The lessons are carried out as a multi-subject class project in social studies and science with focus on welfare technology and welfare models. Prior to the project, students should work with welfare models (selective, residual, and universal) in social studies. In the project, students will research and describe examples of welfare services in Denmark. Subsequently, students will consider and examine issues that can be solved through welfare technology. On the basis of their individual work, students will get together in groups and develop a welfare technology that can help solve a specific task or issue. The Danish National Board of Social Services defines welfare technology as follows: “Welfare technology and digitization are technological and digital tools that can support citizens in their everyday lives or in connection with social welfare services and treatments they receive.” To inspire the students prior to their work with welfare technology, the class could visit an institution that specializes in welfare, e.g. a nursing home.
Students work in groups of maximum 3 people. Groups work independently in relation to delimiting the issue they wish to focus on and developing their welfare technology. The role of the teacher will therefore mostly be to offer guidance when groups get stuck. At the end, students present their product to the rest of the class, give one another feedback and evaluate the project and their own work.
- Fable robot
- Possible resources made available
- Laser pointer
- 3D printed modules
Students are introduced to the three welfare models (selective, residual, and universal). They should also discuss how welfare technology could help solve possible future problems. A starting point could be society’s growing elderly population versus the shrinking total workforce. The class can subsequently discuss the consequences of such a societal trend and how welfare technology could help to remedy some of these problems. The project groups hand in a presentation of the three welfare models. The presentation could for example be created online with the tool Easelly, the link for which is included in the document.
The project groups should identify areas within welfare and public service where a welfare robot could potentially be implemented. The project groups design and develop a solution for the given issue. The project groups present their selected issue and the technical solution they have developed.
The teacher gives students a summative assessment of their presentations of the welfare models. Students prepare a presentation of their particular welfare task and solution proposal in the form of a welfare robot. Students also complete a self-evaluation form.