Deprecated: Methods with the same name as their class will not be constructors in a future version of PHP; panels_cache_object has a deprecated constructor in /var/www/digitalprojektdidaktik.dk/public_html/sites/all/modules/panels_old/includes/plugins.inc on line 117
Digital Projektdidaktik

I betragtning af den ovenfor beskrevne situation, valget mellem generiske og det oprindelige produkt er udelukkende et personligt valg cialis Den vigtigste ting at huske – før behandlingen er startet, er det mere effektivt og billigere. For eksempel, det er bedre at købe viagra på de første tegn på impotens viagra end at trække op til, indtil kirurgi bliver den eneste behandlingsmulighed.

In English

Inclusive Digital Project-Based Learning in Liberal Schools

Inclusive digital project-based learning in liberal schools (Digipro) is a research and school development project proposing a framework for combined teacher learning, instructional experimentation and organizational development in schools over a two-year period. Eight liberal schools with different value-based profiles are participating in this initiative of the National Knowledge Center for Liberal Schools in Denmark. The overall goal is to contribute to the students’ development of 21st century skills by supporting their acquisition of four key competences in authentic situations: self-directedness, open-minded and critical inquiry, production and communication, and a sense of quality within and across subjects and domains.

School and teacher development

In the development part of the project teachers, resource staff, school leadership and a team of specially trained consultants collaborate to:

  • Develop inclusive project-based learning designs supported by digital learning resources and tools (ICT)
  • Build an “example bank” for elaborated project-based learning designs supported by ICT
  • Develop routines for teacher collaboration and school-based capacity building
  • Develop the schools’ ICT-strategy
  • Develop models of joint school leadership and development
  • Develop the school’s long term and value-based strategy for school development with ICT

 

School development in three dimensions

Project-based learning: Project-based teaching and learning is not easy. Digipro provides scaffolding for participating teachers in terms of a conceptual framework and reflective tools for project-based teaching and learning. This includes a model for students’ project-competencies, a loop model for integrating evaluation and direct instruction in the project-based learning designs, exemplary project designs, ideas and concepts for ICT use in digital learning environments, and principles and examples of differentiated teaching that emphasizes collaboration and community rather than individualization.

Digitalization. Digipro supports the development of the school's use of ICT for both teaching and learning, professional development and teacher collaboration. Special attention is given to the professionalization of the analysis and assessment of digital learning resources and ICT systems so that purchase and use of ICT can be expanded and integrated.

School development. Digipro supports the school's development capacity and its development of a common ICT pedagogy in line with the school's values. The aim is to build a sustained and strategic interaction between individual teachers, teacher teams and internal resource personnel to facilitate school-based professional development, and to provide a local framework for knowledge sharing and collaboration.

Research design and activities

The research is organized in four themes that share a common research design. The four themes are:

·         The teachers work with the students’ project competences and use of ICT

·         The student’s productive work and products

·         The students motivation i projektorienteret undervisning

·         The schools value-based and distributed leadership

The six researchers work together as a team and are grouped in teams of two that cover the themes.

The research design consists of two interrelated methodological approaches:

·         Base-/endline-inquiry (December 2015 and Maj 2017)

·         Case-based inquiry (Spring 2017)

The base-/endline-inquiry is inspired from realistic evaluation and aims at documenting what is changing for whom under which circumstances during the project period. We are interested in questions of ICT, teachers’ and students’ competences, use of analog and digital learning resources, student feedback, students’ production, teaching patterns and differentiated teaching.

We use a questionnaire for all teachers of the eight schools and high structured observations of teaching. The observations are carried out with a specially design digital tool by instructed research assistants that register all teaching activities on two following days for six classes within the level 4, 5 and 6.

The case-based approach consists of the documentation of one project oriented course per school. For every course we document the beginning, the middle and the end of the planned learning activities. By every visit we collect video data and interviews of the teacher and two student groups, student products and relevant context data. For every school we interview the school leader and the responsible person for pedagogical ICT.

The common frame allows all research groups to design their own inquiry and define their specific approach to mixed method.

 

The results are expected to be publish ultimo 2017 and appear continually on this homepage.

For further information, contact

Stefan Ting Graf: (Head of the project)

Mail: stgr@ucl.dk , Mobile: +45 23 83 79 92