Supplementary Files
Keywords
PBL
creativity
Activity Theory
Kubus concept
pedagogical innovation
creativity
Activity Theory
Kubus concept
pedagogical innovation
How to Cite
Jensen, A. A., & Lund, B. (2016). Dealing with Insecurity in Problem Oriented Learning Approaches - The Importance of Problem Formulation. Journal of Problem Based Learning in Higher Education, 4(1). https://doi.org/10.5278/ojs.jpblhe.v4i1.1554
Abstract
In order to learn and develop creative and innovative competences, students’ may act, experiment, reflect and solve problems (Dewey, 1916).) Creativity is an important component of problem solving (Ruco, 2014). Being sensitive to problems and problem finding characterize creativity (Csikszentmihalyi, 1996). It is consequently expected that problem oriented group work enhances students’ innovative competences (Illeris, 1974) per se. We question this assumption and present the results of an experiment where students were given a tool designed to support chaotic and unstable processes grounded in management theories. Data from three cohorts of students were analysed based on Engeströms Activity Theory (Engeström 1997, 2009; Engeström & Sannino, 2010) allowing us to uncover aspects of contradictions and potentials of expansive learning. Based on the findings the article discusses to what extent and how the introduction of the new concept and tool influences division of labor and collaboration aiming at developing students’ innovation skills.References
Darsø, L. (2001). Innovation in the Making. Frederiksberg: Samfundslitteratur
Dewey, John (1910). How we think. Amherst (1991)
de Graff, E. & Kolmos, A. (2003). Characteristics of Problem-Based Learning. International Journal of Engineering Education. Vol. 19, No. 5, pp. 657-662
Engeström, Y. (1997). Coordination, cooperation and communication in the courts. In Mind, Culture, and Activity, Cpt. 28, pp. 369–388. Cambridge University Press
Engeström, Y. & Sannino A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review 2010, doi:10.1016/j.edurev.2009.12.002
Engeström, Y. (2009). From learning environments and implementation to activity systems and expansive learning. Actio: An International Journal of Human Activity Theory, No. 2, 2009, pp. 17-33. The Center for Human Activity Theory, Kansai University
Herlau, H. & Tetzschner, H. (2006a). The Kubus® Concept: „Preject‟ Management and Innovation. Copenhagen and Esbjerg 2006. http://www.itu.dk/people/cmmm/(HT&HH2)%20kubus_preject.pdf
Herlau H. & Tetzschner, H. (2006). Kubuskonceptet – prejektledelse og innovation. Frederiksberg: Samfundslitteratur.
Hultengren, E. W. (1976). Problemorientering, projektarbejde og rapportskrivning. Institut for Uddannelse og Socialisering. Aalborg Universitetscenter.
Hultengren, E. W. (1979). Tværfaglig undervisning som politisk undervisning. Serie om uddannelsesforskning: 2. Aalborg: Aalborg Universitetsforlag.
Illeris, K. (1974). Problemorientering og deltagerstyring – oplæg til en alternativ didaktik. København: Munksgaard.
Illeris, K. (1981). Modkvalificeringens pædagogik – problemorientering, deltagerstyring og eksemplarisk læring. København: Unge Pædagoger.
Illeris, K. (2015). Transformative Learning in Higher Education. Journal of Transformative Learning, Vol. 3, No. 1, 2015
Jarvis, P. (2012) Learning from Everyday Life. Human & Social Studies. Research and Practice. vol. I, no. 1
Krogh, L. & Jensen, A.A. (2013). The Development of PBL-Methodologies in Denmark and Current Challenges. In L. Krogh & A. Aarup Jensen (Eds) (2013), Visions, Challenges and Strategies. PBL Principles and Methodologies in a Danish and Global Perspective. Aalborg: Aalborg University Press.
Kupferberg, F. (1996). Kreativt kaos i projektarbejdet. Aalborg : Aalborg Universitetsforlag.
Kupferberg, F. (2006). Det kreative underskud. Dansk Center for Undervisningsmiljø. http://dcum.dk/undervisningsmiljoe/det-kreative-underskud
Lund, B. & Jensen, A.A. (2010). Framing of collaboration and its impact on creativity and innovative skills. In M. Horsbøl (2010). Communication, Collaboration and Creativity. Researching Adult Learning. Odense: University Press of Southern Denmark.
Lund, B. (2015). The notion of emotion in educational settings when learning to become innovative and creative. In B. Lund & T. Chemi (Eds) (2015), Dealing with Emotions: A Pedagogical Challenge to Innovative Learning. Creative Education Bookseries Vol. 3, pp. 1-20. Rotterdam: Sense Publishers.
Lund, B. (2017). Managing student‟s emotion in order to foster innovation – a critical view on entrepreneurship education in schools. In T. Chemi, S. Grams Davy & B. Lund (Eds) Innovative pedagogy - a recognition of emotions, passion and creativity in education.. Creative Education Bookseries. Vol 4. Rotterdam: Sense Publishers.
