Extracurricular Course Syllabus

Real-life learning lab

Course type

Extracurricular activity


4 ECTS credit point

Study programme

First and second cycle study programmes.


Student has to be enrolled in the 3rd year of his bachelor studies at University of Ljubljana. In the application process they have to submit a motivation letter addressing certain pre-described topics of the interdisciplinary project. Furthermore they have to attach their CV. Selection is made taking into account the identified motivation aspects, average grade and experiences. The adequacy is identified in the context of the individual interview by the course lecturer.


Learning and teaching methods  
  • Seminar: 50 hours.
  • Individual work: 60 hours.
  • Lectures: 10 hours.
  • The described studies will be delivered in the frame of the 120 hours. Real life learning lab is experiential and problem-based learning and teaching approach where interdisciplinary groups of students solve real-life problems and challenges of Slovene industry and society in general. Development and implementation of research and development projects and real-life case studies that are practically oriented involving relevant needs of industry and society. Students work is supervised and led by pedagogical staff (pedagogical mentors) from different faculties of the University of Ljubljana and professionals from companies (working mentors). Cooperation and transfer of knowledge between different faculties of the University of Ljubljana and Slovene companies.

Written report / project documentation (60%), Public presentation of work completed (40%)


Content (Syllabus outline)  

Enhancing cooperation and exchange of knowledge between higher education and industry is an important strategic direction that can be achieved through different models and platforms. Real-life learning lab model is based on interdisciplinary students’ group work solving real-life cases of the industry and society in general. Cooperation and problem-based project work under the mentorship of pedagogical and professional staff enhance the development of students’ practical skills, increasing their employment opportunities and career prospects on the long term. The results of the interdisciplinaryprojects lead to improvement of existing products and services and are valuable source of ideas and inventions. Furthermore, companies are able to identify and test young talents eventually becoming their future employees.

The course program will enhance innovative, problem-based and group work practices focusing on solving real-life practical problems, enable acquisition of new knowledge, practical experiences and competences of students through interdisciplinary team projects with direct involvement of the industry. Students will firstly attend the introductory lectures to gain relevant insights in project work and management, innovation processes and entrepreneurship, analytic and user-design thinking, communication. In the frame of project activities and under the mentorship of pedagogical and professional staff students will acquire innovation skills, creative thinking and other relevant competences enabling them smooth and effective transition from education to the labour market. Different projects will be developed and managed through university-business cooperation activities and will enhance transfer and exchange of knowledge between both hemispheres.

The detailed content of the program will be adjusted taking into account the selected topics. Each year they will be developed by the course lecturers/coordinators.

Objectives and competences

Generic competences:

interdisciplinary group work;

solving real-life interdisciplinary problems and challenges of the industry and society;

development, setting and implementation of the research process;

transfer of theory in practice and vice versa;

development of cognitive skills (e.g. logical, analytical, intuitive and user-design thinking);

communication, negotiation, conflict solving and public performance;

project management (development, organization of work, coordination, leadership, reporting, control);

self evaluation.

Work specific competences are dependent on specific project (e.g. programming, working with laboratory equipment, materials and tools etc.).

Intended learning outcomes  

Knowledge and understanding:

The intended learning outcomes range from effective implementation of the project activities to the acquisition of practical skills, knowledge and competences that students will gain through their involvement in the interdisciplinary project. In the frame of the project students can develop different ideas, solutions, implementation studies, analysis and research potentially leading to new product, service, innovation or introducing new or improved working processes, new procedures, market demand led improvements or other results that address actual needs of the industry.


The readings and basic literature for the implementation of the course shall be defined by each course coordinator, since it is expected that the course contents will adapt each year to the selectedtheme or even several selected themes.-Kumar V. (2013). 101 Design Methods: A Structured Approach for Driving Innovation in Your Organization. New Jersey: John Wiley & Sons


The courses are financed by the University of Ljubljana and free of charge for students of the University of Ljubljana.