Knowledge forms in students' collaborative work: PBL as a design for transfer

Thomas Ryberg; Jacob Gorm Davidsen; Jonte Bernhard

doi:10.4324/9780429275692-8

Knowledge forms in students' collaborative work: PBL as a design for transfer

Thomas Ryberg, Jacob Gorm Davidsen, Jonte Bernhard

Research output: Contribution to book/anthology/report/conference proceeding › Book chapter › Research › peer-review

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Abstract

In this chapter, we analyse selected video data from a long-term, collaborative problem-based project work conducted by a group of Architecture and Design (A&D) students within the frame of the Aalborg PBL model. We initially discuss this pedagogical model in relation to the analytic framework for transfer developed in Chapters 2 and 3. Following that, we zoom in on selected extracts of video data of students’ actual group work. From the perspective of embodied interaction analysis, we analyse the various knowledge forms that are in play in the interaction. We focus on activities occurring during the students’ preparation for a formal review session and, more specifically, we focus on a group of six students.

Original language	English
Title of host publication	Designing for Situated Knowledge Transformation
Editors	Nina Bonderup Dohn, Stig Børsen Hansen, Jens Jørgen Hansen
Number of pages	18
Place of Publication	London
Publisher	Routledge
Publication date	2019
Pages	127-144
Chapter	8
ISBN (Print)	978-0-367-22573-5
ISBN (Electronic)	978-0-429-27569-2
DOIs	https://doi.org/10.4324/9780429275692-8
Publication status	Published - 2019

Series	Routledge Research in Education

Keywords

Problem Based Learning (PBL)
Video Analysis
Interaction analysis
situated knowledge
Design for learning

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10.4324/9780429275692-8

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PBL Future
Kolmos, A. (Project Manager), Ryberg, T. (Project Participant), Stentoft, D. (Project Participant), Andreasen, L. B. (Project Participant), Kofoed, L. B. (Project Participant), Otrel-Cass, K. (Project Participant), Clausen, N. R. (Project Participant), Bertel, L. B. (Project Participant), Velmurugan, G. (Project Participant), Sørensen, M. T. (Project Participant), Boelt, A. M. (Project Participant), Bruun-Pedersen, J. R. (Project Participant), Kristensen, N. S. (Project Participant), Scholkmann, A. (Project Participant), Tretow-Fish, T. A. B. (Project Participant), Lolle, E. L. (Project Participant) & Christensen, L. L. (Project Participant)
01/11/2017 → 01/11/2020
Project: Research

Cite this

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title = "Knowledge forms in students' collaborative work: PBL as a design for transfer",

abstract = "In this chapter, we analyse selected video data from a long-term, collaborative problem-based project work conducted by a group of Architecture and Design (A&D) students within the frame of the Aalborg PBL model. We initially discuss this pedagogical model in relation to the analytic framework for transfer developed in Chapters 2 and 3. Following that, we zoom in on selected extracts of video data of students{\textquoteright} actual group work. From the perspective of embodied interaction analysis, we analyse the various knowledge forms that are in play in the interaction. We focus on activities occurring during the students{\textquoteright} preparation for a formal review session and, more specifically, we focus on a group of six students.",

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Knowledge forms in students' collaborative work: PBL as a design for transfer. / Ryberg, Thomas ; Davidsen, Jacob Gorm; Bernhard, Jonte.
Designing for Situated Knowledge Transformation. ed. / Nina Bonderup Dohn; Stig Børsen Hansen; Jens Jørgen Hansen. London: Routledge, 2019. p. 127-144 (Routledge Research in Education).

Research output: Contribution to book/anthology/report/conference proceeding › Book chapter › Research › peer-review

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Knowledge forms in students' collaborative work: PBL as a design for transfer

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PBL Future

Cite this