Lund, B & Jensen, A. A. (2013) Creativity Development by management training in POPBL. In L. Krogh & A. Aarup Jensen (Eds), Visions, Challenges and Strategies: PBL Principles and Methodologies in a Danish and Global Perspective. 1. ed., pp. 117-138. Aalborg: Aalborg University Press 2013
Negt, O. (1975). Sociologisk fantasi og eksemplarisk indlæring. Roskilde: Roskilde Universitetsforlag.
Otero, V. K. (2003). Conceptual Development and Context: How Do They Relate? School of Education, University of Colorado, 249 UCB, Boulder, CO 80309 (Localized on the web August 2010)
Savin-Baden, M. (2000): Problem-Based Learning In Higher Education: Untold Stories.
Buckingham: The Society for Higher Education & Open University Press
Dewey, John (1910). How we think. Amherst (1991)
de Graff, E. & Kolmos, A. (2003). Characteristics of Problem-Based Learning. International Journal of Engineering Education. Vol. 19, No. 5, pp. 657-662
Engeström, Y. (1997). Coordination, cooperation and communication in the courts. In Mind, Culture, and Activity, Cpt. 28, pp. 369–388. Cambridge University Press
Engeström, Y. & Sannino A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review 2010, doi:10.1016/j.edurev.2009.12.002
Engeström, Y. (2009). From learning environments and implementation to activity systems and expansive learning. Actio: An International Journal of Human Activity Theory, No. 2, 2009, pp. 17-33. The Center for Human Activity Theory, Kansai University
Herlau, H. & Tetzschner, H. (2006a). The Kubus® Concept: „Preject‟ Management and Innovation. Copenhagen and Esbjerg 2006. http://www.itu.dk/people/cmmm/(HT&HH2)%20kubus_preject.pdf
Herlau H. & Tetzschner, H. (2006). Kubuskonceptet – prejektledelse og innovation. Frederiksberg: Samfundslitteratur.
Hultengren, E. W. (1976). Problemorientering, projektarbejde og rapportskrivning. Institut for Uddannelse og Socialisering. Aalborg Universitetscenter.
Hultengren, E. W. (1979). Tværfaglig undervisning som politisk undervisning. Serie om uddannelsesforskning: 2. Aalborg: Aalborg Universitetsforlag.
Illeris, K. (1974). Problemorientering og deltagerstyring – oplæg til en alternativ didaktik. København: Munksgaard.
Illeris, K. (1981). Modkvalificeringens pædagogik – problemorientering, deltagerstyring og eksemplarisk læring. København: Unge Pædagoger.
Illeris, K. (2015). Transformative Learning in Higher Education. Journal of Transformative Learning, Vol. 3, No. 1, 2015
Jarvis, P. (2012) Learning from Everyday Life. Human & Social Studies. Research and Practice. vol. I, no. 1
Krogh, L. & Jensen, A.A. (2013). The Development of PBL-Methodologies in Denmark and Current Challenges. In L. Krogh & A. Aarup Jensen (Eds) (2013), Visions, Challenges and Strategies. PBL Principles and Methodologies in a Danish and Global Perspective. Aalborg: Aalborg University Press.
Kupferberg, F. (1996). Kreativt kaos i projektarbejdet. Aalborg : Aalborg Universitetsforlag.
Kupferberg, F. (2006). Det kreative underskud. Dansk Center for Undervisningsmiljø. http://dcum.dk/undervisningsmiljoe/det-kreative-underskud
Lund, B. & Jensen, A.A. (2010). Framing of collaboration and its impact on creativity and innovative skills. In M. Horsbøl (2010). Communication, Collaboration and Creativity. Researching Adult Learning. Odense: University Press of Southern Denmark.
Lund, B. (2015). The notion of emotion in educational settings when learning to become innovative and creative. In B. Lund & T. Chemi (Eds) (2015), Dealing with Emotions: A Pedagogical Challenge to Innovative Learning. Creative Education Bookseries Vol. 3, pp. 1-20. Rotterdam: Sense Publishers.
Lund, B. (2017). Managing student‟s emotion in order to foster innovation – a critical view on entrepreneurship education in schools. In T. Chemi, S. Grams Davy & B. Lund (Eds) Innovative pedagogy - a recognition of emotions, passion and creativity in education.. Creative Education Bookseries. Vol 4. Rotterdam: Sense Publishers.
Lund, B & Jensen, A. A. (2013) Creativity Development by management training in POPBL. In L. Krogh & A. Aarup Jensen (Eds), Visions, Challenges and Strategies: PBL Principles and Methodologies in a Danish and Global Perspective. 1. ed., pp. 117-138. Aalborg: Aalborg University Press 2013
Negt, O. (1975). Sociologisk fantasi og eksemplarisk indlæring. Roskilde: Roskilde Universitetsforlag.
Otero, V. K. (2003). Conceptual Development and Context: How Do They Relate? School of Education, University of Colorado, 249 UCB, Boulder, CO 80309 (Localized on the web August 2010)
Savin-Baden, M. (2000): Problem-Based Learning In Higher Education: Untold Stories.
Buckingham: The Society for Higher Education & Open University Press
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