This final thesis of the Master Programme in ICT and Learning, is about what makes sense to students in the module Product Knowledge, and how we can redesign a learning programme where we include the use of ICT supported learning elements.

The Master thesis takes its starting point in a project taking place at Teko in Herning where the aim is to redesign the module Product Knowledge.
The thesis is organised on the basis of the principle of empirically driven and exploratory design.
Our theoretical frame is made up of theory on meaning, identity and learning as well as entrepreneurship didactics.

The empirical research consists of quantitative as well as qualitative studies:
Interviews with focus groups, a phenomenologically inspired workshop and a questionnaire.

Our research suggests that sense making is of vital importance to the motivation to learn, and that to a large extent the meaning of a module is constructed through social interaction among students. We conclude that it is important to include the creation of meaning in the design of learning activities. Furthermore, we conclude that the use of metaphors and narratives are important language elements, which are beneficial to bring into the design of digital learning materials and learning activities.
In the second part of the thesis we suggest a concept for redesigning the module focusing on entrepreneurship didactics and a model for the design of learning activities, which we illustrate by giving three specific examples inspired by a concept worked out by Gilly Salmon.