Facilitering af selvstudiet i problembaseret læring - et læringsdesign for asynkron kommunikation
DOI:
https://doi.org/10.7146/lom.v9i16.24197Keywords:
Asynkron skriftlig kommunikation, selvstudie, problembaseret læring, læringsdesignAbstract
Ved Bioanalytikeruddannelsen på Professionshøjskolen Metropol praktiseres problembaseret læring (PBL) ved at føre de studerende gruppevis gennem en struktureret læringsproces, der faciliteres af en tutor og initieres af åbne virkelighedsnære problembeskrivelser. Processen fører til, at gruppen opstiller egne læringsmål, som de studerende i det efterfølgende selvstudie afdækker ved selvstændig indhentning og bearbejdning af viden. Forløbet afsluttes ved en faglig diskussion i gruppen. Alle led i processen er essentielle for de studerendes læring og for, at de pædagogiske hensigter med PBL indfries. Der har været stor fokus på, hvordan problembeskrivelsen, tutors rolle og gruppedynamik har indflydelse på læringsprocessen i PBL. De studerendes selvstudie har derimod fået mindre opmærksomhed. Artiklen præsenterer et læringsdesign for, hvordan digital understøttelse kan kvalificere de studerendes selvstudie under hensyntagen til PBL-princippet om selvstyret læring. Konkret arbejder de studerende under selvstudiet i et kollaborativt online dokument, hvor indlæg er styret af læringsmålene, fagligt kvalificeret gennem asynkron kommunikation med medstuderende samt feedback fra tutor. Artiklen diskuterer med udgangspunkt i data indsamlet fra de studerendes evalueringer og tutorers iagttagelser, dels læringsdesignets betydning for de studerendes arbejde og læring under selvstudiet og dels potentialet ved brug af læringsdesignet som et refleksionsredskab for undervisere.Downloads
References
Amiel, T. & Reeves, T. C. (2008). Design-Based Research and Educational Technology: Rethinking Technology and the Research Agenda. Educational Technology & Society, 11 (4), 29-40
Andreasen, L. B. & Nielsen, J. L. (2013). Dimensions of problembased learning - dialogue and online collaboration in projects. Journal of Problem Based Learning in Higher Education, 1(1), 210-229
Azer, S. A., McLean, M., Onishi, H., Tagawa, M. & Scherpbier, A. (2013). Cracks in problem-based learning: What is your action plan? Medical Teacher, 35, 806-814
Azer, S. A., Peterson, R., Guerrero, A. P. & Edgren, G. (2012). Twelve tips for constructing problem-based learning cases. Med Teach 34(5), 361-367
Barrows H. S. (1985). How to Design a Problem-Based Curriculum for the Predinical Years. New York: Springer
Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20, 481-486
Barrows, H. S. (2003). Response to “the problem with problem-based medical education: Promises not kept” by R.H. Glew. Biochemistry and Molecular Biology Education, 31(4), 255-256
Barrows, H. S. & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical Education. New York: Springer
Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University. England: Open University Press
Boud, D., Cohen, R. & Sampson, J. (1999). Peer Learning and Assessment. Assessment & Evaluation in Higher Education, 24(4), 413-426
Christensen, O., Gynther, K. & Petersen, T. B. (2012). Design-Based Research – introduktion til en forskningsmetode i udvikling af nye E-læringskoncepter og didaktiske design medieret af digitale teknologier. Læring og Medier, 5 (9)
Conole, G. & Wills, S. (2013). Representating learning designs – making design explicit and shareable. Educational Media International, 50(1), 24-38
Dalziel, J., Conole, G., Wills, S., Walker, S., Bennett, S., Dobozy, E., Cameron, L., Badilescu-Buga, E. & Bower, M. (2016a). The Lanarca Declaration on Learning Design – 2013. I J. Dalziel (red.) Learning Design: Conceptualization a framework for teaching and learning online. New York: Routledge
Dalziel, J., Conole, G., Wills, S., Walker, S., Bennett, S., Dobozy, E., Cameron, L., Badilescu-Buga, E. & Bower, M. (2016b). The Larnarca Declaration on Learning Design. Journal of Interactive Media in Education, 1, 1-24
Danske Professionshøjskoler. Studieaktivitetsmodellen. Retrieved November 11, 2016 from: http://xn--danskeprofessionshjskoler-xtc.dk/2474-2/
Dewey, J. (2009) Hvordan vi tænker – en reformulering af forholdet mellem refleksiv tænkning og uddannelsesprocessen. Århus: Klim
Dobozy, E. (2011). Typologies af Learning Design and the introduction af a ”LD-Type 2” case example. eLearning Papers, 27, 1-11
Dohn, N. B. (2007). IT-baserede læreprocesser – nogle muligheder og nogle begrænsninger. Universitetspædagogisk Tidsskrift, 3(4), 41-49
