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Educational institutions around the world continue to develop teaching practices in which the importance of digital solutions is expanding. The increasing digitization of education and learning has made it even more important to explore and test how experiential collaborative teaching methods can be digitized and designed to facilitate collaboration, active participation, and exploration, elements that are all crucial to support development of complex skills and competencies. Previous research reveals that many solutions for e-learning do not sufficiently support more complex forms of learning. The authors argue that many technologies developed for the field of education fall short of their purposes and neglect or ignore intended underpinning pedagogy and didactics. As new technologies are being developed, promising great improvements in supporting student’ learning processes, the problem is exasperated by a technological euphoria, supported by EdTech companies, which effectively undermines appropriate cautions and reservations. The article applies the overarching conceptualization Experiential and Collaborative learning (ECL) in an attempt of include an array of established and complex educational methods or pedagogical models, such as Problem-Based Learning (PBL), Reflective Practice-based Learning (RPL) and Inquiry- of ECL have been derived. Based on those keywords, a systematic literature study within the database of ECEL article from 2012-2021 has been conducted to investigate and summarize the potential gap often seen between pedagogical and technological development in Edtech. The research question is twofold: "How is ECL addressed in ECELs papers" and "What is the potential gap transforming ECL to digital solutions"? The findings reveal that ECL is present in many articles to some extent. However, after sorting the articles using PRISMA, only a few articles are included capturing the complexity of ECLs. Based on the selected articles, gaps and potentials are identified, indicating a need for further research.

This article presents an application of a design methodology to envision implicit value hierarchies in the design process of a digital learning platform meant to encompass learning processes and activities conducive to experiential collaborative learning (ECL). The authors argue that many technologies for the field of education fall short of their purposes and neglect intended underpinning pedagogy and didactics. Previous research efforts in networked learning have primarily focused on conceptual critiques of the implementation of EdTech and warned of technological euphoria undermining relevant caution. This means, that when a design team tries to conceptualize technological artefacts into a script the more ethical and value-oriented parts of the learning process tend to be ignored. While we agree with the conceptual critiques, our approach has instead been to engage with the design process and implement appropriate methodologies in an attempt to highlight implicit value hierarchies in the underlying learning theory. When using technologies in Networked learning we thus emphasize that both designers and stakeholders should engage in a systematic discussion and reflection of values and related judgements while constructing a value hierarchy.Through a Value-based design methodology based on semantic zooming we thus present 7 interconnected envisioning scenarios developed in the UnFoLD project to demonstrate how it is possible to operationalize values into detailed design briefs or technological scripts. This article will through presented experiences from a design process, show how the methodology of envisioning scenarios can be applied to mitigate the risks of implementation technology in a learning situation. We argue that an awareness and mapping of values as a part of the design process is essential and that an increased focus on the ethical and moral responsibilities of designers and involved researchers are important as technologies should not be seen as isolated, value-neutral, or uncomplicated translations of analogue teaching activities. The purpose of the article is to inspire other researchers and designers to implement value hierarchies, envisioning scenarios, or other similar methods to ensure that pedagogical and didactic priorities are not lost in accommodating marketability, practicalities, or technological constraints.

The purpose of this article is to describe the results from an investigation of the development of students' attitudes and behaviours conducive to self-directed learning (SDL) in problem-based learning. The article reports the results from an application of a newly validated statistical instrument to measure self-directed learning on bachelor students in sociology and data science, comparing first-, second- and third-year students. The results are analysed through factor analysis and by comparing mean scores across the three generations of students. The results suggest that the students develop their SDL attitudes and behaviours through their first three years at a Problem-based learning (PBL) university, but also show that this is not a linear or uniform process. The results of the factor analysis show that the students develop their ability to be self-regulating during their second year and move towards a more internal locus of control during their third year

