Lars Birch Andreasen

This paper will investigate how video productions may facilitate students' knowledge building. The video productions in question may either be existing video productions directly aimed for educational use, video productions created in other contexts, but used in educational settings, or video productions developed by the students themselves. This is investigated from a theoretical as well as an empirical perspective, building on the authors' experiences from researching and teaching dealing with production of video in learning ...

The online good practice guide on job finding offers resources, advice and methods to go about finding a job. The guide is not intended as a read from a to z guideline. In this version, the guide is arranged as a document, with a hyperlink structure. However, you can also view the document as small book that is printable if you prefer that. There are two entries to navigating in the material• The ePortfolio Theme leads you to parts of the online guide that helps You to start Your own process. Through this theme, you can read about how to work ...

Workshop 2 with members of the Lajost project's target group was aimed at using and evaluating the Lajost Mixxt site and digital storytelling as a tool for learning how to find a job. The workshop took place at the Danish School of Education–Aarhus University, on the 5th of October, 2010.

This paper will investigate how video productions may facilitate students’ knowledge building. The video productions in question may either be existing video productions directly aimed for educational use, video productions created in other contexts, but used in educational settings, or video productions developed by the students themselves. This is investigated from a theoretical as well as an empirical perspective, building on the authors’ experiences from researching and teaching dealing with production of video in learning situations, with different learning objectives and didactic designs in mind. The chapter presents an overview of the state-of-the art of research on using video productions as learning resources, followed by discussions of our own research results and practices. From the overview and the discussions concepts are defined and research questions formed, based on a multimodal perspective on teaching and educational design. We conclude by arguing where and why there is a need for more knowledge about video productions' potential as learning resources.

"The chapter discusses how learner engagement can be facilitated through educational designs that make conscious use of various online communication technologies. The discussions will be based on cases from the Danish Master’s programme in ICT and Learning (MIL), where students from all over Denmark within a networked learning structure are studying in groups combining on-site seminars with independent and challenging virtually organized project periods, implementing new educational technology, which require teachers who are flexible and aware of the different challenges in the networked environment. The aim of the chapter is to discuss the application of new technological possibilities in educational settings inspired by problem-based learning.

In our understanding, an educational design is constituted through the interplay of the pedagogical perspective, the chosen technologies, and the specific activities that unfold. This interplay is important in order to make a difference, as the experience is that new technologies do not in themselves guarantee increasing learning quality. The chapter will discuss examples of how learners as well as teachers have developed imaginative ways of implementing new technological possibilities in educational settings. The examples will include how sometimes seemingly simple technologies can be used in innovative pedagogical ways to increase learners’ involvement. Another example to be discussed in the chapter derives from an online seminar on ICT and Learning in Organizations, where the traditional practice of using online discussions were challenged, by expecting the students not only individually to take part in online discussions, but also on a group basis to discuss what kind of theme or opening question they would pose in order to invite co-students to take part in the online dialogues. Thus in contrast to the traditional understanding of the teacher as the sole designer of the learning environment, here the students were involved as active co-designers.

Our understanding of problem-based learning is characterized by collaborative project work in groups, where students actively are constructing their own knowledge. The development of students’ information literacy is an important aspect of applying problem-based learning.

In our contribution we will reflect on the many varied dimensions of the teacher role, the challenges for the students as both independent and interconnected learners, and discuss cases of developing student engagement through educational designs that facilitates group organized project work and learners’ participation in dialogically organized online seminars. Here we will focus on how the dimensions of participation and reification are played out."

What. The chapter contributes to discussions on design processes in relation to education. Different notions of design research are presented. It is demonstrated how professors and students are involved together in designing innovative and constructive study processes that can help fostering students' engagement, self-awareness, mutual evaluation, reflection, and critical and creative thinking. The case to be presented and analyzed is the Master program ICT and Learning (MIL), where Roskilde University is partner in the cross-institutional collaboration behind the program. Why. It is a challenge for the educational system to meet the new needs for competencies, due to the change from an industrial society to a knowledge-based society. The problem-based approach can be seen as attempts to meet these challenges. Unlike a classic curriculum-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 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 Humanistic Technological Bachelor program at Roskilde University (Hum Tech), it is relevant to reflect on designs for learning in relation to both experimental use of and analytical dimensions of new technologies. How. The methodological approach deals with developing designs for learning that involves 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.

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.