Donkers, J., Verstegen, D., de Leng, B., & de Jong, N. (2010). E-learning in problem-based learning. I H. van Berkel, A. Scherpbier, H. Hillen, & C. van der Vleuten (red.), Lessons from problem-based Learning (117– 128). Oxford, UK: Oxford University Press
Dysthe, O. & Engelsen, K. S. (2005). Mapper som pædagogisk redskab. Oslo: Forlaget Klim
Knowles, M. S. (1975). Self-Directed Learning: A guide for learners and teachers. Englewood Cliffs: Prentice Hall/Cambridge
Koper, R. (2006). Current Research in Learning Design. Educational Technology & Society, 9 (1), 13-22
Laurillard, D. (2008). The pedagogical challenges to collaborative technologies. Computer-Supported Collaborative Learning, 4, 5-20
Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York: Routledge
Lohman, M.C. & Finkelstein, M. (2000) Designing groups in problem-based learning to promote problem-solving skill and self-directedness. Instructional Science: An International Journal of the Learning Sciences, 28(4), 291-307
Maudsley, G. (1999). Do we all mean the same thing by ‘problem-based learning?’ A review of the concepts and a formulation of the ground-rules. Academic Medicine, 74(2), 178-185
Moust, J. H. C., Van Berkel, H. J. M. & Schmidt, H. G. (2005). Signs of erosion: Reflecions on three decades of problem–based learning at Maastricht University. Higher education, 50(4), 665-683
Musal, B., Gursel, Y., Taskiran, H.C., Ozan, S. & Tuna, A. (2004). Perceptions of first and third year medical students on self-study and reporting processes of problem-based learning. BMC Medical Education 4(16), 1-7
Pettersen, R. C. (1999). Problembaseret læring (1. udg.) Frederikshavn: Dafolo Forlag
Ryberg, T., Glud, L. N., Buus, L. & Georgsen, M. (2010) Identifying Differences in Understandings of PBL, Theory and Interactional Interdependencies. I L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell & T. Ryberg. (red.). Proceedings of the 7th International Conference on Networked Learning 2010 (943-951)
Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31-38
Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1)
Schmidt, H. G. (1983). Problem-based learning: rationale and description. Medical Education 17, 11-16
Schmidt, H. G. (1993). Foundations of problem based learning: some explanatory notes. Medical Education 27, 422-32
Schmidt, H. G. & Moust, J. H. C. (2000). Factors Affecting Small-Group Tutorial Learning: A Review of Research. I D. H. Evensen & C. E. Hmelo (red.) Problem-based learning: A research perspective on learning interactions. Marwah, NJ: Lawrence Erlbaum (19-52)
Sorensen, E. K. (2000). Interaktion og læring i virtuelle rum. I S. Heilesen (red.), Universiteter i Udvikling – IKT og Undervisning. København: Samfundslitteratur
Stahl, G. (2006). Communicating with technology. I G. Stahl (red.), Group cognition: Computer support for building collaborative knowledge. Cambridge: MIT Press (273-288)
Tambouris, E., Panopoulou, E., Tarabanis, K., Ryberg, T., Buus, L., Peristeras, V., Lee, D. & Porwol, L. (2012). Enabling Problem Based Learning through Web 2.0 technologies: PBL 2.0. Educational Technology & Society. 15(4), 238-251
Verstegen, D. M. L., de Jong, N., van Berlo, J., Camp, A., Kӧnings, K. D., van Merribӧer, J. J. G., Donkers, J. (2016). How e-Learning Can Support PBL Groups: A Literature Review. I Bridges, S., Chan, L. K. & Hmelo-Silver, C. (Red.) Advances in Medical Education: Educational Technologies in Medical and Health Sciences Education. Cham: Springer
Downloads
Published
How to Cite
Issue
Section
License
Articles published in the Journal of Learning and Media are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported Licens.
Authors retain copyright and grant the journal right of first publication; simultaneously articles are licensend under the Creative Commons Attribution license: Attribution-NonCommercial-NoDerviatives (by-nc-nd). Read about this license at https://creativecommons.org/licenses/by-nc-nd/3.0/
---
At LOM.dk, you will also find articles from the discontinued Journal for the Continuing and Further Education of the Danish Universities (UNEV). Note that special rules apply to UNEV articles:
It is the authors and any other copyright holder who have the copyright of articles published under the auspices of UNEV, and access to the articles is contingent on users acknowledging and complying with the associated legal guidelines:
- Users may download and print one copy of any UNEV publication for private studies or research.
- The redistribution of articles or the use of these for revenue-funded activities or commercial purposes are not allowed.
- It is not allowed to distribute the URLs of UNEV articles.