PLC og det 21. århundredes kompetencer

Abstract

Dette masterspeciale placerer sig i spændingsfeltet mellem udviklingen af pædagogiske læringscentre (PLC), implementeringen af det 21. århundredes kompetencer i en dansk skolekontekst og læring i organisationer / organisatorisk videnskabelse. Med den forventede inddragelse af det 21. århundredes færdigheder i undervisningen rettes fokus på, at elever udvikler kompetencer, som er efterspurgte og afgørende i det stadig mere digitaliserede samfund, som de på sigt skal deltage i som aktive demokratiske medborgere. I denne proces er skolernes pædagogiske læringscentre (PLC) centrale som understøttende og videnskabende enhed for både elever og lærere. Derfor undersøger jeg gennem en kombination af den generative metode LEGO Serious Play og aktionsforskningsmetoden Fremtidsværkstedet i to brugerinddragende workshops, hvordan PLC på Gug School kan blive et videnskabende rum til understøttelse af udviklingen af elevernes 21. århundredes kompetencer. Engeströms aktivitetsteori bruges til at identificere modsætninger i og imellem activity systems i organisationen Gug Skole og suppleres af Nonakas teori om 'Ba' som et fysisk, digitalt og mentalt rum for videnskabelse. Analysen af de to workshops viser, at skabelsen af netop "Ba" kan udvikle PLC på Gug Skole til et videnskabende rum til understøttelse af udviklingen af elevernes 21. århundrede kompetencer. Samtidig fremstår den generative metode LEGO Serious Play i sig selv som et medierende artefakt i udviklingen af det 21. århundredes kompetencer. Nøgleord: det 21. århundredes kompetencer, organisatorisk læring, videnskabelse, generative metoder, activity systems, 'Ba'

This master thesis places itself between the development of pedagogical learning centers (PLC), the implementation of 21st century skills in a Danish school context and learning in organizations / or-ganizational knowledge creation. With the anticipated involvement of 21st century skills in teaching, focus is on students developing skills that are wanted and essential in the increasingly digitized society that they will eventually participate in as active democratic citizens. In this process, the schools' pedagogical learning centers (PLC) are central as a supporting and knowledge creating unit for both students and teachers. I therefore investigate through a combination of the generative method, LEGO Serious Play, and the action research method, Fremtidsværkstedet, in two user-initiating workshops, how PLC at Gug School can become a knowledge creating room to support the development of students’ 21st century skills. Engeström’s activity theory is used to identify contradictions in and between activity systems in the organization Gug School and is supplemented by Nonaka's theory of 'Ba' as a physical, digital and mental space for knowledge creation. The analysis of the two workshops revealed that the creation of precisely 'Ba' could make PLC a knowledge creating space to support the development of students’ 21st century skills. At the same time, the LEGO Serious Play method showed itself to be an actual mediating artifact in the development of 21st century skills. Key words: 21st century skills, organizational learning, knowledge creation, generative methods, activity systems, ‘Ba’

A master programme thesis from Aalborg University

PLC og det 21. århundredes kompetencer

[PLC and 21st Century Skills]