Facilitering af selvstudiet i problembaseret læring - et læringsdesign for asynkron kommunikation

Forfattere

  • Henriette Lorenzen Professionshøjskolen Metropol
  • Isa Neimann Thomasen Professionshøjskolen Metropol

DOI:

https://doi.org/10.7146/lom.v9i16.24197

Nøgleord:

Asynkron skriftlig kommunikation, selvstudie, problembaseret læring, læringsdesign

Resumé

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

Download-data er endnu ikke tilgængelig.

Forfatterbiografier

Henriette Lorenzen, Professionshøjskolen Metropol

Bioanalytikeruddannelsen, Lektor, cand. polyt.

Isa Neimann Thomasen, Professionshøjskolen Metropol

Bioanalytikeruddannelsen, Lektor, cand. scient.

Referencer

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

Publiceret

04-11-2016

Citation/Eksport

Lorenzen, H., & Thomasen, I. N. (2016). Facilitering af selvstudiet i problembaseret læring - et læringsdesign for asynkron kommunikation. Tidsskriftet Læring Og Medier (LOM), 9(16). https://doi.org/10.7146/lom.v9i16.24197