| 1. |
- Schminder, Jörg, 1982-, et al.
(författare)
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An IVR Engineering Educational Laboratory AccommodatingCDIO Standards
- 2019
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Ingår i: The 15th International CDIO Conference: Proceedings – Full Papers. - Aarhus : Aahus University Library. - 9788775074594 ; , s. 647-658
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Konferensbidrag (refereegranskat)abstract
- This paper presents the development of an educational immersive virtual reality (IVR) program considering both technological and pedagogical affordances of such learning environments. The CDIO Standards have been used as guidelines to ensure desirable outcomes of IVR for an engineering course. A learning model has been followed to use VR characteristics and learning affordances in teaching basic principles. Different game modes, considered as learning activities, are incorporated to benefit from experiential and spatial knowledge representation and to create a learning experience that fulfils intended learning outcomes (ILOs) (defined by CDIO Standard 2 and Bloom’s learning taxonomy) associated with the particular course moment. The evaluation of IVR laboratory highlights effectiveness of the approach in achieving ILOs provided that pedagogical models have been followed to create powerful modes of learning.
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| 2. |
- Uusimäki, Liisa, 1959, et al.
(författare)
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VET Education for Sustainable Development in Sweden.
- 2024
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Ingår i: Ametller, J., Asikainen, E., Gual Oliva, M., & Němejc, K. Eds. (2024) Teacher Training for Education for Sustainable Development: Developing a Shared Competence Framework.. - Prague, Czech Republic : Czech University of Life Sciences.
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Bokkapitel (refereegranskat)abstract
- The book “Teacher Training for Education for Sustainable Development: Developing a Shared Competence Framework” is tangible evidence of the collaborative efforts of committed researchers, educators and policy makers who are striving to improve the quality of teacher education for sustainable development. This work crystallizes valuable insights gained from in-depth research, workshops and interviews conducted in five collaborating countries, and lays the foundation for a unified competency framework that crosses borders and strengthens the global dialogue on education.
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| 3. |
- Celik, Sercan, et al.
(författare)
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The Affordances of Mobile-App Supported Teacher Observations for Peer Feedback
- 2018
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Ingår i: International Journal of Mobile and Blended Learning. - : IGI Global. - 1941-8647 .- 1941-8655. ; 10:2, s. 36-49
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Tidskriftsartikel (refereegranskat)abstract
- Mobile technologies offer new affordances for teacher observation in teacher education programs, albeit under-examined in contrast to video technologies. The purpose of this article is to investigate the integration of mobile technologies into teacher observation. Using a case study method, the authors compare the traditional narrative paper-pen, mobile app-supported, and video observation methods. Participants included 2 experienced teachers of English as a Foreign Language who were selected as the observers and observees in a higher education institutional context. The data was collected in three different teaching sessions over 4 weeks. Data sources included lesson observation notes and semi structured interviews conducted with teachers after each session. Results suggest recommendations for the integration of mobile and video based observation tools into teacher professional development programs, pre-service and in-service teacher education programs, as well as teacher certificate programs.
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| 4. |
- Hellgren, Helena, 1977, et al.
(författare)
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Swedish Pilot - EduSTA Project
- 2024
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Ingår i: ATEE & EduSTA WEBINAR 3 September 2024.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- ATEE and EduSTA organized a webinar presenting versatile ways to apply DigitalOpenBadges of Teachers’ Sustainability Competences in TeacherEducation. In her opening words Deirdre Hodson described EduSTA as the gold label EduSTAR of TeacherAcademies. The whole EduSTA team can only say that we our best to achieve the goals of our project. The project coordinator Eveliina Asikainen summarised the process of defining teacher’s sustainability competences and designing the badges. She emphasised the need of negotiating the needs of all partners, finding concrete ways of demonstrating competences and yet not compromising the transformative nature of LearningforSustainability. In the Swedish, Catalan and Czech pilots, students of Initial Teacher Education have been able to demonstrate their competences of individual badges as part courses or voluntarily after the course. The students have varied from early childhood to primary secondary and vocational teacher education. The Dutch and Finnish pilots offer all badges as part of in-service training or coaching programme for academic and vocational teachers. The Finnish pilot covers also students in Professional Teacher Training. So far about 200 teachers and teacher students have participated in the pilots. Thank you Helena Hellgren, Elles Kazemier, Jesus Granados, Marta Gual Oliva and Jiri Votava for presenting the great work. The final discussions expressed the interest to more intensive cooperation between Teacher Academies and with ATEE. Thank you, Conor Galvin and Mariagrazia Tagliabue for great ideas.
