Editors:
- Is the first to discuss PPL with a special focus on the complex and interrelated dimensions of the Roskilde Model
- Describes an experience-based and theoretically reflected pedagogical model
- Inspires institutions of higher learning as they set new educational and pedagogical standards
- Critically discusses the connections between pedagogical key-concepts, institutional frames and pedagogical practices
- Highlights the historical nexus between the development of European and Danish educational policies, managerial and educational conditions in institutions of higher education, content/subject matters and pedagogical principles
Part of the book series: Innovation and Change in Professional Education (ICPE, volume 12)
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Table of contents (17 chapters)
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Front Matter
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Roskilde University as a Pedagogical Alternative
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Front Matter
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Roskilde University as an Educational Alternative
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Front Matter
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Students’ Experiences and External Relations
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Front Matter
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Pedagogical Experiments in PPL
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Front Matter
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About this book
This book describes the pedagogical foundations of the Roskilde Model of education and educational design. It presents knowledge about how principles of problem-oriented, interdisciplinary and participant-directed project work may serve as a basis for planning and applying educational activities at institutions of higher learning. It discusses the dilemmas, problems, and diverging views that have challenged the model, provoking experiments and reforms that have helped develop practice without compromising the key principles.     Â
The Roskilde Model combines various student-centered learning concepts into a nexus, providing the foundation for a consistent pedagogical practice that is strongly supported by the educational structure and the academic profile of the university.
A complex concept, the Roskilde Model refers to three different aspects: The first one is problem-oriented interdisciplinary and participant-directed project work (PPL). At Roskilde University, half of all study activities are organized in line with this particular pedagogical approach. The second aspect the model refers to is the organizing of university education on the basis of four interdisciplinary bachelor programmes. These programmes are part of the humanities, social sciences, natural sciences, and humanistic-technological sciences and give admission to two-year master programmes in a broad range of disciplines. The third aspect the model refers to is the interdisciplinary academic and educational profile of the university.
Keywords
- Danish higher education
- EU educational policies
- ICT in support in learning
- RUC model
- adaptable professional profiles
- collaborative learning
- educational reforms
- entrepreneurial skills / competences
- exemplary principle
- formats of evaluations and exams in higher education
- group-based learning
- innovative skills and competences in higher learning
- inquiry-based learning
- interdisciplinary bachelor programmes
- internationalization of university education
- learning spaces
- multidisciplinarity
- participant directed learning
- problem- and project based programs
- reflective practicum
Editors and Affiliations
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Roskilde University, Roskilde, Denmark
Anders Siig Andersen, Simon B. Heilesen
Bibliographic Information
Book Title: The Roskilde Model: Problem-Oriented Learning and Project Work
Editors: Anders Siig Andersen, Simon B. Heilesen
Series Title: Innovation and Change in Professional Education
DOI: https://doi.org/10.1007/978-3-319-09716-9
Publisher: Springer Cham
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2015
Hardcover ISBN: 978-3-319-09715-2Published: 03 November 2014
Softcover ISBN: 978-3-319-34623-6Published: 10 September 2016
eBook ISBN: 978-3-319-09716-9Published: 25 October 2014
Series ISSN: 1572-1957
Series E-ISSN: 2542-9957
Edition Number: 1
Number of Pages: XXVII, 286
Number of Illustrations: 59 b/w illustrations
Topics: Higher Education, Educational Policy and Politics, Learning & Instruction, Educational Philosophy