About Impropal

“Improvement Project for Active Learning”

a-studion
Students at Xenter in Sweden are doing excercises in the large TV-studio together with Helene Åberg (in the middle), a skilled tv-producer. Students at Xenter do much of their education practices with professionals from the Live-TV industry. Photo: Björn Egertz

IMPROPAL is an acronym for “Improvement Project for Active Learning”. It aims at increasing students’ responsibility for their own learning through the use of innovative Pedagogical approaches. The project addresses the quality of learning in the transition between higher education and work. Education programmes contain internships at companies. The benefit for the student varies depending on the supervisors’ interests and skills. Large companies tend to offer better guidance than small companies, which means that students get different value from their internships. For a long time we tried to improve the supervision in order to reduce the differences, but in this project we will instead focus on making our students more responsible for their own learning in order to decrease their dependence on quality of supervision. How can we teach our students to take on a greater responsibility for their own learning, both in higher education and at work?

Botkyrka nov 2011Relating to a scale representing professional development from novice to expert (novice – advanced beginner – competent – proficient – expert) students use to leave higher education as advanced beginners, some of them even as competent practitioners. Once at a workplace they have to acquire additional knowledge independently to reach the level of proficiency and, in the long run, the level of expertise. The ability to take own responsibility for the acquisition of knowledge at work is thus decisive for the success in further professional development.

Our target groups are teachers and beneficiaries are students at all stages of their studies, pupils finishing their school education, companies and institutions.

In the longer perspective, after the project funds have ended, we expect to contribute to a better employability of the young adults entering the European labour market.

The project will develop a toolbox of several pedagogical approaches in order to help students to become more responsible for their own learning: Flipped learning, (IO1), Entrepreneurial learning, (IO2), Co-creative learning, (IO3), Project work, (IO4), Counselling and Coaching, (IO5), and Formative assessment, (IO6). The pedagogical toolbox will be available to target groups in different forms of documentation and in form of courses and training for teachers. Project results will be produced in partner languages (Swedish, German, Dutch, Romanian) and in English.

Partners participating in the project are:
Xenter Botkyrka, Tumba Sweden
Jade University of Applied Sciences, Wilhelmshaven, Germany
Windesheim University of Applied Sciences, Windesheim Netherlands
Worms University of Applied Sciences, Worms Germany,
Technical University of Cluj-Napoca, Faculty of Architecture and Urban Planning, Cluj-Napoca Romania.
Berufsbildende Schulen (BBS) 1, Wilhelmshaven, Germany