The purpose of this article is to describe the results from an investigation of the development of students' attitudes and behaviours conducive to self-directed learning (SDL) in problem-based learning. The article reports the results from an application of a newly validated statistical instrument to measure self-directed learning on bachelor students in sociology and data science, comparing first-, second- and third-year students. The results are analysed through factor analysis and by comparing mean scores across the three generations of students. The results suggest that the students develop their SDL attitudes and behaviours through their first three years at a Problem-based learning (PBL) university, but also show that this is not a linear or uniform process. The results of the factor analysis show that the students develop their ability to be self-regulating during their second year and move towards a more internal locus of control during their third year., Journal of Problem Based Learning in Higher Education, Vol. 9 No. 1 (2021): Special Issue: Exploring the Near-future or Next Practice of PBL

The Bell Program at Iron Range Engineering is an ABET accredited upper division engineering transfer program for students coming from a United States community college or equivalent education experience at a university seeking a Bachelor of Science in Engineering degree. This program model allows students to graduate with 2.5 years of engineering experience. The first half-year is called the Bell Academy which is an intensive growth phase where students learn to work in industry by completing design projects, taking technical courses, and developing professional skills. The Bell Academy is an intensive PBL experience in the Iron Range Engineering model, while the two years of co-op learning also adhere to PBL principles. The following two years are spent taking courses remotely while having the opportunity to work as engineers full time in industry for up to 24 months . As essential part of the Bell Program is the students involvement in remote courses, and as such, the students ability to direct and regulate independent learning is paramount for their success, and is one of the main foci of the Bell Academy. This study will attempt to measure and map out the development of behaviors and attitudes conducive to self-directed learning in students in the Bell Program, by applying the Oddi Continuing Learning Inventory (OCLI) self-reporting survey on all students currently enrolled (Oddi, 1984). The study will continuously gather data every 6 months for the next 3 years, collecting answers from all enrolled students. The analysis will evaluate both longitudinal progress of individual student cohorts as well as interventions and changes to the Bell Program by comparing the generations to each other. This article will present the framework of the study and preliminary results from the first data collection conducted in January 2021.

Problem-based and project organized learning is increasingly gaining traction as a pedagogical model suitable for supporting transversal competencies. Characterized by starting the learning process in authentic and exemplary problems, students at Aalborg University (AAU) engage in lengthy project-organized PBL often spanning an entire semester. The curriculum of each semester is organized in thematic blocks consisting of a large project supported by smaller individual disciplinary subject courses. The integration of the disciplinary subjects in the project is, is however, debatable. Answers from a survey distributed to 5th semester Medialogy students show that students found it challenging to integrate course content into their projects in the previous semester. Some students even found the course content irrelevant to their projects. In other words, a dissonance exists in the perceived relation between content presented in courses and content applied in projects. The situation has implored teachers to rethink the curriculum and pedagogy on the 4th semester of Medialogy.Applying Bernstein's concepts of classification and framing as an interpretive framework to interviews with teachers and semester descriptions, we will analyze the classification and framing at this re-thought 4th semester. Classification conceptualizes the insulation between subjects and contents and framing the structuring of pedagogic communication such as pacing and sequencing. Specifically, we investigate how classification is described in the formal curriculum and in interviews with teachers. Further, we will briefly analyzehow teachers reflect on the framing of the courses and projects. Bernstein's concepts of classification and framing appear to be useful when addressing the assimilation and levels of control of subjects and projects in project-organized problem-based learning. Problem-based and project organized learning is increasingly gaining traction as a pedagogical model suitable for supporting transversal competencies. Characterized by starting the learning process in authentic and exemplary problems, students at Aalborg University (AAU) engage in lengthy project-organized PBL often spanning an entire semester. The curriculum of each semester is organized in thematic blocks consisting of a large project supported by smaller individual disciplinary subject courses. The integration of the disciplinary subjects in the project is, is however, debatable. Answers from a survey distributed to 5th semester Medialogy students show that students found it challenging to integrate course content into their projects in the previous semester. Some students even found the course content irrelevant to their projects. In other words, a dissonance exists in the perceived relation between content presented in courses and content applied in projects. The situation has implored teachers to rethink the curriculum and pedagogy on the 4th semester of Medialogy.Applying Bernstein's concepts of classification and framing as an interpretive framework to interviews with teachers and semester descriptions, we will analyze the classification and framing at this re-thought 4th semester. Classification conceptualizes the insulation between subjects and contents and framing the structuring of pedagogic communication such as pacing and sequencing. Specifically, we investigate how classification is described in the formal curriculum and in interviews with teachers. Further, we will briefly analyze how teachers reflect on the framing of the courses and projects. Bernstein's concepts of classification and framing appear to be useful when addressing the assimilation and levels of control of subjects and projects in project-organized problem-based learning.

