Jørgen Lerche Nielsen

Problem-Oriented Project Studies: The Role of the Teacher as Supervisor for the Study Group in Its Learning Processes

Focus is on problem-based learning in a networked learning context with focus on the use of technologies in the communicative processes among the participants. Especially, the role of the teacher in such a context is analysed. The classic, traditional role as an expert deciding the curriculum, providing lectures and seminars, giving assignments, and marking papers and essays is complemented and in some ways overruled by a new role as supervisor and facilitator for the group of students working with a research problem that they have picked themselves. However, different dimensions of this new teacher role can be observed – from expert in an academic field to a role that focuses more on processes, methodological dimensions, and the importance of a reflexive approach. In some situations, the role as social mediator is needed questioning and assisting the members of the group in the complex task of interacting with fellow students in an uncertain and volatile context and environment. Successful network learning requires teachers or supervisors who are reflective and able to take the other’s perspective.

Educational designs supporting student engagement through networked project studies

The chapter discusses how student engagement can be facilitated through educational designs that make conscious use of various online communication technologies. The discussions are based on cases from the practice at the Danish Master Programme in Information and Communications Technology (ICT) and Learning (MIL), where students from all over Denmark within a networked learning structure are studying in groups combining on-site seminars with independent and challenging virtually organized project periods. The chapter discusses the involvement of students as co-designers of how courses and learning environments unfold, and deals with the development of students’ information literacy. Various teacher roles are addressed, as implementing new educational technology requires teachers who are flexible and aware of the different challenges in the networked environment. The aim of the chapter is to discuss the application of new technological possibilities in educational settings inspired by problem- and project-based learning.

Toward a theory for the design of human technologies

Design is increasingly becoming a part of the university curriculum and research agenda. A theory about the process and practice of design might be important to establish design as a main subject at universities. We believe it is in the interest of many design communities -- not least the Participatory Design (PD) community -- to engage in theorizing design, on the basis of our understanding of design and design practices. This theory could be positioned as an alternative to other attempts to theorize design, for example the influential efforts of the Information Systems (IS) community. We urge the PD community to engage in collective theory building, and we present a framework intended to support our shared reflections on the design of human technologies.