| 1. |
- Bernhard, Jonte, 1953-, et al.
(författare)
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Studier av lärande inom ingenjörsvetenskap och "techno-science" som en materiell diskursiv praktik
- 2015
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Ingår i: Resultatdialog 2015. - Stockholm : Vetenskapsrådet. - 9789173073059 ; , s. 42-55
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Inom såväl ingenjörs- som naturvetenskap är experimentell verksamhet central och olika instrumentella tekniker såsom oscilloskop, mikroskop, röntgenapparater och andra sensorer används som medierande verktyg för att erfara världen med. Laborationer är ett centralt inslag i undervisningen i dessa ämnen. Vi visar i våra studier att instrumentering och andra teknologier som används i samband med laborationer inte är neutrala tekniker. Sådana teknologier kan ha kognitivt värde genom att de erbjuder möjligheter till urskiljande och fokusering, det vill säga ger möjligheter att utforma laborationer där kritiska aspekter i ämnesinnehållet kan urskiljas vilket ger goda läranderesultat. Lärandet under en laboration måste därmed analyseras med hänsyn till såväl de fysiska verktyg (artefakter) såsom olika mätinstrument, mätsystem och system för bearbetning och visualisering av experimentella data som de symboliska verktyg i form av modeller, begrepp och representationer som studenter använder.
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| 2. |
- 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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| 3. |
- Bernhard, Jonte, 1953-, et al.
(författare)
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Learning through design-implement experiences : A literature review
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper we introduce some literature relevant for design-based learning, in particular for design-implement experiences in line with CDIO Standard 5. The aim is to inform the development of such learning experiences and to indicate some areas where new research would be of relevance to educators.
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| 4. |
- Bernhard, Jonte, 1953-, et al.
(författare)
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Lessons learned in the doctoral symposium in engineering education research at SEFI 2020
- 2020
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Ingår i: SEFI 48th Annual Conference Engaging Engineering Education, Proceedings. - Enschede, NL : European Society for Engineering Education (SEFI). - 9782873520205 ; , s. 1464-1476
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Konferensbidrag (refereegranskat)abstract
- The 4th Doctoral Symposium at SEFI 2020 attracted 21 doctoral students and 17 senior researchers. For the first time, it was organised as a fully online event. In preparation, the doctoral students wrote extended abstracts to introduce themselves and their PhD projects, while the seniors provided reading tips and advice. The intense, full-day program was based on group discussions and interactive plenary sessions. The Doctoral Symposium was concluded by a session in which each participant presented their take-home message. This paper outlines how the Doctoral Symposium was organised and summarizes some of the documentation.
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| 5. |
- Ryberg, Thomas, et al.
(författare)
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Ecotones : a Conceptual Contribution to Postdigital Thinking
- 2021
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Ingår i: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; 3:2, s. 407-424
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we explore the notion of ecotones and argue how it can contribute to postdigital thinking. We do so using two empirical examples as backdrop for our discussions. We argue the concept of ecotones can add to postdigital research particularly in relation to addressing problematic dichotomies such as the digital vs analogue/material. We highlight how the notion of ecotones has a conceptual dimension having to do with tensions, diversity and richness emerging in the meeting between two entities. Secondly, we discuss how ecotones have a spatial and material dimension. Through the analysis of empirical examples, we discuss how the notion of ecotones can contribute to postdigital theory and analytic approach to dichotomies, such as the digital vs analogue/material. Further, we discuss ecotones in relation to hybridity and liminality, which are similar concepts.
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| 7. |
- Carstensen, Anna-Karin, et al.
(författare)
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Design Science Research – an engineering research approach to improve methods for engineering education research
- 2015
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Ingår i: Proceedings: 6th Research in Engineering Education Symposium (REES 2015), Translating Research into Practice, Dublin, Ireland, 13-15 July 2015. - : Curran Associates, Inc.. - 9781510815575
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Konferensbidrag (refereegranskat)abstract
- Modelling is an engineering activity commonly used by engineers, and can be used also in engineering education research (EER). The use of qualitative research methods have in EER not always been widely accepted but have recently gained more attention (Case & Light, 2011). There are, however, also qualitative research methods in engineering research that may be used in EER (Bernhard, in press). One such approach is design science research, where the object of research is the design process, i.e. the knowledge retrieved is not always knowledge about the phenomenon, the artefact, the design, but rather knowledge about the method used. This paper aims at researching the method used when deriving the model “the learning of a complex concept”, the LCC-model, which we developed while designing teaching sequences in a course in electrical engineering.
