Piloting the learning by development action model pedagogy in UK HEIs.

Lintilä, Taina; Zarb, Mark

Abstract

This Research to Practice full paper presents pilot implementations of the Learning by Developing (LbD) at a higher educational institution in the UK as part of a project-based module. The study analyses the students' experiences of LbD and the perceived development of their competence via a self-assessment survey. It presents these alongside interviews with other stakeholders involved in these study modules (lecturers and project clients). The primary purpose of this study is to research whether the LbD pedagogical model is a suitable learning method for computer science students in a higher education context in the UK. The method has been used as a teaching method at Laurea University of Applied Sciences (Laurea) in Finland since 2004 as part of its underlying strategic model. Still, little research has been carried out on the benefits of this pedagogical model outside the Finnish educational structure. LbD strives to develop students' general working life skills during their studies, which is essential in higher education today. LbD also emphasises the importance and value of continuous learning.

Citation

LINTILÄ, T. and ZARB, M. 2022. Piloting the learning by development action model pedagogy in UK HEIs. In Proceedings of the 2022 Frontiers in education conference (FIE 2022): grand challenges in engineering education, 8-11 October 2022, Uppsala, Sweden. Piscataway: IEEE [online]. Available from: https://doi.org/10.1109/FIE56618.2022.9962469

• Presentation Conference Type: Conference Paper (published)
• Conference Name: 2022 Frontiers in education conference (FIE 2022): grand challenges in engineering education
• Start Date: Oct 8, 2022
• End Date: Oct 11, 2022
• Acceptance Date: Mar 7, 2022
• Online Publication Date: Nov 29, 2022
• Publication Date: Dec 31, 2022
• Deposit Date: Jan 23, 2024
• Publicly Available Date: Jan 23, 2024
• Publisher: Institute of Electrical and Electronics Engineers (IEEE)
• Peer Reviewed: Peer Reviewed
• Series ISSN: 1539-4565; 2377-634X
• ISBN: 9781665462457
• DOI: https://doi.org/10.1109/fie56618.2022.9962469
• Keywords: Computer science students; Computer science education; Graduate skills; Pedagogy
• Public URL: https://rgu-repository.worktribe.com/output/2217669