Blended learning- En ny tilgang til bygningskonstruktøruddannelsen

Abstract

Rapport beskriver et koncept for ændring af undervisningspraksis på uddannelsen til bygningskon-struktører. I dag er undervisningspraksis hovedsagelig baseret på en behavioristisk tilgang til læring, og jeg ønsker at ændre den til et læringsforløb der tager udgangspunkt i et konstruktivistisk læringssyn. Hovedårsagen til ønsket om at ændre undervisningspraksis er at give studerende mulighed for at gennemføre uddannelsen til bygningskonstruktør som e-læring. Hvis de studerende skal kunne gennemføre uddannelsen i et virtuelt læringsmiljø, er de studeren-des selvstændighed, samarbejdsevner og refleksionskompetencer vigtige. Projektrapporten er delt i to dele. I første del beskrives det teoretiske grundlag for det konstruktivi-stiske læringssyn, og i anden del beskrives læringskonceptet for uddannelsen til bygningskonstruk-tør i et virtuelt læringsmiljø. Teorien i rapporten er hovedsagelig baseret på tre teoretikere, og deres teorier i relation til selv-stændighed, samarbejde og refleksion. Udgangspunktet for den konstruktivistiske læringstænkning i relation til selvstændighed, er i rap-porten, er Jean Piaget’s teori om kognitiv læring. Teorien om samarbejde er baseret på Etienne Wengers forskning i praksisfællesskaber. I Arbejdet med udvikling af refleksionskompetence anvendes Ivar A. Bjørgens 10 krav til den professionelle elev. I anden del af rapporten beskrives læringskonceptet, som tager udgangspunkt i blended learning. Blended learning betyder at læringsforløbet er en blanding af face to face seminarer og perioder hvor der arbejdes i et virtuelt læringsmiljø. Deltagerne arbejder i grupper på tre til fire, og det forventes at grupperne med tiden udvikler sig til praksisfællesskaber. I de virtuelle perioder er gruppearbejdet planlagt som Computer Supported Collaborative Learning (CSCL), hvilket betyder at læringsarbejdet medieres af IKT. Til at facilitere interaktionen mellem deltagerne over internettet, har de en række forskellige IKT-værktøjer til rådighed, så som: konference til synkron og asynkron kommunikation, konference til synkron og asynkron verbal kommunikation, weblogs, virtuel portfolio mv.

The report describes a concept for changing the learning practice in the education of Constructing Architect at Byggeteknisk Højskole. Today, the learning practice at BTH Haslev is mainly based on a behaviorist view of learning, and I want to change it into a learning practice based on a constructivist view of learning. The main purpose of the change of learning practice is to give the students the possibility to com-plete the education to Constructing Architect based on e-learning. To be able to complete the education in a virtual learning environment, the students’ independence, cooperation, and reflection competences is important, as well as their ICT knowledge. The project report is divided into two parts. The first part describes the theoretical basis for con-structivist learning, and the second part describes the learning concept for the education of Con-structing Architect as blended learning in a virtual learning environment. The theory of this report is mainly based on three theorists, and their theories related to indepen-dence, cooperation and reflection. The basis theory for constructivist learning related to independence is in this report, the theory of cognitive learning developed by Jean Piaget. The theory related to cooperation is based on Etienne Wenger’s research on learning in communi-ties of practice. And in the work of developing the reflection competence is used Ivar A. Bjørgen’s ten demands to the professional student. The second part of the report describes the learning concept which is based on blended learning. The blended learning environment is a mix between face to face seminars, and learning periods in a virtual environment. The participants are working in working groups of three to four participants each, and the groups are expected to form communities of practice over time. In the virtual periods the group work is planed as Computer Supported Collaborative Learning (CSCL), which means that the learning work is mediated by ICT. To facilitate the interaction between the participants over the internet, they have a variety of ICT facilities to their disposal, such as: conferences for synchronous and non synchronous communica-tion, conferences for synchronous verbal communications, web blogs, virtual portfolio and so on. I have given a short description of how these facilities facilitate the development of the participants’ independence, cooperation and reflection competence.

A master programme thesis from Aalborg University

Blended learning- En ny tilgang til bygningskonstruktøruddannelsen