• Jacob Kruse
  • Helene Blinkenberg Hastrup
  • Kasper Egel Andersen
Master project report, Master of Information- and Communication Technology and Learning (MIL), Aalborg University, Denmark

This project is based on the current need for innovation of the learning environment within traditional humanistic disciplines in traditional universities, such as Aarhus University, Denmark. As a concrete point of departure History and Classical Studies at Aarhus University was chosen for this research and design project and its aim is to examine the following research question:

How is it possible to promote the academic socialisation of BA-students at Classical Studies, Aarhus University, by means of a didactic design based on active video-based learning?

The need for research and didactic development within the field of academic socialisation is increasing, due to the rapid changes in the Danish educational landscape in later years. On one side, students find the transition from schools to university increasingly difficult whereas on the other side, universities are under political and administrative pressure to align their activities in order to maximize output in number of candidates and amount of research.

The methodology of the project was inspired by the tradition called Design-Based Research and based on the four-phased Danish innovation model, the ELYK model. In the first phase, contextual studies established the problem’s character and background and described the relevant theoretical approaches. In the second phase, the design-principles and the design were developed by means of prototyping. In the third phase, the didactic design model was tested in a concrete university course. The test was followed up by interviews with participants and close analysis of the test results. In the final phase, the entire design process was evaluated to establish results and future perspectives.

The main findings can be summarized as follows:

The current problem with academic socialisation of BA-students at Aarhus University is rooted in conflicting paradigms for the understanding of learning and research within the humanistic disciplines. The traditional ideal, the “Humboldt paradigm”, where students and teachers are seen as a research community engaged in a common exploratory process and the recent “alignment paradigm”, where students and teachers are aligned towards a specific output.

The problem is exacerbated by difficulties in establishing exactly how to define “academic”. In this project we have identified critical reflection as a core element.

It is, however, possible to promote the academic socialisation of students at Classical Studies, AU, by means of a didactic design based on active video-based learning (VBL). The teacher’s role is crucial to a successful outcome, and this should be defined as participatory and mediating in the academic design and research process.
To move forward towards promoting students’ academic socialisation, universities need to engage the students in creative processes, mediated by digital technologies, but at the same time maintain a connection to the past in keeping the ideal of the “Humboldt paradigm” in mind.

Udgivelsesdato2 jun. 2021
Antal sider91
ID: 413548043