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  • Book
  • © 2015

The Roskilde Model: Problem-Oriented Learning and Project Work

  • 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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eBook USD 129.00
Price excludes VAT (USA)
  • ISBN: 978-3-319-09716-9
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book USD 169.99
Price excludes VAT (USA)
Hardcover Book USD 169.99
Price excludes VAT (USA)

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Table of contents (17 chapters)

  1. Front Matter

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

    1. Front Matter

      Pages 1-1
    2. Theoretical Foundations of PPL at Roskilde University

      • Anders Siig Andersen, Tinne Hoff Kjeldsen
      Pages 3-16
    3. A Critical Review of the Key Concepts in PPL

      • Anders Siig Andersen, Tinne Hoff Kjeldsen
      Pages 17-35
  3. Roskilde University as an Educational Alternative

    1. Front Matter

      Pages 47-47
    2. The History of Roskilde University

      • Anders Siig Andersen
      Pages 63-77
    3. The Bachelor Programmes and the Roskilde Model

      • Morten Blomhøj, Thyge Enevoldsen, Michael Haldrup, Niels Møller Nielsen
      Pages 79-105
    4. The Master Programmes and the Roskilde Model

      • Hanne Leth Andersen
      Pages 107-117
  4. PPL in Practice

    1. Front Matter

      Pages 119-119
    2. Supervising Projects

      • Anders Siig Andersen, Søren Dupont
      Pages 121-139
    3. Genre and Voice in Problem-Oriented Reports

      • Sanne Knudsen
      Pages 155-176
    4. PPL in Intercultural Settings

      • Karsten Pedersen
      Pages 177-186
  5. Students’ Experiences and External Relations

    1. Front Matter

      Pages 187-187
    2. Experiencing PPL: The Student View

      • Kasper Bjerring Petersen, Morten Brandrup
      Pages 189-198
    3. External Relations: Bridging Academia and Practice

      • Hanne Leth Andersen
      Pages 199-208
  6. Pedagogical Experiments in PPL

    1. Front Matter

      Pages 209-209
    2. Research Learning – How Students and Researchers Learn from Collaborative Research

      • Trine Wulf-Andersen, Peder Hjort-Madsen, Kevin Holger Mogensen
      Pages 211-231

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.

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

  • Roskilde University, Roskilde, Denmark

    Anders Siig Andersen, Simon B. Heilesen

Bibliographic Information

Buying options

eBook USD 129.00
Price excludes VAT (USA)
  • ISBN: 978-3-319-09716-9
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book USD 169.99
Price excludes VAT (USA)
Hardcover Book USD 169.99
Price excludes VAT (USA)