| 1. |
- 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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| 2. |
- Viktorelius, Martin, et al.
(författare)
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Energy efficiency at sea : An activity theoretical perspective on operational energy efficiency in maritime transport
- 2019
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Ingår i: Energy Research & Social Science. - : Elsevier. - 2214-6296 .- 2214-6326. ; 52, s. 1-9
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Tidskriftsartikel (refereegranskat)abstract
- The mitigation of emission from shipping will require improvements in energy efficiency. In order to achieve this, sociotechnical changes are required, affecting all stakeholders within the shipping sector. Ship crews and their everyday work practices will play an especially important role in the transformation of the sector. It is therefore crucial to understand how new energy efficient technologies and practices are being introduced and enacted onboard ships. The case study reported in this paper investigates an attempt to improve the operational energy efficiency in a shipping company that was made by installing an energy monitoring system and introducing an energy saving policy onboard the ships in the fleet. The analytical framework in this paper is inspired by cultural-historical activity theory which is suggested as a novel and useful practice-based approach in energy studies. It is used in analyzing the contradictions and tensions in the work practices onboard the ships that preceded and followed the implementation of the energy monitoring system and energy saving policy. The empirical results revealed how the initial demand for operational energy efficiency and the subsequent introduction of the new monitoring system and policy gave rise to tensions in the existing activity systems onboard which crew members then tried, but did not always manage, to reconcile. It is concluded that a better understanding of the sociotechnical change processes, associated with organizational energy conservation and energy management, can be achieved if the situated paradoxes of practitioners’ everyday practices are examined.
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| 3. |
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| 4. |
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| 5. |
- 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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| 6. |
- Bashitialshaer, Raed, et al.
(författare)
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Obstacles to Applying Electronic Exams amidst the COVID-19 Pandemic : An Exploratory Study in the Palestinian Universities in Gaza
- 2021
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Ingår i: Information. - : MDPI. - 2078-2489. ; 12:6
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Tidskriftsartikel (refereegranskat)abstract
- In the context of the COVID-19 pandemic, we aim to identify and understand the obstacles and barriers in applying electronic exams successfully in the process of distance education. We followed an exploratory descriptive approach through a questionnaire (one general, open question) with a sample of university teachers and students in four of the largest universities Palestinian in Gaza. A total of 152 were returned from 300 distributed questionnaires. The results indicate that the university teachers and students faced 13 obstacles, of which 9 were shown to be shared between teachers and students, with a significant agreement in the regression analysis. Several of the obstacles perceived by respondents are in line with the literature and can be addressed by improved examination design, training, and preparation, or use of suitable software. Other obstacles related to infrastructure issues, leading to frequent power outages and unreliable internet access. Difficult living conditions in students’ homes and disparities in access to suitable devices or the internet make social equity in connection with high-stakes examinations a major concern. Some recommendations and suggestions are listed at the end of this study, considering local conditions in the Gaza governorates.
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| 7. |
- Whalen, Katherine A., et al.
(författare)
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'All They Do Is Win': Lessons learned from use of a serious game for Circular Economy education
- 2018
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Ingår i: Resources, Conservation and Recycling. - : Elsevier BV. - 0921-3449 .- 1879-0658. ; 135, s. 335-345
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to explore how Circular Economy (CE) can be taught in higher education through the use of a serious game, In the Loop. Despite the growing literature base related to CE, academic reflection on education for CE is currently limited. In the Loop was developed to provide an experiential learning situation for educating about material scarcity and CE. This study reflects on the use of the game with engineering students pursuing higher education. Seventy-one reflections, written after students played the game, were qualitatively coded through the use of a-priori coding. This paper presents the findings from analysis of five themes: Gameplay, Systems Thinking, Material Criticality, Realism/Real World Connection, and Suggestions for Change (to the game). Use of the game encouraged students to think holistically and reflect on material scarcity. Students highlighted the importance of adopting strategies, including CE, to address resource challenges, with many reflecting on how their own actions and abilities could play a role. Moreover, the study suggests In the Loop has broad relevance in education related to resource management practices and confirms previous research on the benefits of games as boundary objects to facilitate systems thinking.
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| 8. |
- Axelsson, Robert, et al.
(författare)
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The Challenge of Transdisciplinary Research : A Case Study of Learning by Evaluation for Sustainable Transport Infrastructures
- 2020
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Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 12:17, s. 1-24
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Tidskriftsartikel (refereegranskat)abstract
- While transdisciplinary (TD) research is desired in order to solve real world sustainability issues, this may be challenging for both academic and non-academic participants. Supporting learning through evaluation, we analyzed a project aiming at sustainable transport infrastructures. After developing a TD research framework as a benchmark, two external independent evaluators interviewed all project researchers, representatives for end-users, and donors. The evaluators compared results with the framework, and evaluators and participants critically reflected on the results together. There were three inconsistencies relative to the framework: (1) limited understanding of TD research among project management, end-users, and most of the researchers; (2) no structured learning process among end-users; instead, they expressed very diverse opinions about what they expected from the project; (3) project leaders had limited understanding of the special challenges of TD research, did not fully understand the status of the project's social system, and thus did not act as facilitators of the required collaborative learning process. Non-academic participants saw themselves as customers and not as partners in the knowledge production process. We conclude that TD problem-solving research requires much time and needs facilitation and training. A preparatory phase with a lower level of funding would be helpful in preparing for TD processes.
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| 9. |
- 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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| 10. |
- Brandt, S. Anders, 1970-, et al.
(författare)
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A harmonized GIS course curriculum for Swedish universities
- 2007
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Ingår i: EUC'07 HERODOT Proceedings. ; , s. 10 s.-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- With the implementation of the Bologna declaration, European and other universities must change or adjust courses and programmes so they fit into the Bologna model. In Sweden this will take place during 2007. The intention with the declaration, for example, is that a basic course in one subject at one university should be treated as equivalent to the same type of course at another university. Once a year, the recently formed section for education of the Swedish Cartographic Society gathers university lecturers and others for an education conference to discuss matters concerning higher education in geomatics, geoinformatics, geography, etc. Last year’s conference identified the need for a harmonized course curriculum in basic GIS. One of the advantages of such a course is easier transfer of study records for inclusion of course credits in study programmes at other universities. Therefore, an attempt has been made to write a harmonized course curriculum for basic GIS. The course will contain about 50% common content and about 50% of content decided by the individual university. The common content will be described as learning outcomes, and then it is up to the universities to place the learning outcomes into a context. Thanks to this common core, the course can be given for such diverse programmes as archaeology, land surveying, or economy, and still be able to include the required knowledge for students to continue on more advanced courses at other universities.
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