Læringsdesign for selvinitieret lærings- og professionsdannelse
DOI:
https://doi.org/10.7146/lom.v9i16.24225Keywords:
learning design, selvinitieret læring, heutagogik, studieaktivitetsmodellenAbstract
Denne artikel beskriver en undersøgelse af studerendes selvinitierede studieaktiviteter på erhvervsakademi- og professionsbachelorniveau, og hvordan disse aktiviteter indgik i læringsdesignet på den enkelte uddannelse. Vi undersøgte aktiviteterne via UC-sektorens fælles Studieaktivitetsmodel, der har som mål, at øge de studerendes læring gennem opmærksomhed på forventet studieaktivitet beskrevet i modellens fire kategorier. Dette koblede vi med, hvordan studieaktivitetsmodellen implementerede de læringsdannende kompetencemål fra den danske kvalifikationsramme. Gennem fokusgruppeinterview med studerende undersøgte vi, hvordan de studerende opfattede koblingen mellem selvinitierede aktiviteter og de læringsmål, der var formuleret for deres uddannelse. De respektive uddannelsers beskrivelser og fortolkninger af kategorien blev analyseret med henblik på undersøgelse af hvordan kategorien blev formidlet lokalt. Resultatet af undersøgelsen viste at de mulige selvinitierede aktiviteter, som de studerende blev præsenteret for på uddannelserne, var klassiske studieaktiviteter der var karakteriseret ved at de lige såvel kunne optræde i underviser-initierede sammenhænge. Dette medførte en idefattighed i forhold til hvilke aktiviteter, de studerende inddrog i løbet af deres uddannelse og viste et manglende fokus på læringsdannende og selvinitierende studieaktiviteter. Vi fandt også et broget billede af mulige studierelaterede aktiviteter, der havde et potentiale af stor læringsmæssig og professionsrettet værdi med sigte på at udvikle de studerendes professionsrettede og læringsrettede kapabilitet. Baseret på resultaterne af analysen udvikledes en model for en læringsdesignsramme med et heutagogisk perspektiv tilpasset Studieaktivitetsmodellen.Downloads
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