|Projekttitel||Work-based Learning: Supporting Learner Autonomy for Work Readiness|
|Projekttype||Anvendt forskning og udvikling|
|Teaser||Meaningful learning is often viewed as industry-relevant learning. But how do teachers script engaging learning processes that support development of agency?|
|- Akademi||Erhvervsakademi Sydvest (EASV)|
|- Kontaktperson||Christian Dragin-Jensen
Research and Business Development Specialist, PhD
|Projektperiode||01. november 2019 - 01. november 2020|
Based on cases from Finland and Denmark, we study teacher and learner strategies in creative problem solving (CPS). CPS has been a highlighted issue in education, reflected in the European Commission’s strategic framework for European cooperation in education and training (known as ‘ET 2020’).
In specific, the study aims at exploring how teachers and learners determine the right problem to solve and how to solve it. Inspired by a design thinking process (e.g. Brown, 2008; Design Council, 2019; IDEO, 2012), the focus is on emphasizing with customer needs, defining a problem and ideating to solve the problem.
Hence, the notion of meaningful learning is studied from the perspective of how teachers and learners co-create a learning processes that aim at supporting better understanding of the needs of the customer and strategies for solving their problems.
The project draws upon existing state-of-the-art research in education, such as Hesse et al.’s framework for teachable collaborative problem solving skills ( 2015), Tynjälä et al.’s model of integrative pedagogy (2016) and work-based learning (e.g. Kis, 2016; Lemanski & Overton, 2016; Siebert, Mills, & Tuff, 2009)
The study aims to answer the following (Research Questions):
 Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’) – details available at http://ec.europa.eu/education/policy/strategic-framework_en
Brown, T. (2008). Design thinking. Harvard Business Review, 86(6), 84–92.
Design Council. (2019). The Design Process: What is the Double Diamond? Retrieved August 14, 2019, from https://www.designcouncil.org.uk/news-opinion/design-process-what-double-diamond
Hesse, F., Care, E., Buder, J., Sassenberg, K., & Griffin, P. (2015). A Framework for Teachable Collaborative Problem Solving Skills. In P. Griffin & E. Care (Eds.), Assessment and Teaching of 21st Century Skills: Educational Assessment in an Information Age (pp. 37–56). Dordrecht: Springer Science+Business Media.
IDEO. (2012). Design Thinking for Educators (2nd ed.). Retrieved from http://designthinkingforeducators.com/
Kis, V. (2016). Work, train, win: work-based learning design and management for productivity. OECD Education Working Papers, 30pp.
Lemanski, T., & Overton, T. (2016). The development of mapping tool for work-based learning activities. Higher Education, Skills and Work – Based Learning, 6(3), 277–287.
Siebert, S., Mills, V., & Tuff, C. (2009). Pedagogy of work-based learning: the role of the learning group. Journal of Workplace Learning, 21(6), 443–454.
Tynjälä, P., Virtanen, A., Klemola, U., Kostiainen, E., & Rasku-Puttonen, H. (2016). Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy. European Journal of Teacher Education, 39(3), 368–387.
|- Baggrund og formål||
|- Aktiviteter og handling||
|- Projektets Metode||
By an action research approach, we observe and interview teachers and learners on their process of meaning making in finding their strategies. The data will be collected from two-four groups of learners and their teachers in Finland and in Denmark. With table analysis, we aim to identify general and contextual factors supporting learner autonomy and agentic learning.
A primarily qualitative study, where observations are drawn from project participants, as well as continuous questions asked to the learners during the workshops and semi-structured interviews with teachers.
Each workshop contains students and at least 1 teacher from an educational organization, a case company, and 2 project participants (either from EASV or University of Turku).
|- Projektets Forventede Resultater||
|- Projektets Forventede Effekt||
The results from the workshops, conference participation and peer-reviewed article should aid us in the following:
|- Studerende||Erhvervsakademi Sydvest (EASV) (20)|
|- Medarbejdere||Erhvervsakademi Sydvest (EASV) |
Christian Dragin-JensenAnders Karkov
|Partnere||University of Turku|
|- Resultatets formidling||
- Videnskabelig artikel
|- Resultaternes værdi|
|- Målgruppen||Undervisere, virksomhedsrepræsentanter|