Abstract
This chapter introduces the pedagogical foundation of the Roskilde Model, i.e. the concept of problem-oriented, interdisciplinary and participant-directed project work (PPL). The aims of this pedagogical concept are to support the social relevance of studies, to guarantee high academic standards, to make studies meaningful for students, to facilitate motivation, and to develop innovative and creative skills. The focus will be on the practical and theoretical reasons for introducing the concept, and on a comparison with the related educational concept of ‘Problem-based Learning’. First, we present a brief exposition of the political background for introducing the pedagogical concept. Secondly, we present the didactic and pedagogical ideas that were developed to underpin the concept, drawing inspiration from German qualifications theory and constructivist learning theory. We then explain the concepts of ‘Problem-based Learning’ and ‘Project Work’. Finally we offer a discussion of the common and divergent features of the concept of problem-based learning (PBL) and the Roskilde Model (PPL).
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Andersen, A.S., Kjeldsen, T.H. (2015). Theoretical Foundations of PPL at Roskilde University. In: Andersen, A., Heilesen, S. (eds) The Roskilde Model: Problem-Oriented Learning and Project Work. Innovation and Change in Professional Education, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-319-09716-9_1
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