Progression og innovation - hvordan kan de to begreber berige hinanden og universitetsundervisning?

Abstract

I denne artikel kobles begreberne innovation og progression til hinanden med afsæt i forfatterens erfaringer med innovationsundervisning af humaniorastuderende. Særligt fokuseres der på kompetenceafklaring som en løftestang for sammenkoblingen, idet studerendes bevidsthed om egne ressourcer kan bidrage til progressionen i undervisningsforløb. Der præsenteres en udviklet model med afsæt i denne form for undervisning, hvor progressionsbegrebet søges forstået og forklaret på tre niveauer. Slutteligt diskuteres, hvorledes innovation og progression som begreber og som undervisningsaktiviteter kan berige hinanden på universiteterne generelt.

In the article, the concepts of innovation and progression are linked to one another based on the author’s experiences with teaching innovation to humanistic students. In particular, there is a focus on competency assessment as a foundation for this interrelation as the student’s awareness of their own resources contributes to progression in courses of study. A newly developed model is presented in the article. The concept of progression is understood and explained in the context of innovation teaching at three levels. Finally, it is discussed how innovation and progression as concepts and concrete forms of activity in the classroom can enrich each other within the university setting.