Claus Andreas Foss Rosenstand

Case-based learning

Case based learning introduces learners who typically work in groups to a hypothetical situation (case) they are likely to face in real life. They are then encouraged to examine and discuss it. This approach is learner-centered and the teachers role is to guide the discussion to address the right aspects of the problem and thereby facilitate learning. This approach is often used for developing of decision making skills and therefore often referred to as case-based reasoning.

Managing Narrative Multimedia Production

This chapter on methodology introduces two very different approaches to multimedia production. In chapter Chapter 20 the focus was on how to use prototyping to learn about users’ perception of the content, while Chapter 21 concentrated on the functionality of the software. Actually, the latter proposes that development of a multimedia system should proceed along parallel lines: the first dealing with software development, and the second with the production of assets. This approach is a problem in a multimedia production with a high level of content complexity.

Promoting interdisciplinarity through an intensive entrepreneurship education post-graduate workshop

Purpose While creativity and innovation are found within many disciplines, the opportunity to develop a tangible skill set and share ideas with contemporaries can be limited within the siloed structure of many tertiary institutions. The purpose of this paper is to evaluate a model that addresses the pedagogical challenge of interdisciplinary learning. Design/methodology/approach This paper adopts a case-based approach. The case subject is Aalborg University that founded an intensive entrepreneurial education workshop that incorporates a problem-based learning (PBL) approach. This paper evaluates the program design, development, and replication plus compares the motives and subsequent experiences between workshop participants in Denmark and Australia. Findings The findings of this case study validate the centrality of entrepreneurship education as a discipline which has the capacity to unite staff and students approaching problems from various fields. The workshop design was adapted to the changing needs and expectations of staff and students and was successfully replicated overseas. Originality/value Denmark established an innovative, intensive workshop which seized the opportunity to deliver an engaging program that unlocks untapped creative potential among students from diverse cultures and multiple disciplines. Overall, this research contributes toward the body of knowledge examining student engagement and the delivery of PBL activities within an interdisciplinary learning environment.

A Heuristic for Improving Transmedia Exhibition Experience

Abstract: The area of interest is transmedia experiences in exhibitions. The research question is: How to involve visitors in a transmedia experience for an existing exhibition, which bridges the pre-, during- and post-experience? Research through design, and action research are the methods used to design and reflect on a transmedia experience for an existing exhibition. This is framed with literature about exhibitions and transmedia, and analyzed with quantitative data from a case-study of visitors in the exhibition; this is organizationally contextualized. The contribution covers a significant gap in the scientific field of designing transmedia experience in an exhibition context that links the pre- and post-activities to the actual visit (during-activities). The result of this study is a preliminary heuristic for establishing a relation between the platform and content complexity in transmedia exhibitions.

Evaluering af innovationskapacitet i erhvervsrettede uddannelser

Danmarks okonomiske vaekst skal bl.a. sikres gennem udvikling og anvendelse af innovations-kapacitet. Landets uddannelser skal derfor sorge for, at studerende besidder de rette innovationskompetencer, hvorfor mange allerede har indfort forskellige tiltag herfor. Det er dog stadig uklart, hvordan vi systematisk kan udvikle og evaluere disse tiltag pa en meningsfuld made set i forhold til den overordnede strategi om at oge, malrette og anvende innovationskapacitet. Artiklen reflekterer over hvilke forhindringer, der er for at gore dette samt argumenterer for en model, der kan danne udgangspunkt for struktureret arbejde med udvikling og evaluering af innovationskompetencer i undervisning.