Problem-Oriented Project Studies

The Role of the Teacher as Supervisor for the Study Group in Its Learning Processes

Bidragets oversatte titel: Problem orienteret projektarbejde: Lærerrollen som vejleder for gruppen i dens læringsproces

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

Resumé

Focus is on problem-based learning in a networked learning context with focus on the use of technologies in the communicative processes among the participants. Especially, the role of the teacher in such a context is analysed. The classic, traditional role as an expert deciding the curriculum, providing lectures and seminars, giving assignments, and marking papers and essays is complemented and in some ways overruled by a new role as supervisor and facilitator for the group of students working with a research problem that they have picked themselves. However, different dimensions of this new teacher role can be observed – from expert in an academic field to a role that focuses more on processes, methodological dimensions, and the importance of a reflexive approach. In some situations, the role as social mediator is needed questioning and assisting the members of the group in the complex task of interacting with fellow students in an uncertain and volatile context and environment. Successful network learning requires teachers or supervisors who are reflective and able to take the other’s perspective.
OriginalsprogEngelsk
TitelExploring the Theory, Pedagogy and Practice of Networked Learning
RedaktørerLone Dirckinck-Holmfeld, Vivien Hodgson, David Mc-Connell
Antal sider16
Udgivelses stedNew York, Dordrecht, Heidelberg, London
ForlagSpringer Science+Business Media
Publikationsdato2012
Sider257-272
Kapitel15
ISBN (Trykt)978-1-4614-0495-8
ISBN (Elektronisk)978-1-4614-0496-5
DOI
StatusUdgivet - 2012

Emneord

  • Learning in Social networks
  • Networked learning
  • Participation and supervision in Networked Learning
  • Technology Enhanced learning
  • Problem based Networked Learning
  • Teacher role in Project Work

Citer dette

Nielsen, J. L., & Danielsen, O. (2012). Problem-Oriented Project Studies: The Role of the Teacher as Supervisor for the Study Group in Its Learning Processes. I L. Dirckinck-Holmfeld, V. Hodgson, & D. Mc-Connell (red.), Exploring the Theory, Pedagogy and Practice of Networked Learning (s. 257-272). New York, Dordrecht, Heidelberg, London: Springer Science+Business Media. https://doi.org/10.1007/978-1-4614-0496-5_15
Nielsen, Jørgen Lerche ; Danielsen, Oluf. / Problem-Oriented Project Studies : The Role of the Teacher as Supervisor for the Study Group in Its Learning Processes. Exploring the Theory, Pedagogy and Practice of Networked Learning. red. / Lone Dirckinck-Holmfeld ; Vivien Hodgson ; David Mc-Connell. New York, Dordrecht, Heidelberg, London : Springer Science+Business Media, 2012. s. 257-272
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abstract = "Focus is on problem-based learning in a networked learning context with focus on the use of technologies in the communicative processes among the participants. Especially, the role of the teacher in such a context is analysed. The classic, traditional role as an expert deciding the curriculum, providing lectures and seminars, giving assignments, and marking papers and essays is complemented and in some ways overruled by a new role as supervisor and facilitator for the group of students working with a research problem that they have picked themselves. However, different dimensions of this new teacher role can be observed – from expert in an academic field to a role that focuses more on processes, methodological dimensions, and the importance of a reflexive approach. In some situations, the role as social mediator is needed questioning and assisting the members of the group in the complex task of interacting with fellow students in an uncertain and volatile context and environment. Successful network learning requires teachers or supervisors who are reflective and able to take the other’s perspective.",
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Nielsen, JL & Danielsen, O 2012, Problem-Oriented Project Studies: The Role of the Teacher as Supervisor for the Study Group in Its Learning Processes. i L Dirckinck-Holmfeld, V Hodgson & D Mc-Connell (red), Exploring the Theory, Pedagogy and Practice of Networked Learning. Springer Science+Business Media, New York, Dordrecht, Heidelberg, London, s. 257-272. https://doi.org/10.1007/978-1-4614-0496-5_15

Problem-Oriented Project Studies : The Role of the Teacher as Supervisor for the Study Group in Its Learning Processes. / Nielsen, Jørgen Lerche; Danielsen, Oluf.

Exploring the Theory, Pedagogy and Practice of Networked Learning. red. / Lone Dirckinck-Holmfeld; Vivien Hodgson; David Mc-Connell. New York, Dordrecht, Heidelberg, London : Springer Science+Business Media, 2012. s. 257-272.

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

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Nielsen JL, Danielsen O. Problem-Oriented Project Studies: The Role of the Teacher as Supervisor for the Study Group in Its Learning Processes. I Dirckinck-Holmfeld L, Hodgson V, Mc-Connell D, red., Exploring the Theory, Pedagogy and Practice of Networked Learning. New York, Dordrecht, Heidelberg, London: Springer Science+Business Media. 2012. s. 257-272 https://doi.org/10.1007/978-1-4614-0496-5_15