Overview of Practice-Based Learning opportunities in the study programmes

1. 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

2. Contents • Introduction • Basic models and approaches (3) • Integration into higher education curricula (2) • Organisation of students’ learning activities (1) • Reporting of the students’ learning results (1) • Assessment/Evaluation of the results (1) • Reflective commentary (1) www.itb.uni-bremen.de

3. Introduction • Why this overview: • Work package 4/ Deliverable 10: Comparative analysis • Differences between the models/approaches • The interestto trace common characteristics behind the differences • The interest to learn from different experiences www.itb.uni-bremen.de

4. 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

5. WiSe WiSe SoSe SoSe WiSe WiSe SoSe SoSe WiSe SoSe 1 1 2 2 3 3 4 4 5 6 School & Company School self evaluation School Company Bachelor Master www.itb.uni-bremen.de

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 6. Reflective commentary 1(2) • What has been achieved so far: • Case descriptions (micro cases): cases andfew student interviews, no interviews of company representatives • Programme descriptions (system cases) – mostly missing; Bremen and partly Sabanci available • Where 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

13. 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

14. Thank you for your attention! For more information Our website: Our Google-group: The Euronet-PBL Project is funded by Erasmus/ Multilateral projects www.itb.uni-bremen.de