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- Lundström, Mats, et al.
(author)
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Assessing student theses : differences and similarities between examiners from different academic disciplines
- 2016
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In: Practitioner Research in Higher Education. - : University of Cumbria. - 1755-1382. ; 10:1, s. 217-226
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Journal article (peer-reviewed)abstract
- The writing of student theses is an important activity at universities and is expected to demonstrate the students’ academic skills. In the teacher-education programme, examiners from different academic disciplines are involved in supervising and examining student theses. Moreover, different subject disciplines have different traditions concerning what is seen as knowledge and the way research is performed, which could result in different assessment practices and judgements. Earlier studies demonstrate a fragmented picture concerning the importance of the examiners’ academic discipline in judging theses. The purpose of this article is to investigate whether examiners from different academic subject disciplines emphasise similar or different criteria when assessing student theses. A total of 66 examiners from six universities with teacher education programmes in Sweden have answered an online Q-survey where they compared different criteria and rank-ordered them. The results demonstrate minor differences between individuals from different academic disciplines: Only two out of the 45 criteria had significant differences between academic discipline groups. Thus, the results indicate that teacher education is a boundary-crossing, multi-disciplinary field which primarily uses generic criteria.
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| 2. |
- Axell, Cecilia, 1965-, et al.
(author)
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Teacher Students’ Critical Thinking Skills Using the Concept of Disruptive Technologies
- 2018
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In: 2018 PATT36 International Conference. - : Technology Education Research Group. - 9781527225077 - 9781527225084 ; , s. 239-245
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Conference paper (other academic/artistic)abstract
- Critical thinking is fundamental to 21st century learning and has thus become an important part of the technology curricula in many countries. Critical thinking draws on the ability to examine, analyse, interpret and evaluate, as well as asking questions and participating in discussions about risks and benefits of different technological solutions. An important task for teachers is to support young children in developing these skills. Students on a Swedish primary school teacher education programme were given an assignment inspired by the concept of ‘disruptive technologies’ (Barlex, Givens & Steeg, 2016; Manyika, Chui, Bughin, Dobbs, Bisson & Marrs, 2013), choosing from one of nine disruptive technologies and searching for information. The list was created on the grounds that these are technologies that are likely to have a significant effect on the students’ lives in a not too distant future. Based on the information found, the students were to critically analyse the technology they had chosen. This case study was performed through a thematic analysis of 120 assignment texts. The analysis showed that some of the suggested technologies were chosen more often than others. Autonomous cars came top, although robots in elderly care were the most frequently chosen technology among female students. The students performed well in the searching and collecting process. They found information about pros and cons for their chosen disruptive technology. However, the analysis also showed that the students had difficulty evaluating and problematising the information they had found. In their conclusions they did not change their original point of view. Even though they found more negative aspects of a new technology, they accentuated the positives.
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| 3. |
- Björklund, Erik, et al.
(author)
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Outcome of ST-elevation myocardial infarction treated with thrombolysis in the unselected population is vastly different from samples of eligible patients in a large-scale clinical trial
- 2004
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In: American Heart Journal. - : Elsevier BV. - 0002-8703 .- 1097-6744. ; 148:4, s. 566-573
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Journal article (peer-reviewed)abstract
- BACKGROUND:Patients in clinical trials of fibrinolytic agents have been shown to be younger, less often female, and to have lower risk characteristics and a better outcome compared with unselected patients with ST-elevation myocardial infarction. However, a direct comparison of patients treated with fibrinolytic agents and not enrolled versus those enrolled in a trial, including a large number of patients, has not been performed.METHODS:Prospective data from the Swedish Register of Cardiac Intensive Care on patients admitted with acute myocardial infarction treated with thrombolytic agents in 60 Swedish hospitals were linked to data on trial participants in the ASsessment of Safety and Efficacy of a New Thrombolytic (ASSENT)-2 trial of fibrinolytic agents. Baseline characteristics, treatments, and long-term outcome were evaluated in 729 trial participants (A2), 2048 nonparticipants at trial hospitals (non-A2), and 964 nonparticipants at other hospitals (non-A2-Hosp).RESULTS:Nontrial patients compared with A2 patients were older and had higher risk characteristics and more early complications, although the treatments were similar. Patients at highest risk of death were the least likely to be enrolled in the trial. The 1-year mortality rate was 8.8% versus 20.3% and 19.0% (P <.001 for both) among A2 compared with non-A2 and non-A2-Hosp patients, respectively. After adjustment for a number of risk factors, the 1-year mortality rate was still twice as high in nontrial compared with A2 patients.CONCLUSIONS:The adjusted 1-year mortality rate was twice as high in patients treated with fibrinolytic agents and not enrolled in a clinical trial compared with those enrolled. One major reason for the difference in outcome appeared to be the selection of less critically ill patients to the trial.
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| 4. |
- Björklund, Erik, et al.