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| 5. |
- Sellberg, Charlott, 1974, et al.
(författare)
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Certifying Navigational Skills: A Video-based Study on Assessments in Simulated Environments
- 2019
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Ingår i: TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation. - : Faculty of Navigation. - 2083-6473 .- 2083-6481. ; 13:4, s. 881-886
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Tidskriftsartikel (refereegranskat)abstract
- In Maritime Education and Training (MET) where students are trained for professions with high standards of safety, the use of simulators is taken to provide opportunities for safe and cost-effective training. Although the use of simulators for training and certifying technical proficiency and so-called non-technical skills is well established and regulated by international standards, previous research suggests that simulator-based assessment has been poorly implemented in the MET system. Now the challenge is to contribute with knowledge about how to conduct consistent, unbiased, and transparent assessments of navigational skills and competencies. However, in current research it is not evident how training of non-technical skills in simulated environments should be assessed. The aim of this study is to explore the pedagogical challenges instructors face when assessing students’ navigational skills and competencies in a simulated environment. The study is based on video-recorded data from the certification part in a navigation course for second year master mariner students. A situated approach to cognition and learning is employed to analyze the co-construction of assessment in the simulated exercises by means of instructors’ questions and students’ answers. Results reveal an assessment practice where the students are still developing their navigational skills with instructional support from examiners whilst being certified on using Radar equipment in accordance to COLREG.
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| 6. |
- Sellberg, Charlott, 1974, et al.
(författare)
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Learning to navigate: the centrality of instructions and assessments for developing students' professional competencies in simulator-based training
- 2018
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Ingår i: WMU Journal of Maritime Affairs. - : Springer Science and Business Media LLC. - 1651-436X .- 1654-1642. ; 17:2, s. 249-265
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Tidskriftsartikel (refereegranskat)abstract
- Despite the promises of simulations to contribute to learning in safe-critical domains, research suggests that simulators are poorly implemented in maritime education and training systems. From the current state of research, it is far from evident how instruction in simulator-based should be designed and how skills trained in bridge simulators should be assessed and connected to professional practice. On this background, this article aims to investigate the role of instructions and assessments for developing students' professional competencies in simulation-based learning environments. The research draws on ethnographic fieldwork and detailed analyses of video-recorded data to examine how maritime instructors make use of simulator technologies in a navigation course. Our results reveal an instructional practice in which the need to account for general principles of good seamanship and anti-collision regulations is at the core of basic navigation training. The meanings of good seamanship and the rules of the sea are hard to teach in abstraction because their application relies on an infinite number of contingencies that have to be accounted for in every specific case. Based on this premise, we stress the importance of instructional support throughout training (from briefing thorough scenario to debriefing) in order for the instructor to bridge theory and practice in ways that develop students' competencies. Our results highlight, in detail, how simulator technologies enable displaying and assessing such competencies by supporting instructors to continuously monitor, assess, and provide feedback to the students during training sessions. Moreover, our results show how simulator-based training is related to the work conditions on board a seagoing vessel through the instructor's systematic accomplishments. Finally, our results highlight the close relationship between technical and non-technical skills in navigation, and how these are intertwined in training for everyday maritime operations.
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| 7. |
- Malmström, Hans, 1980, et al.
(författare)
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Chatbots and other AI for learning: A survey of use and views among university students in Sweden
- 2023
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- HIGHLIGHTS - 5,894 students from across Swedish universities were surveyed about their use of and attitudes towards AI for learning purposes, both about chatbots (such ChatGPT) and other AI language tools (such as Grammarly). - 1,707 survey respondents offered individual comments, adding thoughts and reflections about the effective and ethical use of AI in higher education. - Overall, most students are positive towards the use of chatbots and other AI-language tools in education; many claim that AI makes them more effective as learners. - Almost all the respondents are familiar with ChatGPT (but typically not with other chatbots); more than a third use ChatGPT regularly. Students’ knowledge and usage of other AI-language tools, particularly language translation tools, is widespread. - More than half of the respondents express concern about the impact of chatbots in future education; concerns about other types of AI-language tools are much less pronounced. - More than sixty percent believe that the use of chatbots during examination is cheating; this is not the case for other AI-language tools. However, a majority of students is against the prohibition of AI in education settings. - Most students do not know if their educational institutions have rules or guidelines regarding the responsible use of AI; one in four explicitly says that their institution lack such rules or guidelines.
