The article contributes to the literature on problem based learning and problem-oriented project work, building on and reflecting the experiences of the authors through decades of work with problem-oriented project pedagogy. The article explores different dimensions of problem based learning such as the exploration of problems, the project method, online collaboration, and the dialogic nature of students’ working together. A special attention is given to the historical development and theoretical roots of problem-oriented project work in Denmark. The case to be explored will be the Masters programme in ICT and Learning (MIL). We discuss changes in the roles of the teachers as supervisors within this learning environment, and we explore the involvement of students as active participants and co-designers of how course and project activities unfold.
|Journal||Journal of Problem Based Learning in Higher Education|
|Number of pages||18|
|Publication status||Published - 27 Aug 2013|