Problem-oriented Project Learning as a First Year Experience: A Transformative Pedagogy for Entry Level PPL

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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.
Original languageEnglish
JournalEducation Sciences
Volume10
Issue number1
Number of pages17
ISSN2227-7102
DOIs
Publication statusPublished - 2020

Keywords

  • problem-oriented project learning
  • problem based learning
  • project based learning
  • transformative learning
  • first year experience
  • experiential learning

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