Birch Andreasen, Lars

Nielsen, Jørgen Lerche

English

In the chapter Design and Co-design of Project-organized Studies, Jørgen Lerche Nielsen and Lars Birch Andreasen discuss how professors and students together design study processes that may foster students’ engagement, reflection, and creative thinking. The chapter’s case stems from the Danish Master program in ICT and Learning (MIL). The problem- and project-based approaches are seen as ways of meeting the challenges that the educational system faces due to the change from an industrial to a knowledge-based society. Unlike a classic curriculum-oriented model, project work and problem-based approaches are open-ended and directed at handling unknown and dynamic processes. This is relevant for study programs where students are involved in self-directed study practices, and where there is a need for collaboration, flexibility and implementation of technologies. In the situated context of problem-based learning, the chapter discusses how students can plan and continually redesign their project work.What. The chapter contributes to discussions on design processes in relation to educa- tion, presenting different notions of design research and demonstrating how professors and students are involved together in designing innovative and constructive study pro- cesses that can help foster students’ engagement, self-awareness, mutual evaluation, reflec- tion, and critical and creative thinking. The case presented and analyzed is the master’s program ICT and learning (MIL), where Roskilde University is partner in the cross-insti- tutional collaboration behind the program.Why. It is a challenge for the educational system to meet the new needs for competencies owing to the change from an industrial society to a knowledge-based society. The problem- based approach can be seen as an attempt to meet these challenges. Unlike a classic cur- riculum-oriented and teacher-steered model, project work is open-ended and directed at handling unknown and dynamic processes.Where. Problem-based approaches are relevant for master’s programs with a need for collaboration, flexibility, and implementation of technologies to overcome time, space, and geographical limitations, and for study programs, where students are involved in self- directed study practices, and where there is a need for continuing reflective processes of how to learn. In relation to the bachelor program in design, humanities, and technology at Roskilde University, it is relevant to reflect on designs for learning in relation to both experimental use and analytical dimensions of new technologies.How. The methodological approach deals with developing designs for learning that involve students as co-designers through problem- and project-based learning. The approach can be applied by professors and students who collaboratively wish to develop their study programs. In the situated context of problem-based learning, we discuss how students can plan and continually redesign their project work, how a balance of verbal and written activity can be maintained, and how social media can support group processes

Roskilde Universitet

Design and Co-Design of Project-Organized Studies

The chapter contributes to discussions on design processes in relation to education, presenting different notions of design research and demonstrating how professors and students are involved together in designing innovative and constructive study processes that can help foster students' engagement, self-awareness, mutual evaluation, reflection, and critical and creative thinking

Andreasen, Lars Birch

Design and Co-design of Project-organized Studies

https://forskning.ruc.dk/files/40887127/Nielsen_and_Andreasen_final_Chapter_3_for_Situated_Design_Methods_100913_pre_print.pdf

Design and Co-Design of Project-Organized Studies

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