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ICT in Problem- and Project-Based Learning – New Roles for Teachers Acting as Supervisors and Students Engaging in Collaborative Learning Processes
PROCEEDINGS

, Aalborg University, Department of Learning and Philosophy, Denmark ; , Roskilde University, Communication, Denmark

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The paper discusses how teaching and learning at universities can implement new information technologies, inspired by practices from the traditions of problem- and project-based learning, in order to meet the demands of today’s complex societies, such as the need of constantly relating to shifting contexts, applying ICT and new technologies in new situations, and being able to collaborate in teams or communities. The paper discusses changing roles in the teacher-student relationship, students’ development of information literacy, and focuses on how learner engagement can be facilitated through educational designs that make use of various online communication technologies. A central question is: What examples of new roles may develop through innovative and non-traditional ways of applying new technologies in teaching and learning for students as well as for teachers?

Citation

Andreasen, L.B. & Nielsen, J.L. (2012). ICT in Problem- and Project-Based Learning – New Roles for Teachers Acting as Supervisors and Students Engaging in Collaborative Learning Processes. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 874-883). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2019 from .

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