Piloting the Learning by Development Action Model Pedagogy in UK HEIs
Lintilä, Taina; Zarb, Mark (2022)
Available from Curran Associates
2022
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe202301306587
https://urn.fi/URN:NBN:fi-fe202301306587
Tiivistelmä
This Research to Practice full paper presents pilot implementations of the Learning by Developing (LbD) at a higher educational institution in the UK as part of a project-based module. The study analyses the students' experiences of LbD and the perceived development of their competence via a self-assessment survey. It presents these alongside interviews with other stakeholders involved in these study modules (lecturers and project clients).
The primary purpose of this study is to research whether the LbD pedagogical model is a suitable learning method for computer science students in a higher education context in the UK. The method has been used as a teaching method at Laurea University of Applied Sciences (Laurea) in Finland since 2004 as part of its underlying strategic model. Still, little research has been carried out on the benefits of this pedagogical model outside the Finnish educational structure. LbD strives to develop students' general working life skills during their studies, which is essential in higher education today. LbD also emphasises the importance and value of continuous learning.
The primary purpose of this study is to research whether the LbD pedagogical model is a suitable learning method for computer science students in a higher education context in the UK. The method has been used as a teaching method at Laurea University of Applied Sciences (Laurea) in Finland since 2004 as part of its underlying strategic model. Still, little research has been carried out on the benefits of this pedagogical model outside the Finnish educational structure. LbD strives to develop students' general working life skills during their studies, which is essential in higher education today. LbD also emphasises the importance and value of continuous learning.