Abstract
This chapter discusses the different factors that have challenged the conception of the principles of PPL and the pedagogical practices connected with the concept. The chapter is based on the idea that a continued development of the conceptual understanding of the learning potentials of the Roskilde Model requires that critical factors for development as well as erosion trends are recognized as constituting the point of departure for further theoretical and practical refinement. The concepts have been interpreted in different ways, and have been subject to some controversy at the university. Changes and adjustments have been made in the pedagogical practice due to changes in the student population, government requirements, and the faculty members’ work situation. The changes have resulted in shifts and transformations in the understanding of the pedagogical principles. In this chapter, we will outline some of the conceptual discussions that have taken place by treating each of the concepts separately. At the same time, we will identify a number of areas where further conceptual development is required.
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Andersen, A.S., Kjeldsen, T.H. (2015). A Critical Review of the Key Concepts in PPL. In: Andersen, A., Heilesen, S. (eds) The Roskilde Model: Problem-Oriented Learning and Project Work. Innovation and Change in Professional Education, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-319-09716-9_2
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