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The Roskilde Model: Problem-Oriented Learning and Project Work

  • Anders Siig Andersen
  • Simon B. Heilesen

Part of the Innovation and Change in Professional Education book series (ICPE, volume 12)

Table of contents

  1. Front Matter
    Pages i-xxvii
  2. Roskilde University as a Pedagogical Alternative

    1. Front Matter
      Pages 1-1
    2. Anders Siig Andersen, Tinne Hoff Kjeldsen
      Pages 3-16
    3. Anders Siig Andersen, Tinne Hoff Kjeldsen
      Pages 17-35
  3. Roskilde University as an Educational Alternative

    1. Front Matter
      Pages 47-47
    2. Anders Siig Andersen
      Pages 63-77
    3. Morten Blomhøj, Thyge Enevoldsen, Michael Haldrup, Niels Møller Nielsen
      Pages 79-105
    4. Hanne Leth Andersen
      Pages 107-117
  4. PPL in Practice

    1. Front Matter
      Pages 119-119
    2. Anders Siig Andersen, Søren Dupont
      Pages 121-139
    3. Sanne Knudsen
      Pages 155-176
    4. Karsten Pedersen
      Pages 177-186
  5. Students’ Experiences and External Relations

    1. Front Matter
      Pages 187-187
    2. Kasper Bjerring Petersen, Morten Brandrup
      Pages 189-198
    3. Hanne Leth Andersen
      Pages 199-208
  6. Pedagogical Experiments in PPL

    1. Front Matter
      Pages 209-209
    2. Trine Wulf-Andersen, Peder Hjort-Madsen, Kevin Holger Mogensen
      Pages 211-231
    3. Simon B. Heilesen
      Pages 245-259
  7. Outlook

    1. Front Matter
      Pages 261-261
    2. Henning Salling Olesen, Anders Siig Andersen
      Pages 263-280
  8. Back Matter
    Pages 281-286

About this book

Introduction

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.

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 reform universities research based learning student centered learning student model of education and educational design the Roskilde Model

Editors and affiliations

  • Anders Siig Andersen
    • 1
  • Simon B. Heilesen
    • 2
  1. 1.Roskilde UniversityRoskildeDenmark
  2. 2.Roskilde UniversityRoskildeDenmark

Bibliographic information