TY  - CHAP
AB  - Abstract This chapter introduces an approach to higher education developed and practiced over four decades at Roskilde University in Denmark. Known as the Roskilde Model, the approach is characterized by (1) a special type of self-directed learning (SDL), named “problem-oriented project learning” (PPL); (2) a way of organizing undergraduate education into broad interdisciplinary programs; and (3) an interdisciplinary profile where double-major graduate programs allow students to design their own academic and professional profiles. The chapter first explains similarities and differences between PPL and some related concepts of SDL: problem-based learning (PBL), inquiry-based learning, and project learning. Secondly, it outlines the origins and development of Roskilde University and of PPL. Thirdly, it introduces and discusses the building blocks and workings of PPL: problem-orientation, interdisciplinarity, the exemplary principle, participant direction, and group-based project work. Fourthly, it describes how studies are organized so as to realize PPL in practice. And finally, it outlines the challenges that current educational policy poses to practicing an educational alternative.
VL  - 3
SN  - 978-1-78441-847-2, 978-1-78441-848-9/2055-3641
DO  - 10.1108/S2055-364120150000003019
UR  - https://doi.org/10.1108/S2055-364120150000003019
AU  - Andersen Anders Siig
AU  - Heilesen Simon B.
PY  - 2015
Y1  - 2015/01/01
TI  - The Problem-Oriented Project Work (PPL) Alternative in Self-Directed Higher Education
T2  - Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
T3  - Innovations in Higher Education Teaching and Learning
PB  - Emerald Group Publishing Limited
SP  - 23
EP  - 41
Y2  - 2024/04/24
ER  -