Jorgen Lerche Nielsen
Roskilde University, CBIT, Faculty Member
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- Jørgen Lerche Nielsen is Associate Professor of ICT and Learning at Roskilde University. He is doing research in desi... moreJørgen Lerche Nielsen is Associate Professor of ICT and Learning at Roskilde University. He is doing research in designing networked problem-based learning processes, on learning processes in communities of practice, blended learning, collaborative learning, students’ activities in group work, and the roles of the professor as supervisor for study groups in their learning processes, and change processes within higher education.edit
Første gang publiceret i UNEV nr. 5: Videndeling og samarbejde på nettet, februar - maj 2005, red. Simon Heilesen. ISSN 1603-5518. Artiklens forfattere fremlægger nogle bud på, hvorledes undervisere vil kunne engagere sig i gensidigt... more
Første gang publiceret i UNEV nr. 5: Videndeling og samarbejde på nettet, februar - maj 2005, red. Simon Heilesen. ISSN 1603-5518.
Artiklens forfattere fremlægger nogle bud på, hvorledes undervisere vil kunne engagere sig i gensidigt understøttende samarbejde, når de benytter samarbejds- og e-læringssystemer. Det forudsætter, at vi er parate til at revidere den traditionelle position, hvor vi som lærere alene og isoleret står for tilrettelæggelsen og gennemførelsen af undervisningsforløb. Som undervisere og forskere må vi vise vilje til at blive i stand til at beherske teknologien og forsøge at udvikle de kompetencer, der er nyttige i forbindelse med samarbejde og facilitering af de studerendes læringsprocesser. Som underviser i virtuelle læringsomgivelser er man til enhver tid meget synlig for de studerende, og pointen er, at vi har bedre muligheder for at udfylde den nye rolle, hvis vi er i stand til at skabe klarhed og overblik hvad angår didaktik, design og interaktionsmønstre. Vil vi kunne forvente samarbejde, interaktion og idéudveksling blandt vore studerende hvis vi selv forholder os individualistiske og ikke tør begive os ud i det forpligtende lærersamarbejde? Med udgangspunktet i begrebet praksisfællesskaber giver vi eksempler på nogle af de muligheder og problemer, der er forbundet med undervisningstilrettelæggelse og kollegialt samarbejde i netbaserede undervisningsmiljøer.
Artiklens forfattere fremlægger nogle bud på, hvorledes undervisere vil kunne engagere sig i gensidigt understøttende samarbejde, når de benytter samarbejds- og e-læringssystemer. Det forudsætter, at vi er parate til at revidere den traditionelle position, hvor vi som lærere alene og isoleret står for tilrettelæggelsen og gennemførelsen af undervisningsforløb. Som undervisere og forskere må vi vise vilje til at blive i stand til at beherske teknologien og forsøge at udvikle de kompetencer, der er nyttige i forbindelse med samarbejde og facilitering af de studerendes læringsprocesser. Som underviser i virtuelle læringsomgivelser er man til enhver tid meget synlig for de studerende, og pointen er, at vi har bedre muligheder for at udfylde den nye rolle, hvis vi er i stand til at skabe klarhed og overblik hvad angår didaktik, design og interaktionsmønstre. Vil vi kunne forvente samarbejde, interaktion og idéudveksling blandt vore studerende hvis vi selv forholder os individualistiske og ikke tør begive os ud i det forpligtende lærersamarbejde? Med udgangspunktet i begrebet praksisfællesskaber giver vi eksempler på nogle af de muligheder og problemer, der er forbundet med undervisningstilrettelæggelse og kollegialt samarbejde i netbaserede undervisningsmiljøer.
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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... more
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.
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Undervisning som plenumdiskussioner på nettet behøver ikke at resultere i total virtuel tavs-hed, men kan udvikle sig til en engageret dialog på et højt fagligt niveau. Med udgangspunkt i et eksempel på ’best practice’ beskriver... more
Undervisning som plenumdiskussioner på nettet behøver ikke at resultere i total virtuel tavs-hed, men kan udvikle sig til en engageret dialog på et højt fagligt niveau. Med udgangspunkt i et eksempel på ’best practice’ beskriver forfatterne, hvordan det via bevidst tilrettelæggelse af forumstruktur, pensum og evalueringskrav kan lykkes at skabe en høj grad af interaktion, der giver deltagerne mulighed for både rum for refleksion og fleksibilitet. Ved at lade deltagerne føre ordet og selv indtage en meget synlig meta-reflekterende rolle kan underviseren lade de studerende bruge hinandens indlæg som ’tænkeredskaber’.
