No open-access location is known for this record yet.
No open-access location is known for this record yet.
This thesis concerns the development of a model for integration of education, research and cooperation intended for university use. The thesis builds on a research and development work integrated in the daily educational activity of the university. The model; the Green-house model combines experience-based learning with theory-based learning dialectically. The model and it's correspondent activities and practice is developed at the Luleå Technical University inside the four green-houses started in the Arena for Innovative Technology and Business. The purpose of the green-house is to introduce a cross-functional knowledge- building which is characterised by multidisciplinarity, the participation of different professions, the cooperation with actors from the surrounding society, that all actors are active and a cooperation that is based on equality between actors. Students and researchers participate in a green-house activity through a role/function related to a profession. In this activity situations occur that generates the need of action. If this need can be satisfied through re- creational actions these can be made the subject of reflection. If not the situation has generated a problem. In this case the acting unit, a person or a group must use their imagination (and creativity) to create innovative action. The starting point of the action can be found in the following areas of knowledge: the activity, the situation (needs, related problems and phenomena) and the actors function (role and/or group). The knowledge can be viewed out of the following aspects of knowledge: declarative and familiar knowledge, judgment and ability. These aspects can be discerned in connection with all these areas of knowledge. Put together this describes the learning process in the Green-house model. The long-term aim of the integration of experience-based learning with theory-based learning and the applied learning-process according to the green-house model is to enhance the possibility for development-oriented learning (which is closely related to Engeströms's Learning by expanding) in (later) working life. Development-oriented learning is defined as the individuals (or groups) own ability to interpret action, situation and his/her own function in a way that can go beyond the limits of the conditions at hand. Development- oriented learning is in its ideal form characterised by independent development of goal/task, choice of method and evaluation of outcomes. A activity-integrated frame of interpretation is developed in this thesis. It is characterised by the following critical aspects concerning model and practice: activity and practice, informal model (goal documents etc.), prescriptive model (an ideal type controlled by the researcher/developer), activity-related theory (scientific theories that can be more or less directly related to the activity) and other theories. In this work the foundation of an activity-integrated r&d program is laid. The knowledge of the model and activity/practice is developed by the participation in the following roles: operator, developer and researcher. Data has been collected inspired ethnographic method and the reflection on data has a connection to hermeneutic method. The activity-related theory, together with the activity-related frame of interpretation has been applied to the analysis of model and activity/practice. As a part of the analysis recommendations have been made to activity/practice. The recommendations and the reactions on those is an important part of the activity-integrated method. The learning process follows the characteristics of the learning process of the green-house model. The activity-integrated r&d model can be seen as an alternative to action research or other forms of research close to practice. Words in Italic represent concepts of central importance to this thesis and are defined in its text.
Loading…
Imported from OpenAlex (CC0) — nothing here is generated.