| 1. |
- Bidartondo, Martin, et al.
(författare)
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Preserving accuracy in GenBank
- 2008
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Ingår i: Science. ; 319:5870
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Sim, Thomas G., et al.
(författare)
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Regional variability in peatland burning at mid-to high-latitudes during the Holocene
- 2023
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Ingår i: Quaternary Science Reviews. - : Elsevier. - 0277-3791 .- 1873-457X. ; 305
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Tidskriftsartikel (refereegranskat)abstract
- Northern peatlands store globally-important amounts of carbon in the form of partly decomposed plant detritus. Drying associated with climate and land-use change may lead to increased fire frequency and severity in peatlands and the rapid loss of carbon to the atmosphere. However, our understanding of the patterns and drivers of peatland burning on an appropriate decadal to millennial timescale relies heavily on individual site-based reconstructions. For the first time, we synthesise peatland macrocharcoal re-cords from across North America, Europe, and Patagonia to reveal regional variation in peatland burning during the Holocene. We used an existing database of proximal sedimentary charcoal to represent regional burning trends in the wider landscape for each region. Long-term trends in peatland burning appear to be largely climate driven, with human activities likely having an increasing influence in the late Holocene. Warmer conditions during the Holocene Thermal Maximum (similar to 9e6 cal. ka BP) were associated with greater peatland burning in North America's Atlantic coast, southern Scandinavia and the Baltics, and Patagonia. Since the Little Ice Age, peatland burning has declined across North America and in some areas of Europe. This decline is mirrored by a decrease in wider landscape burning in some, but not all sub-regions, linked to fire-suppression policies, and landscape fragmentation caused by agricultural expansion. Peatlands demonstrate lower susceptibility to burning than the wider landscape in several instances, probably because of autogenic processes that maintain high levels of near-surface wetness even during drought. Nonetheless, widespread drying and degradation of peatlands, particularly in Europe, has likely increased their vulnerability to burning in recent centuries. Consequently, peatland restoration efforts are important to mitigate the risk of peatland fire under a changing climate. Finally, we make recommendations for future research to improve our understanding of the controls on peatland fires.(c) 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
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| 4. |
- Bernhard, Jonte, 1953-, et al.
(författare)
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By hand and by computer : – a video-ethnographic study of engineering students’ representational practices in a design project
- 2020
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Ingår i: Educate for the future. - Aalborg : Aalborg Universitetsforlag. - 9788772103136 ; , s. 561-570
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Konferensbidrag (refereegranskat)abstract
- In engineering education there has been a growing interest that the curriculum should include collaborative design projects. However, students’ collaborative learning processes in design projects have, with a few exceptions, not been studied in earlier research. Most previous studies have been performed in artificial settings with individual students using verbal protocol analysis or through interviews. The context of this study is a design project in the fifth semester of the PBL-based Architecture and Design programme at Aalborg University. The students had the task to design a real office building in collaborative groups of 5–6 students. The preparation for an upcoming status seminar was video recorded in situ. Video ethnography, conversation analysis and embodied interaction analysis were used to explore what interactional work the student teams did and what kind of resources they used to collaborate and complete the design task. Complete six hours sessions of five groups were recorded using multiple video cameras (2 – 5 cameras per group).The different collaborative groups did not only produce and reach an agreement on a design proposal during the session – in their design practice they used, and produced, a wealth of tools and bodily-material resources for representational and modelling purposes. As an integral and seamless part of students’ interactional and representational work and the group’s collaborative thinking bodily resources such as “gestured drawings” and gestures, concrete materials such as 3D-foam and papers models, “low-tech” representations such as sketches and drawings by hand on paper and “high-tech” representations as CAD-drawings were used.These findings highlight the cognitive importance of tools and the use of bodily and material resources in students’ collaborative interactional work in a design setting. Furthermore, our study demonstrates that a focus primarily on digital technologies, as is often the case in the recent drive towards “digital learning”, would be highly problematic.
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| 5. |
- Bernhard, Jonte, 1953-, et al.
(författare)
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Engineering Students’ Dynamic and Fluid Group Practices in a Collaborative Design Project
- 2023
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Ingår i: Proceedings of SEFI Annual Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- There is a growing interest in engineering education that the curriculum should include collaborative design projects. Collaboration and collaborative learning imply a shared activity, a shared purpose, a joint problem-solving space, and mutual interdependence to achieve intended learning outcomes. The focus, in this study, is on engineering students’ collaborative group practices. The context is a design project in the fifth semester of the problem-based Architecture and Design programme at Aalborg University. Students’ collaborative work in the preparation for an upcoming status seminar was video recorded in situ. In our earlier studies video ethnography, conversation analysis and embodied interaction analysis have been used to explore what interactional work the student teams did and what kind of resources they used to collaborate and complete the design task on a momentmoment basis. In this paper we report from a one-hour period where a group of four engineering students do final designs in preparation for the status seminar. Using recorded multi-perspective videos, we have analysed students’ fine-grained patterns of social interaction within this group. We found that the interaction and collaboration was very dynamic and fluid. It was observed that students seamlessly switched from working individually to working collaboratively. In collaborative work students frequently changed constellations and would not only work as a whole group, but also would break into subgroups of two or three students to do some work. Our results point to the need to investigate group practices and individual and collaborative learning in design project groups and other collaborative learning environments in more detail and the results challenge a naïve individualcollaborative- binary.
