To learn and not to learn – that is the question

AbstractProblem StatementForms of examination in a Higher Educational setting. Existing practice often lacks the connection between learning processes that are deeper and reflective to their character. It is also usually focused on the individual and therefore fails to meet collaborative learning practice. Written exams, as the academic setting seems to favour, might even fall into a pit of formalistic and mechnical rituals. Further more the personal meaning making process is disconnected. Purpose of Study: Our purpose is to create an authentic arena for knowledge production whithin the current setting of the University, regarded a stage in a Vygotskijan (1978) sense and a mirror of societal settings (Goffman 2004). A pilot study concerning drama as a form of exmination is conducted.Research MethodsOur chosen approach is action research. The material was collected through interviews, participative observation, learning diaries and the course evaluation. The students in a case study are as professionals going to be placed in highly complex and sociodynamic working conditions. Reading scientific articles on health promotion and preparing a drama where the core findings in the articles are articulated and expressed in class for an audience of other student and the teacher team exemplify knowledge embodiment.FindingsThe student feedback and the form of examination showed how acting give meaning in different aspects concerning the actors themselves, co- actors, the audience, the content of articles as a ground for reasoning and the situation as a learning arena.ConclusionsWe find that drama is a good example as a form of learning as well as a resource of creating settings where learning outcomes are appropriated and beyond that on a more profound level as embodiment of meaning which artculates educational and professional values