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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... more
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.
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Higher education systems around the world have been undergoing fundamental changes through the last 50 years from more narrow self-sustaining universities for the elite and into mass universities, where new groups of students have been... more
Higher education systems around the world have been undergoing fundamental changes through the last 50 years from more narrow self-sustaining universities for the elite and into mass universities, where new groups of students have been recruited and the number of students enrolled has increased dramatically. As the general level of education in society is growing, universities are adjusting to the role of being a mass educational institution. Universities have been challenged on how to cope with various external pressures, such as forces of globalization and international markets, increased national and international competition for students and research grants, increased pressure to become more efficient economically and regarding students’ length of studies. These various pressures can be seen as expressions of national policy changes from more democratic governance towards new public management principles. In this chapter we will examine how higher education systems in Scandinavia are developing in relation to these challenges. To what extent has the democratic tradition had an impact on the educational systems, and what possible futures can be envisioned?
In the development of higher education in Scandinavia, there are different perspectives on education at play. One perspective sees education as a “public good” that benefits society and therefore should be free and accessible for all students who qualify to be admitted. According to this perspective, one of the main purposes of higher education is to add value to all students, so they can contribute to society. Within the framework of the Scandinavian welfare state, this model has prevailed in the organization of education, health care, and social services.
Another perspective sees education as mainly an “individual investment”, and therefore students should pay for attending their education. According to this perspective, one of the main purposes of higher education is instead to select the best among the students, in order to sharpen their market value. The notions of competitiveness and individualism play an important role here. In some of the recent reforms in Scandinavia, as well as in the recommendations of the Danish Productivity Commission (2013), we see this second perspective prevailing.
Even though the current reforms seem to point towards this second perspective and towards principles of new public management, the Scandinavian countries still have educational systems where higher education as a basis is free of tuition fees, students are supported with study grants, and people generally have access to education. The massive diversification of educational institutions during the 20th century, which also provided local access to education, is currently replaced by a process of centralization of higher education and fusions of existing institutions. The rate of participation in higher education is however still growing, supporting the possibility of social mobility, when students from families without traditions of education enter the higher education system. It remains to be seen, in the light of the possible new reforms, whether this development will continue.
In the development of higher education in Scandinavia, there are different perspectives on education at play. One perspective sees education as a “public good” that benefits society and therefore should be free and accessible for all students who qualify to be admitted. According to this perspective, one of the main purposes of higher education is to add value to all students, so they can contribute to society. Within the framework of the Scandinavian welfare state, this model has prevailed in the organization of education, health care, and social services.
Another perspective sees education as mainly an “individual investment”, and therefore students should pay for attending their education. According to this perspective, one of the main purposes of higher education is instead to select the best among the students, in order to sharpen their market value. The notions of competitiveness and individualism play an important role here. In some of the recent reforms in Scandinavia, as well as in the recommendations of the Danish Productivity Commission (2013), we see this second perspective prevailing.
Even though the current reforms seem to point towards this second perspective and towards principles of new public management, the Scandinavian countries still have educational systems where higher education as a basis is free of tuition fees, students are supported with study grants, and people generally have access to education. The massive diversification of educational institutions during the 20th century, which also provided local access to education, is currently replaced by a process of centralization of higher education and fusions of existing institutions. The rate of participation in higher education is however still growing, supporting the possibility of social mobility, when students from families without traditions of education enter the higher education system. It remains to be seen, in the light of the possible new reforms, whether this development will continue.
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"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... more
"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."
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."
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Focus is on problem-based learning in a networked learning context with focus on the use of technologies in the communicative processes among the participants. Especially, the role of the teacher in such a context is analysed. The... more
Focus is on problem-based learning in a networked learning context with focus on the use of technologies in the communicative processes among the participants. Especially, the role of the teacher in such a context is analysed. The classic, traditional role as an expert deciding the curriculum, providing lectures and seminars, giving assignments, and marking papers and essays is complemented and in some ways overruled by a new role as supervisor and facilitator for the group of students working with a research problem that they have picked themselves. However, different dimensions of this new teacher role can be observed – from expert in an academic field to a role that focuses more on processes, methodological dimensions, and the importance of a reflexive approach. In some situations, the role as social mediator is needed questioning and assisting the members of the group in the complex task of interacting with fellow students in an uncertain and volatile context and environment. Successful network learning requires teachers or supervisors who are reflective and able to take the other’s perspective.