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| 8. |
- Citrohn, Björn, et al.
(författare)
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Affordances of models and modelling: a study of four technology design projects in the Swedish secondary school
- 2022
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Ingår i: Design and Technology Education: An International Journal. - 1360-1431 .- 2040-8633. ; 27:3, s. 58-75
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to investigate affordances of models and modelling in design projects in technology education. To learn more about affordances when working with models and modelling, four Swedish technology teachers were interviewed using a narrative approach. Despite a small number of informants data were rich, containing detailed descriptions of sequences where students used models and modelling in ways not planned by the teachers. By using a qualitative, generic inductive approach, the narrative interviews revealed seven different affordances of models and modelling in the projects: "Seeing different solutions;" "Finding possibilities and limitations in solutions;" "Representing an idea, structure or function;" "Communicating solutions with drawings;" "Making problems and solutions visible;" "Trial and error and learning from mistakes" and finally "Taking inspirations from each other's solutions." Some conclusions and implications of the study are that when the students can see and use a wide variety of materials when modelling, they are more creative in finding solutions to design problems. The use of conceptual design in schools, leading to students performing trial and error using models to solve problems, might also be connected to the importance of a variety of materials. In the study, teachers describe how their students used models, trying different solutions, representing ideas, and trying, failing and trying again. All these modelling activities are important parts of a design process and might prove that the doing itself is a process of reflection.
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| 10. |
- Berglund, Anders, et al.
(författare)
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Co-creation beyond the expected : LAB environments as mean to enhance learning
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Background: Co-creation is a term that has been used to emphasize collaborative learning in design education. Allowing students to develop both hard and soft skills has been demonstrated important to facilitate effective learning [1]. When mixing disciplines with each other it becomes an important catalyzer that allows you to learn in new ways and to tackle perspectives on growing societal challenges and innovation. This paper proposes a curricula design that matches student interdisciplinary learning, design challenges and societal benefit. OpenLab is an initiative to support an interdisciplinary learning approach from the perspective of both lecturers’ and students’ aiming to create innovation in the meeting between medicine, social sciences and engineers. Creation involves empathy and capability to define, ideate, prototype and test. Creation allows prototypes to be made, which are by default presented and interpreted differently by people according to their understanding and frame of reference [2].Purpose: The purpose of this study is to present and the curriculum for a master level course that emphasis and support the creations performed by problem-solving interdisciplinary teams. The subsequent purpose is to position the course design in relation existing best practices that has presented similar challenges of merging the specific methods presented, e.g. Scrum and Design thinking.Design/Methodology: Observational notes and more than 100 student reflections, notes and remarks from more than 30 peer-to-peer faculty internal meetings, international workshops and faculty-student ‘review screenings’ sessions have been used to outline the pros and cons for the presented curriculum.Findings: a unique opportunity to break existing By addressing the process of key elements of the course both scrum and design thinking has been adopted and practiced early up-front in the course. Moreover, initial team building and checkpoints, pre-checks and cultural differences have been reported positive in relation to the possibilities of deepen student project understanding and appreciation.Conclusions: From initial course design and analysis the learning environment provides a catalyzer for learning to be appreciated and acted upon. The design of activities should build on a shared perspective from faculty and motivate students and convincing them to deepen their need for interdisciplinary design.[1] Naveiro, R. M., and de Souza Pereira, R. C., Viewpoint: Design Education in Brazil, Design Studies (2008), 29: 304-312[2] Berglund, A., and Leifer, L., Why we Prototype! An International Comparison of the Linkage between Embedded Knowledge and Objective Learning. Engineering Education (2013) 8(1), 2-15. DOI: 10.11120/ened.2013.000
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