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Overview of Practice-Based Learning opportunities in the study programmes. Pekka Kämäräinen Presented at the 2nd international meeting of the Euronet-PBL project Istanbul 16.4.-17.4.2009. Contents. Introduction Basic models and approaches (3) - PowerPoint PPT Presentation
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Overview of Practice-Based Learning opportunities in the study programmes
Pekka Kämäräinen
Presented at the 2nd international meeting
of the Euronet-PBL project
Istanbul 16.4.-17.4.2009
www.itb.uni-bremen.de
Contents
Introduction
1. Basic models and approaches (3)
2. Integration into higher education curricula (2)
3. Organisation of students’ learning activities (1)
4. Reporting of the students’ learning results (1)
5. Assessment/Evaluation of the results (1)
6. Reflective commentary (1)
www.itb.uni-bremen.de
Introduction
Why this overview:
Work package 4/ Deliverable 10: Comparative analysis Differences between the models/approaches The interest to trace common characteristics behind
the differences The interest to learn from different experiences
www.itb.uni-bremen.de
1. Basic models and approaches 1(3)
Practice-based learning arrangements as central components in the study programmes?
• Company Action Projects of the MBA programmes at Sabanci University: CAPs as curricular core structres
• Praktikum arrangements at the vocational teacher education programmes of the University of Bremen: Praktika as curricular support structures (see the illustration by LD)
www.itb.uni-bremen.de
WiSe SoSe WiSe SoSe
1 2 43
Bac
helo
r
WiSe SoSe WiSe SoSe WiSe SoSe
1 2 4 5 63
self evaluation
Company School
Mas
ter
School & Company School
www.itb.uni-bremen.de
1. Basic models and approaches 3(3)
Practice-based learning arrangements as emerging features in the study programmes?
• University of Limerick: Co-existence between the Co-op learning placements, the Technical teacher placements and the On-campus PBL courses
• Aalborg University: Contrast between the On-campus PBL courses and the Praktik placements (for Bachelor students who are opting out of the Master phase)
www.itb.uni-bremen.de
2. Integration into higher education curricula 1(2)
Different integration models:• SU: CAPs as umbrella projects for the 2nd year of
the MBA studies (seminars, workshops and ad hoc meetings support the company projects)
• UB: Praktika are incorporated into study modules (the Praktikum phases are linked to key content areas: vocational learning venues, subject didactics, use of research & development instruments)
www.itb.uni-bremen.de
2. Integration into higher education curricula 2(2)
Different integration models:• UL: Placements as separate but obligatory
components (Co-op placements)• AAU: Praktik placements as alternative options
for On-campus PBL courses• HIAK: Praxis placements as separate obligatory
components (with a specific comptence-promoting function – the ”T-curriculum”)
www.itb.uni-bremen.de
3. Organisation of students’ learning activities (1)
• Sabanci University: Student teams working with company-specific R&D -oriented projects
• University of Bremen: Individual study projects negotiated with the host company
• University of Limerick: Different arrangements (Co-op placements vs. Technial teacher placements)
• Aalborg University : Individual study projects negotiated with the host company (the optional Praktik)
• Akershus University College: Individual working and learning placements negotiated with the host company
www.itb.uni-bremen.de
4. Reporting of the students’ learning results (1)
• Sabanci University: Oral reporting for accompanying courses/ workshops + Written reports (interim & final)
• University of Bremen: Oral reporting for the post-Praktikum seminar + Written final reports
• University of Limerick: Different arrangements (???)• Aalborg University: Written final reports (for assessment)• Akershus University College: Written learning experience
reports (for assessment)
www.itb.uni-bremen.de
5. Assessment/Evaluation of the results
• Sabanci University: Assessment of practice-sharing course & project work (evaluative feedback from the company)
• University of Bremen: Assessment on the basis of the Praktikum report (no feedback from the company)
• University of Limerick: Different arrangements (???)• Aalborg University: Assessment on the basis of the Praktik
report (no feedback from the company)• Akershus University College: Assessment on the basis of
the Praxis report (no feedback from the company)
www.itb.uni-bremen.de
6. Reflective commentary 1(2)
What has been achieved so far:• Case descriptions (micro cases): cases and few student
interviews, no interviews of company representatives• Programme descriptions (system cases) – mostly
missing; Bremen and partly Sabanci availableWhere does this information bring us:• Preliminary overview on the role of practice-based
learning in the higher education structures and curricula• Some insights into the role of university-enterprise
cooperation (to be completed with further information)
www.itb.uni-bremen.de
6. Reflective commentary 2(2)
What is to be achieved in the next phase:• Completion of the interviews with enterprises• Completion of the programme descriptions (system
cases) with closer attention to commonalities and European guidelines
Where can this enrichment bring us:• Identification of common developmental prospects• Identification of domain-specific perspectives• Identification of ’local’ developmental options
www.itb.uni-bremen.de
Thank you for your attention!
For more informationOur website:
Our Google-group:
The Euronet-PBL Project is funded by
Erasmus/ Multilateral projects