Embedding sustainability in engineering education includes a potential to interrelate programmes with a specific focus on sustainability science, with other engineering programmes. In this paper, we explore how engineering students from sustainability science and other disciplines could benefit by working together already during their line of study. We will investigate the differences in the level of preparedness between engineering students in non-sustainability programmes and engineering students in sustainability programmes when they start their education and when they finish their studies.This article is based on a longitudinal empirical survey-study (2010-2016). 4.339 engineering students from 104 different study programs at eight Danish universities and Schools of Engineering have participated in this study. We use data from a Research Council Project called PROCEED (Program of Research on Opportunities and Challenges in Engineering Education in Denmark), as well as the follow-up study PROCEED-2-work.The findings show that engineering students in sustainability programmes express significantly lower self-confidence and they are significantly more uncertain about their abilities to perform well with regard to math and science tasks than engineering students in non-sustainability programmes. However, students within sustainability science also rate themselves in the beginning of their study to be significantly more skilled in terms of solving problems that have multiple solutions, and they rate their ability to work across disciplines significantly higher than their fellow students at the end of their study. Thereby there are clear and mutual potentials for cross-fertilisation by making students from sustainability science work with students from other disciplines.

I Danmark fremhæves Region Nordjylland ofte som et område, der har et stort, men også et uudnyttet potentiale i forhold til mulighederne i det nye industriparadigme Industri 4.0. I regionen er der kompetencer og viden fra både den traditionelle fremstillingsindustri og fra IT-klyngen, der blomstrede omkring mobilindustrien i 1990´erne og siden har dannet grobund for mange nye virksomheder indenfor trådløs-/kommunikationsteknologi i mange andre industrier. Industri 4.0 bygger netop på at integrere digitalisering, automatisering og robotteknologi med traditionelle fremstillingsindustrier, og på den måde globalt skabe konkurrencedygtige og fleksible virksomheder, der i mange tilfælde med fordel igen vil kunne hjemtage produktionsopgaver fra lavtlønslande til Danmark og Nordjylland. Evnen til at omsætte Industri 4.0 potentialerne har på den måde vidtrækkende konsekvenser for Danmarks fremtid som produktionsland. Det er derfor vigtigt at aktivere dette potentiale. For at kunne aktivere dette potentiale, skal virksomhederne udvikle evnen til at udnytte muligheder inden for eksempelvis big data, robot assisted production, self-driving logistics vehicles, smart supply network m.m. Men at arbejde effektivt med nye teknologi kræver nye kompetencer, og der er fortsat stor mangle på viden om, hvorledes virksomhederne skal tilegne sig og udvikle disse kompetencer og herefter omsætte dem til et forretningspotentiale. Derfor sættes der i projekt ”Labour 4.0 – kompetencer til fremtidens industri” fokus på netop kompetencesiden af Industri 4.0 agendaen. Med udgangspunkt i allerede identificerede fremtidige kompetencebehov sætter projektet fokus på undersøgelsen af, hvorledes virksomheder arbejder strategisk med at udvikle og tilegne sig disse kompetencer. Der arbejdes ud fra en idé om, at der både er et behov for at identificere fremtidens kompetencebehov samt hvorledes kompetencerne udvikles og tilegnes.