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| 7. |
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| 8. |
- Bernhard, Jonte, 1953-, et al.
(författare)
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Group Practices in a Collaborative Design Project : A Video-Ethnographic Study
- 2023
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Ingår i: Proceedings of the 19th International CDIO Conference.
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Konferensbidrag (refereegranskat)abstract
- CONTEXT: There is a growing interest in engineering education that the curriculum should include collaborative design projects. The problem-based and project-based learning context of this study is a design project in the fifth semester of the problem-based Architecture and Design programme at Aalborg University. The students had the task to design a real office building in collaborative groups of five to six students. PURPOSE: Collaboration and collaborative learning imply a shared activity, a shared purpose, and a mutual interdependence to achieve the intended learning outcomes. In earlier studies we have highlighted the cognitive importance of tools and the use of a wealth of bodily and material resources in students’ collaborative interactional work in the design project. In this study, we focus on students’ collaborative group practices in the design project. The fine-grained details of collaborative work in engineering students design projects are currently underresearched. METHODOLOGY: The preparation for an upcoming status seminar was video recorded in situ. Video ethnography, conversation analysis and embodied interaction analysis were used to explore what interactional work the student teams did and what kind of resources they used to collaborate and complete the design task. Complete six hours sessions of five groups were recorded using multiple video cameras (two to five cameras per group). OUTCOMES: The fine-grained patterns of social interaction within groups were found to be complex and dynamic. In the video recordings it was observed that students often changed constellations and break into subgroups of one, two or three students to do some work and to congregate later as a whole group. Thus, we found that the patterns of collaboration in groups practical day-to-day work were not static but displayed a myriad of different patterns. CONCLUSION: Our results challenge a naïve individual-collaborative binary and point to the need to investigate group practices and individual and collaborative learning in design project groups and other collaborative learning environments in more detail. Physical settings in active learning environments should make fluid collaboration patterns in students’ collaborative work feasible and it should be encouraged by instructors.
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| 9. |
- Bernhard, Jonte, 1953-, et al.
(författare)
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Is “Digital Education” The Right Way Forward? : Or Is, Maybe, Postdigital Education What Is Needed!
- 2022
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Konferensbidrag (refereegranskat)abstract
- The use of “digital tools” have usually played an important role in the transformation to “emergency remote teaching” during the pandemic. However, even before the pandemic there has been a strong pressure that education should become more “digital”. Nevertheless, we see several problems associated with the present discourse related to “digitalisation” of education. 1) It often unclear what is meant with “digital education”, 2) very narrow view of “digital tools” too mainly be tools for information and communication neglecting other uses of digital technology, 3) unbalanced focus on “digital tools” there other tools are either neglected or seen as inherently inferior and “old-fashioned”, 4) conflation between “digital” and “distance”, 5) adherence to either a technological determinism or a pedagogical determinism (technology is a neutral tool). Engineering students’ courses of action have been videorecorded in design projects and in electronics labs at two universities. It can bee seen that students’ use a wealth of bodily-material resources that are an integral and seamless part of students’ interactions. They use bodily resources, concrete materials, “low-tech” inscriptions as well as “high-tech” (“digital”) inscription devices. Our results challenge that by hand – by computer and analogue tools – digital tools should be seen as dichotomies. Our empirical evidence suggests that students should be trained to not only be trained to work with “digital” tools but with a multitude of tools and resources. We, thus, advocate that a postdigital perspective should be taken in education where the digital makes up part of an integrated totality
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| 10. |
- Bernhard, Jonte, et al.
(författare)
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Practical Epistemic Cognition in a Design Project - Engineering Students Developing Epistemic Fluency
- 2019
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Ingår i: IEEE Transactions on Education. - : IEEE. - 0018-9359 .- 1557-9638. ; 62:3, s. 216-225
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Tidskriftsartikel (refereegranskat)abstract
- Contribution: This paper reports engineering students' practical epistemic cognition by studying their interactional work in situ. Studying "epistemologies in action'' the study breaks away from mainstream approaches that describe this in terms of beliefs or of stage theories.Background: In epistemology, knowledge is traditionally seen as "justified true belief'', neglecting knowledge related to action. Interest has increased in studying the epistemologies people use in situated action, and their development of epistemic fluency. How appropriate such approaches are in engineering and design education need further investigation.Research Questions: 1) How do students in the context of a design project use epistemic tools in their interactional work? and 2) What are the implications of the findings in terms of how students' cognitive and epistemological development could be conceptualized?Methodology: A collaborative group of six students were video recorded on the 14th day of a fifth-semester design project, as they were preparing for a formal critique session. The entire, almost 6 h, session was recorded by four video cameras mounted in the design studio, with an additional fifth body-mounted camera. The video data collected was analyzed using video ethnographic, conversation analysis, and embodied interaction analysis methods.Findings: The results show that the students use a wealth of bodily material resources as an integral and seamless part of their interactions as epistemic tools, in their joint production of understanding and imagining. The analysis also suggests that students' epistemological and cognitive development, individually and as a group, should be understood in terms of developing "epistemic fluency.''
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