Re-thinking Problem-oriented Project Learning and the Challenge of Global Learning

Publikation: KonferencebidragPaperForskning

Resumé

Introduction Problem-oriented Project Learning (PPL), developed at Roskilde University (RUC) in Denmark, faces challenges in responding to diversity in the student population, including increasing numbers of international students. RUC has responded strategically by introducing a new pedagogic principle of ‘international insight and vision’ encouraging all educational programmes to integrate international, intercultural and global perspectives. Method The new principle of ‘international insight and vision’ has strong similarities with the concept of global learning (de Oliveira Andreotti et. al., 2015; Green, 2019) that has built on the concepts of internationalization at home (Wihlborg & Robson, 2018) and internationalization of the curriculum (Leask, 2016). The paper discusses how the PPL principles of exemplarity (the way students’ interest in their projects can articulate with broader social or knowledge problems) and problem-orientation (how the project problem defines the nature of interdisciplinary inquiry) can be viewed as cornerstones for re-thinking PPL as a form of global learning. Discussion The paper briefly introduces PPL as a distinctive approach to higher education and situated in the changing demographics of Danish society and Danish universities (Lueg, 2015) and the Danish government’s internationalization strategy (The Danish Government, 2010). The principles of exemplarity and problem-orientation are introduced and re-read through the concept of global learning. The paper concludes by outlining potential strategic and pedagogic actions that can a) rearticulate PPL as a powerful form of global learning, and b) offer pedagogic direction to PBL more widely. Author Simon Warren, RUC Literature de Oliveira Andreotti, V., Biesta, G., & Ahenakew, C. (2015). Between the nation and the globe: Education for global mindedness in Finland, Globalisation, Societies and Education, 13:2,246-259. Green, W. (2019). Engaging “Students as Partners” in Global Learning: Some Possibilities and Provocations, Journal of Studies in International Education, 23(1), 10-29. Leask, B. (2016) Internationalizing Curriculum and Learning for All Students. In: Jones E., Coelen R., Beelen J., Wit H.. (eds) Global and Local Internationalization. Transgressions: Cultural Studies and Education. Sense Publishers: Rotterdam.
OriginalsprogEngelsk
Publikationsdato28 maj 2019
StatusUdgivet - 28 maj 2019
BegivenhedDansk Universitetspædagogisk Netværk: Undervisningens teknologier og teknikker - Odense, Odense, Danmark
Varighed: 28 maj 201929 maj 2019
https://www.tilmeld.dk/dunk19/tema.html

Konference

KonferenceDansk Universitetspædagogisk Netværk
LokationOdense
LandDanmark
ByOdense
Periode28/05/201929/05/2019
Internetadresse

Citer dette

Warren, S. (2019). Re-thinking Problem-oriented Project Learning and the Challenge of Global Learning. Afhandling præsenteret på Dansk Universitetspædagogisk Netværk, Odense, Danmark.
Warren, Simon. / Re-thinking Problem-oriented Project Learning and the Challenge of Global Learning. Afhandling præsenteret på Dansk Universitetspædagogisk Netværk, Odense, Danmark.
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abstract = "Introduction Problem-oriented Project Learning (PPL), developed at Roskilde University (RUC) in Denmark, faces challenges in responding to diversity in the student population, including increasing numbers of international students. RUC has responded strategically by introducing a new pedagogic principle of ‘international insight and vision’ encouraging all educational programmes to integrate international, intercultural and global perspectives. Method The new principle of ‘international insight and vision’ has strong similarities with the concept of global learning (de Oliveira Andreotti et. al., 2015; Green, 2019) that has built on the concepts of internationalization at home (Wihlborg & Robson, 2018) and internationalization of the curriculum (Leask, 2016). The paper discusses how the PPL principles of exemplarity (the way students’ interest in their projects can articulate with broader social or knowledge problems) and problem-orientation (how the project problem defines the nature of interdisciplinary inquiry) can be viewed as cornerstones for re-thinking PPL as a form of global learning. Discussion The paper briefly introduces PPL as a distinctive approach to higher education and situated in the changing demographics of Danish society and Danish universities (Lueg, 2015) and the Danish government’s internationalization strategy (The Danish Government, 2010). The principles of exemplarity and problem-orientation are introduced and re-read through the concept of global learning. The paper concludes by outlining potential strategic and pedagogic actions that can a) rearticulate PPL as a powerful form of global learning, and b) offer pedagogic direction to PBL more widely. Author Simon Warren, RUC Literature de Oliveira Andreotti, V., Biesta, G., & Ahenakew, C. (2015). Between the nation and the globe: Education for global mindedness in Finland, Globalisation, Societies and Education, 13:2,246-259. Green, W. (2019). Engaging “Students as Partners” in Global Learning: Some Possibilities and Provocations, Journal of Studies in International Education, 23(1), 10-29. Leask, B. (2016) Internationalizing Curriculum and Learning for All Students. In: Jones E., Coelen R., Beelen J., Wit H.. (eds) Global and Local Internationalization. Transgressions: Cultural Studies and Education. Sense Publishers: Rotterdam.",
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Warren, S 2019, 'Re-thinking Problem-oriented Project Learning and the Challenge of Global Learning' Paper fremlagt ved Dansk Universitetspædagogisk Netværk, Odense, Danmark, 28/05/2019 - 29/05/2019, .

