Learning by Developing model
Learning by Developing (LbD) is an innovative operating model based on authenticity, partnership, experiential learning and research.
The Learning by Developing model is built on a development project that is genuinely rooted in the working life, which aims to produce new practices and whose progress requires collaboration between lecturers, students and working life experts. In its ideal form, the model generates new competences, innovations, new working methods and models, regenerated working cultures, etc. (see Raij, Learning by Developing, 2007). LbD melds together the two main functions of universities of applied sciences: professional education (learning) and teaching based on research (developing).
In the LbD model, the functional learning process takes place under five different perspectives:
Authenticity refers to an authentic working life-oriented approach and links with the professional world. A genuine, working life-oriented research and development project provides a learning environment for project participants. Project results contribute to the renewal and development of the working life.
Partnership implies responsible cooperation with a shared commitment between students, lecturers, experts from the labour market and clients. Partnership is of equal nature and based on trust. Partnership also facilitates the delivery of external stakeholders’ competences in learning processes related to development projects. The objective is a long-term partnership based on a systematic cooperation that is founded on trust.
Experiential nature refers to the sharing and exploitation of experiential information within the community in R&D projects. Experiences reinforce the learning process, steer the project in its progress, and help to evaluate the impact of the project. In order to recognise the consequences of different working methods and forms of action, students must acquire reallife experiences in development projects as part of the learning development process.
Research-oriented approach referst o the exploitation of research knowledge and methodological knowledge in projects and in personal competence development. For research and development projects, a research plan and report are drawn up according to the principles of scientific research. In addition, a research-oriented approach also helps to identify and demonstrate the effectiveness of the project.
Creativity implies the freedom to seek new, to produce new ideas and to find new paths. It allows risktaking and exploration of side paths - even mistakes. Failures are seen as successful learning experiences. Creativity is founded on responsible freedom and personal space. Creativity is part of the competence capital of Laurea graduates, and its importance is emphasised in development projects.
In development projects, the aim is to solve problems and to develop innovation-centred activities. Problemsolving and activities are communal and systematic in nature. The main objective is the generation of new knowledge and competence.
In the Learning by Developing (LbD) model, competence develops in the learning process as the actors take on different roles. The special characteristic of LbD is the strong integration between teaching and R&D, whereby new competence and effectiveness for actors and regions are developed through long-term projects.
(Learning by Developing (LbD) Strategy 2011)