Knowledge forms in students' collaborative work : PBL as a design for transfer work /Thomas Ryberg, Jacob Davidsen, Jonte Bernhard.

This chapter analyses selected video data from a long-term, collaborative problem-based project work conducted by groups of Architecture and Design students within the frame of the Aalborg PBL model. This pedagogical model is discussed in relation to the analytic framework for transfer developed in Chapters 2 and 3. Following that, the chapter zooms in on selected extracts of video data of students’ actual group work, which is analysed from the perspective of embodied interaction analysis. Through the use of this analytical perspective, the chapter draws out two themes: “Embodiment – the intimacy of talk, gestures and artefacts” and “The material, collective history of the group and the production of shared artefacts and practices”. In relation to the first theme, it is discussed how e.g. the bodily-material handling of a styrofoam model can be viewed as an example of ‘practical knowledge’ that transgresses a merely ‘communicative’ or ‘illustrative’ purpose and can be seen as a way of ‘building an argument’ within a design process and as participating in an ‘epistemic design game’. In relation to the second theme, this argument is extended to include the physical surroundings the students work in and it is argued that the students develop ‘practical knowledge’ as patterns of practice for organising their work, organising the studio and working with models. In the conclusion, this is discussed in relation to the Aalborg PBL model.

Ingår i:Designing for situated knowledge transformationSidor 127-1449780367225735

https://id.kb.se/term/sao/Problembaserat%20l%C3%A4rande (Problembaserat lärande sao)
https://libris.kb.se/86lnncls1tphpvb#it (Bernhard, Jonte, 1953- aut)

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