Re-thinking Problem-oriented Project Learning and the Challenge of Global Learning. / Warren, Simon.

2019. Afhandling præsenteret på Dansk Universitetspædagogisk Netværk, Odense, Danmark.

Publikation: KonferencebidragPaperForskning

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T1 - Re-thinking Problem-oriented Project Learning and the Challenge of Global Learning

AU - Warren, Simon

PY - 2019/5/28

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N2 - Introduction Problem-oriented Project Learning (PPL), developed at Roskilde University (RUC) in Denmark, faces challenges in responding to diversity in the student population, including increasing numbers of international students. RUC has responded strategically by introducing a new pedagogic principle of ‘international insight and vision’ encouraging all educational programmes to integrate international, intercultural and global perspectives. Method The new principle of ‘international insight and vision’ has strong similarities with the concept of global learning (de Oliveira Andreotti et. al., 2015; Green, 2019) that has built on the concepts of internationalization at home (Wihlborg & Robson, 2018) and internationalization of the curriculum (Leask, 2016). The paper discusses how the PPL principles of exemplarity (the way students’ interest in their projects can articulate with broader social or knowledge problems) and problem-orientation (how the project problem defines the nature of interdisciplinary inquiry) can be viewed as cornerstones for re-thinking PPL as a form of global learning. Discussion The paper briefly introduces PPL as a distinctive approach to higher education and situated in the changing demographics of Danish society and Danish universities (Lueg, 2015) and the Danish government’s internationalization strategy (The Danish Government, 2010). The principles of exemplarity and problem-orientation are introduced and re-read through the concept of global learning. The paper concludes by outlining potential strategic and pedagogic actions that can a) rearticulate PPL as a powerful form of global learning, and b) offer pedagogic direction to PBL more widely. Author Simon Warren, RUC Literature de Oliveira Andreotti, V., Biesta, G., & Ahenakew, C. (2015). Between the nation and the globe: Education for global mindedness in Finland, Globalisation, Societies and Education, 13:2,246-259. Green, W. (2019). Engaging “Students as Partners” in Global Learning: Some Possibilities and Provocations, Journal of Studies in International Education, 23(1), 10-29. Leask, B. (2016) Internationalizing Curriculum and Learning for All Students. In: Jones E., Coelen R., Beelen J., Wit H.. (eds) Global and Local Internationalization. Transgressions: Cultural Studies and Education. Sense Publishers: Rotterdam.

AB - Introduction Problem-oriented Project Learning (PPL), developed at Roskilde University (RUC) in Denmark, faces challenges in responding to diversity in the student population, including increasing numbers of international students. RUC has responded strategically by introducing a new pedagogic principle of ‘international insight and vision’ encouraging all educational programmes to integrate international, intercultural and global perspectives. Method The new principle of ‘international insight and vision’ has strong similarities with the concept of global learning (de Oliveira Andreotti et. al., 2015; Green, 2019) that has built on the concepts of internationalization at home (Wihlborg & Robson, 2018) and internationalization of the curriculum (Leask, 2016). The paper discusses how the PPL principles of exemplarity (the way students’ interest in their projects can articulate with broader social or knowledge problems) and problem-orientation (how the project problem defines the nature of interdisciplinary inquiry) can be viewed as cornerstones for re-thinking PPL as a form of global learning. Discussion The paper briefly introduces PPL as a distinctive approach to higher education and situated in the changing demographics of Danish society and Danish universities (Lueg, 2015) and the Danish government’s internationalization strategy (The Danish Government, 2010). The principles of exemplarity and problem-orientation are introduced and re-read through the concept of global learning. The paper concludes by outlining potential strategic and pedagogic actions that can a) rearticulate PPL as a powerful form of global learning, and b) offer pedagogic direction to PBL more widely. Author Simon Warren, RUC Literature de Oliveira Andreotti, V., Biesta, G., & Ahenakew, C. (2015). Between the nation and the globe: Education for global mindedness in Finland, Globalisation, Societies and Education, 13:2,246-259. Green, W. (2019). Engaging “Students as Partners” in Global Learning: Some Possibilities and Provocations, Journal of Studies in International Education, 23(1), 10-29. Leask, B. (2016) Internationalizing Curriculum and Learning for All Students. In: Jones E., Coelen R., Beelen J., Wit H.. (eds) Global and Local Internationalization. Transgressions: Cultural Studies and Education. Sense Publishers: Rotterdam.

M3 - Paper

ER -

Warren S. Re-thinking Problem-oriented Project Learning and the Challenge of Global Learning. 2019. Afhandling præsenteret på Dansk Universitetspædagogisk Netværk, Odense, Danmark.