Klaus Thestrup

Reclaming study practises to empower students to change the world

Publikation: KonferencebidragKonferenceabstrakt til konferenceForskningpeer review

Reclaiming study practices to empower students to change the world: Establishing experimenting communities The study practice addressed is academic reading. Experimenting communities are fostered and nurtured to empower students, to give them ownership of theory and to develop deep understanding of practices outside the university. Students are challenged to relate to literature and place themselves at the centre of their learning, using blogs, webinars, and a combination of analogue and digital tools. In this study practice they were asked to develop a visual model based on their work with some specific texts. Claims Claims that are made nowadays on this practice are the way reading is understood and it is embedded in the way we understand research and teaching. Text is not only something to be lectured. We do not want to establish an ecco-chamber, where we control, if the students can remember the text and then can repeat it as we want it at an examen. Text is also much more than just words, it is also a multi-modal form of investigation and expression. We teach on a Masters of ICT-based Educational Design, where the majority of the students are trained teachers and pre-school teachers. We seek to stimulate them to become reflective practitioners and co-researchers in the midst of their own realities and teaching methods. They live and work all over Denmark and only meet a few time in the same physical place. Some of them even live abroad and technically our students could be spread out over the entire globe. When we first meet with our students, we tell them that we will ask them questions that we do not know the answers to. Some students are horrified, others think that we are lying and a few are curious. In the last 5 years, we have dramatically changed the way we position ourselves as teachers – thus changing the way students see themselves as students. To make these changes in our roles and the positioning of the students we develop the class into a common experimenting community based on investigative strategies of real life practices, we work with the students to ask important questions. The students design social, cultural and pedagogical processes linked to digital media and technologies to create prototypes. Ideas We have a range of ideas and perspectives on reclaiming study of literature. We see digital media and the use of the internet as a way to communicate, experiment, make meaning and play together internally and externally and through that re-claim research as real research and pedagogy as a way to search for meaning and change what is ahead. For example, Masters students, studying ICT based educational design, were asked to read a range of literature on school and what school is for. In this process, the students are encouraged to seek other literature that inspires them or challenges thinking. Through our online meetings, the FB group and sharing on google drive the students become active in critically reflecting on the literature that is current. They are also presented for examples of ways of communicating, playing an experimenting and when possible they are asked to join or co-produce such platforms of creativity. We introduce Dewey (1907) whose vision for the future school is of interest a century on. It among other things consist of sketches of how a school should look like with connections to local society and nature and laboratories inside the schools. He of course did not talk about the internet, but the students are asked to look at the principles. The students are then asked to design their own models for a future school presented through a video blog. Their peers provide critical feedback on the models. When the models have been discussed in the webinar forum the students were then asked as a class to design one model by bringing together the elements from the group models. They begin to challenge current and past literature and create new understandings of the ‘third wave’ and open and closed pedagogical processes. This model made by the students presents opportunities and challenges and as we take their work seriously we present it here. It can also be seen at this link: https://itddteachit.wordpress.com/2018/10/30/a-united-vision-for-future-education/ Further on their understanding of a future school is transformed into workshops, they themselves conduct at a main library and community house. All this then is material, they can use for examen. Key references: Resnick, M. (2017). Lifelong Kindergarten: MIT Dewey, J. (1907). Chapter 3: Waste in Education, https://brocku.ca/MeadProject/Dewey/Dewey_1907/Dewey_1907c.html Tække, J. & Pavlsen, M. (2017). Digitalisation of education: the theory of the three waves: Centre for Internet Research, 2017. 29 s. Thestrup. K. & Robinson, S. (2016). Towards an entrepreneurial mindset: Empowering learners in an open laboratory: Innovation and Entrepreneurship in Education. Emerald Group Publishing, p. 147-166 (Advances in Digital Education and Lifelong Learning, Bind 2).
Udgivelsesår18 sep. 2019
Antal sider2
StatusUdgivet - 18 sep. 2019
BegivenhedPhilosophy and theory of higher education conference 2019: RECLAIMING STUDY PRACTICES - KU Leuven, Leuven, Belgien
Varighed: 18 sep. 201920 sep. 2019


KonferencePhilosophy and theory of higher education conference 2019
LokationKU Leuven


  • empowerment, reclaiming study practise

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