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| 8. |
- Korp, Helena
(författare)
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Lika chanser i gymnaiset? En studie om betyg, nationella prov och social reproduktion
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general confidence in equal opportunity and equivalent grades are crucial to the moral justification of the social stratification in the modern society, in which meritocracy holds a hegemonic status. In Sweden, a political aim has been that everybody should get upper secondary education, and the government has established a National Agency for Education to promote and control the quality in education and grading. The national assessments are devised by the National Agency of Education for supporting equivalence in grading across regions, schools and programmes. The thesis is based on an investigation, initiated by the National Agency for Education, of the national assessments as means for equivalent grading of upper secondary students in different programmes and schools. The investigation was motivated by the fact that statistics had indicated that the national assessments were used differently in different programmes and schools, and were considered to a different degree in the grading of students. It is based on interviews with teachers, students and principals in four upper secondary schools and four programmes, two theoretical programmes and two vocational. The sample included schools of different size, range of programmes and results. It included schools in cities as well as in rural areas. The results of the investigation demonstrated a great variation between programmes and schools concerning the quality and mode of instruction in the core courses and in instructional materials and tasks. It also displayed significant differences in how the students were prepared for the national assessments, in the test-taking conditions, in how achievements were judged and in how the teachers made use of the test results in the grading of the students. Moreover, the items of the assessments corresponded unequally to the taught curriculum in the respective programmes and to the interests and out-of-school experiences of students with diverse backgrounds. The thesis thus show severe problems in the realisation of the political intentions to equalise educational opportunity and to make grading equivalent between schools and programmes.
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| 9. |
- Eklund, Rikard, 1966, et al.
(författare)
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Assessing non-technical methods for transferring tacit knowledge in safety-critical systems: a study on maritime pilot training
- 2022
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Ingår i: INTED 2022 Proceedings. - : IATED. - 9788409377589 ; V-224-2022, s. 9908-9914
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Konferensbidrag (refereegranskat)abstract
- A safety-critical system is a system whose failure or malfunction will have serious consequences and typically include, healthcare, aerospace, naval operations, nuclear or process industries, and military systems. Safety-critical systems also show a high level of automation and are to a high degree dependent on tacit knowledge embedded within the workforce. It is important to an organization to find methods to manage tacit knowledge transfer and thereby establishing resilience over time. Maritime pilotage is a safety-critical segment of the maritime industry to assure safe, economic, and sustainable naval operations. During the maritime pilot training the maritime pilot student acquires trade specific skills, often in the shape of tacit knowledge, primarily when interacting with other more experienced maritime pilots. The purpose of this study is to improve the maritime pilot training to mitigate increasing requirements of safe, economical, and environmentally sustainable shipping operations. The aim of the study was to locate, catch, crystallise, document, and describe non-technical methods of tacit knowledge transfer during the different elements of the maritime pilot training. This study is a mixed-method study, based on observations, interviews, questionnaires, and document analysis. In total, 21 participants were included in the study, consisting of maritime pilot students, less experienced but licensed maritime pilots, and highly experienced master maritime pilots. The results show that a substantial amount of tacit knowledge transfer occurs during on-the-job activities. Such activities are predominantly taking place in social settings and are not consistently documented or systematically utilized within the organization.
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| 10. |
- Sert, Olcay, PhD, 1981-, et al.
(författare)
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Developing student-teachers’ interactional competence through video-enhanced reflection : a discursive timeline analysis of negative evaluation in classroom interaction
- 2024
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Ingår i: Classroom Discourse. - 1946-3014 .- 1946-3022.
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a case study of a student-teacher’s change in classroom interactional practices as she engages in video-enhanced reflections and collaborative feedback encounters during her practicum in Sweden. We specifically focus on an interactional practice that can be observed in many classrooms: teachers’ use of (overt) negative evaluation (i.e. ‘No!’) that immediately follows learners’ incorrect answers. Using discursive timeline analysis (DTA), which is a combination of Conversation Analysis and Interactional Ethnography, we track the use of the focal interactional phenomenon across (1) video-recorded classroom interactions, (2) audio-recorded triadic post observation conferences, (3) student-teacher portfolios, and (4) interviews. We demonstrate that after getting video-based feedback with a video-tagging tool (i.e. VEO) and reflecting on her overuse of (overt) negative evaluation, the focal student-teacher avoids this interactional practice in her future teaching. As the analysis illustrates, this change of practice is possible thanks to data-led reflections and the evidence-based feedback that the student-teacher received. Our analysis therefore shows that reflection and feedback with a mobile video-tagging tool can facilitate increased awareness of classroom interactional practices. We argue that digitally enhanced, video-based reflections can promote teacher-learning in teacher education programmes and that using discursive timeline analysis can provide rich insights into these processes.
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