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ABSTRACT This article will
introduce a master program in ICT and Learning (MIL) and present some of
the experiences we have gained so far. MIL is a result of a collaborative
initiative taken by five Danish universities, and it is an accredited
part-time 2-year master program. It is unique in the sense that it builds
on the pedagogical framework of project pedagogy and is based on online
collaboration.
The article
describes MIL, the universities involved, the administrative organization,
and the profile of the students. We discuss the pedagogical framework and
the project collaboration in relation to the modularity and flexibility
that characterize the study and allow admission of part-time students,
full-time students and students who only sign up for one accredited
module.
The methodology is
illustrated through empirical snapshots from selected modules in the
start-up phase, and the focus is directed towards problems experienced by
the students. From an analytical perspective, the article identifies and
discuss fundamental problems related to the organization, flexibility, and
implementation of project pedagogy online.
MIL is organized
around ICT and Learning and the study theme focuses on ICT and Learning.
In addition, MIL provides a learning space where practice is under
constant negotiation and reconstruction as an inherent, integrated part of
the learning process. Consequently, we argue that MIL may be seen as an
example of best practice in blended learning.
Keywords:
Virtual learning, mixed mode,
project pedagogy, student profile, methodology,
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