the entry-level semesters covering four objects of studies, conceived as dimensions of studying the humanities: human knowledge and self-reflection (the dimension theory and philosophy), human expression and communication (the dimension text and sign), human psychology (the dimension subjectivity and learning), and human sociality in time and space (the dimension culture and history). Project work is done in groups that are formed around students’ independently formulated interests in particular problems, and a supervisor from the academic staff is allocated to comment on working papers at meetings with the group, which is otherwise expected to independently carry out the project and hand in a final report.

KW - problem-oriented project learning

KW - problem based learning

KW - project based learning

KW - transformative learning

KW - first year experience

KW - experiential learning

U2 - https://doi.org/10.3390/educsci10010006

DO - https://doi.org/10.3390/educsci10010006

M3 - Journal article

VL - 10

JO - Education Sciences

JF - Education Sciences

SN - 2227-7102

IS - 1

ER -