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Research Interests: Philosophy, Humanities, Art, Collaboration, Knowledge sharing, and 7 moreCSCL, Cooperation, CSCW, Læring, Pædagogik, Internet, and Videndeling
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Rapporten præsenterer nogle undervisere og studerendes oplevelser af forudsætninger, betingelser, tilgængelighed og muligheder for at anvende IKT til forskellige formål i forbindelse med forskellige studieaktiviteter på RUC-studierne.... more
Rapporten præsenterer nogle undervisere og studerendes oplevelser af forudsætninger, betingelser, tilgængelighed og muligheder for at anvende IKT til forskellige formål i forbindelse med forskellige studieaktiviteter på RUC-studierne. Delrapporten giver et ...
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Do the knowledge sharing and creation processes in collaborating groups benefit from the use of new information environments or are the environments rather inhibitive to the development of these processes? A number of different studies... more
Do the knowledge sharing and creation processes in collaborating groups benefit from the use of new information environments or are the environments rather inhibitive to the development of these processes? A number of different studies have shown quite varied results when it comes to appraising the importance and value of using new information technology in knowledge sharing and creation processes. In this paper we will try to unveil the patterns appearing in the use of new information environment and the users' understanding of the significance of using information technology in knowledge sharing and creation processes. The aim is to obtain a deeper comprehension of which factors determine whether the use of information technology becomes a success or a failure in relation to knowledge sharing and creation. The paper is based on three previous studies investigating the use of information technology in group work in learning processes: "Scenarios in computer-mediated and ne...
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This paper presents the findings of a two-year project 2001-2003 funded by the European Commission under the Socrates-Minerva program. In the CLIENT project students from different universities of 4 countries work collaboratively on a... more
This paper presents the findings of a two-year project 2001-2003 funded by the European Commission under the Socrates-Minerva program. In the CLIENT project students from different universities of 4 countries work collaboratively on a problem based assignment in an international, virtual setting where all contact between the students, tutors and the company involved, takes place through ICT technologies. The project addresses collaborative learning on the basis of a problem based approach and specifically focuses ...
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The chapter discusses how student engagement can be facilitated through educational designs that make conscious use of various online communication technologies. The discussions are based on cases from the practice at the Danish Master... more
The chapter discusses how student engagement can be facilitated through educational designs that make conscious use of various online communication technologies. The discussions are based on cases from the practice at the Danish Master Programme in Information and Communications Technology (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. The chapter discusses the involvement of students as co-designers of how courses and learning environments unfold, and deals with the development of students’ information literacy. Various teacher roles are addressed, as implementing new educational technology requires 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- and project-based learning.
Research Interests: Engineering and Sociology
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Informationskompetence ses i sammenhæng med det moderne, komplekse samfund, hvor det er en grundlæggende kvalitet løbende at kunne reflektere over sin læring i forhold til nye krav og nye udfordringer. At udvikle informationskompetence... more
Informationskompetence ses i sammenhæng med det moderne, komplekse samfund, hvor det er en grundlæggende kvalitet løbende at kunne reflektere over sin læring i forhold til nye krav og nye udfordringer. At udvikle informationskompetence drejer sig i denne ...
Er der et dilemma mellem på den ene side arbejdsformen i det problemorienterede projektarbejde, som er blevet udbredt og integreret i det danske uddannelsessystem gennem de seneste år, og på den anden side den traditionelle... more
Er der et dilemma mellem på den ene side arbejdsformen i det problemorienterede projektarbejde, som er blevet udbredt og integreret i det danske uddannelsessystem gennem de seneste år, og på den anden side den traditionelle tilrettelæggelse af ...
Er der et dilemma mellem på den ene side arbejdsformen i det problemorienterede projektarbejde, som er blevet udbredt og integreret i det danske uddannelsessystem gennem de seneste år, og på den anden side den traditionelle... more
Er der et dilemma mellem på den ene side arbejdsformen i det problemorienterede projektarbejde, som er blevet udbredt og integreret i det danske uddannelsessystem gennem de seneste år, og på den anden side den traditionelle tilrettelæggelse af ...
The paper discusses how teaching and learning practices at universities can implement new information technologies, inspired by the traditions of problem- and project-based learning. The changing roles in the teacher-student relationship,... more
The paper discusses how teaching and learning practices at universities can implement new information technologies, inspired by the traditions of problem- and project-based learning. The changing roles in the teacher-student relationship, and students’ development of information literacy are discussed.
