Proceedings for the European Conference on Reflective Practice-based Learning 2021 Figure 1 - The relationship between Reflective Practice-Based Learning, Learning Factories and the pilots described in this study. RPL in the pilots In pilot 1, reflection is enabled though two key activities: the use of podcasts (in the form of interviews), and by supporting the collaboration between students and teachers. The podcast interviews, where the students, teachers or relevant representatives from compa- nies interview each other, facilitates an explorative approach towards a topic, resonating well with the explorative aspects of RPL. Moreover, the podcasts act as a backdrop to ac- tivate prior knowledge (1 st principle of RPL) and to demonstrate new knowledge (Nielsen, Andersen, & Dau, 2018). The podcasts are anchored within a workplace practice, touch- ing up on topic related to industry, e.g., tools, methods, or technologies. Furthermore, pi- lot 1 supports the collaboration between the students and teachers through codesign of the Learning Factory setup. This collaboration enables a group learning (5 th principle), where the student can use the teacher as a mirror for reflection. Moreover, a diverse learning environment is created, by supporting cooperation and co-design activities be- tween full-time students (from another similar full-time educational programme) and the students of the pilot (industrial employees enrolled for upskilling). This diverse environ- ment creates a room for dialogue, where the students of the course can discuss their knowledge and ideas with other students and teachers. This can be seen, as an imple- mentation of the 6 th principle of RPL. Pilot 2 relies on activation and demonstration of the students’ prior knowledge within a vir- tual learning factory, through a discussion of the topic demonstrated. After this demon- stration, the students will identify the demonstrated phenomena within their existing University College of Northern Denmark 150/193
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