(author)
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Pre-hospital thrombolysis delivered by paramedics is associated with reduced time delay and mortality in ambulance-transported real-life patients with ST-elevation myocardial infarction
- 2006
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In: European Heart Journal. - : Oxford University Press (OUP). - 0195-668X .- 1522-9645. ; 27:10, s. 1146-1152
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Journal article (peer-reviewed)abstract
- AIMS: There are sparse data on the impact of pre-hospital thrombolysis (PHT) in real-life patients. We therefore evaluated treatment delays and outcome in a large cohort of ambulance-transported real-life patients with ST-elevation myocardial infarction (STEMI) according to PHT delivered by paramedics or in-hospital thrombolysis. METHODS AND RESULTS: Prospective cohort study used data from the Swedish Register of Cardiac intensive care on patients admitted to the coronary care units of 75 Swedish hospitals in 2001-2004. Ambulance-transported thrombolytic-treated patients younger than age 80 with a diagnosis of acute myocardial infarction were included. Patients with PHT (n=1690) were younger, had a lower prevalence of co-morbid conditions, fewer complications, and a higher ejection fraction (EF) than in-hospital-treated patients (n=3685). Median time from symptom onset to treatment was 113 min for PHT and 165 min for in-hospital thrombolysis. One-year mortality was 7.2 vs. 11.8% for PHT and in-hospital thrombolysis, respectively. In a multivariable analysis, after adjusting for baseline characteristics and rescue angioplasty, PHT was associated with lower 1-year mortality (odds ratio 0.71, 0.55-0.92, P=0.008). CONCLUSION: When compared with regular in-hospital thrombolysis, pre-hospital diagnosis and thrombolysis with trained paramedics in the ambulances are associated with reduced time to thrombolysis by almost 1 h and reduced adjusted 1-year mortality by 30% in real-life STEMI patients.
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| 7. |
- Björklund, Lars-Erik, 1953-
(author)
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Från novis till expert : förtrogenhetskunskap i kognitiv och didaktisk belysning
- 2008
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Doctoral thesis (other academic/artistic)abstract
- Syftet med den här avhandlingen är att bidra till förståelsen av beprövad erfarenhetsbaserad kunskap, det vi förknippar med fårdigheter, förmågor och förtrogenhet. Avhandlingen är enintegrerande forskningsöversikt, fntegrative research review. Genom att sammanställa, jämföra och integrera resultat från psykologins, beteendevetenskapens, neuromedicinens och neurofysiologins forskningsfålt synliggör författaren en neurodidaktisk modell för hur experters egenskaper och förmågor byggs upp under praktisk erfarenhet i en specifik kontext.När en engagerad individ utsätts för en upprepad variation av upplevelser skapas kunskap som består av utfallsmärkta sensoriska mönster i framför allt de basala ganglierna men även i amygdala och cerebellum. Dessa sammantaget utgör ett implicit, omedvetet inlärningssystem parallellt med det medvetna explicita. Det implicita systemet jämför det vi betraktar med tidigare lagrade mönster vilket gör att vi snabbt kan upptäcka vad som är relevant i komplexa, stressade situationer. Med dess hjälp blir vi mer kompetenta i vår roll som lärare, hantverkare, läkare etc. Den här kunskapen blir omedveten, dold och tyst, det som Polanyi kallar Tacit knowledge och som bröderna Dreyfus refererar till som holistic pattern recognition. När vårt medvetande uppmärksammar ett igenkännande i det implicita systemet upplever vi en känsla, intuition eller gut feeling. Det implicita bedömningssystemet hämmas inte av arbetsminnets begränsningar i hastighet och antal detaljer och blir med tiden en resurs som visar sig som förtrogenhet inom en praktik. Mycket talar för att de mönster och erfarenheter som lagras i det implicita systemet används vid problemlösning. Detta leder till implikationer för hur undervisning och lärandemiljöer i exempelvis teknikämnet ska planeras för att befrämja en kreativ utveckling hos den lärande.Det implicita systemet ger oss en omedveten kapacitet att tolka andra människors kroppsspråk och aktiveras av kända kontexter och artefakter. Detta påverkar de svar vi som forskare får från våra informanter i en intervjusituation. För att nå expertens tysta kunskap om t.ex. bedömningskriterier kan en speciell intervjumetod; Repertory Grid Technique, användas.
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| 8. |
- Björklund, Lars-Erik, 1953-, et al.
(author)
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Product or Process Criteria? : What Teachers Value When Assessing Programming
- 2023
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In: Programming and Computational Thinking in Technology Education. - : Brill Academic Publishers. - 9789004687912 ; , s. 325-341
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Book chapter (peer-reviewed)abstract
- Programming is increasingly being taught in schools in Sweden and around the world. Programming has been taught and assessed for a long time both in upper secondary schools and in universities, but in the lower grades, programming as part of technology education is still rather new. Therefore, there is a need for assessment criteria for programming in compulsory school. The aim of this chapter is to examine the criteria that individual teachers use when they grade and assess students in tasks related to programming. This study uses Q methodology. The informants, 28 programming teachers, were asked to sort and rank criteria regarding the assessment of programming according to their own subjective beliefs. The results were analysed using factor analysis to find groups of similar informants. The results reveal two teacher groups, where one puts greater emphasis on process criteria while the other primarily emphasises product criteria. Moreover, both groups place high value on students’ ability to explain the program, which can be interpreted as a combination of product and process where the student uses the knowledge they have acquired and turns it into their own knowledge. At the end of the chapter, formative assessment is discussed, based on the results relating to process criteria, and how teachers can use these criteria to help students progress
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| 9. |
- Björklund, Lars-Erik, 1953-, et al.
(author)
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Teacher’s Assessment in Programming : Comparing Teachers’ Individual Judgement Criteria in a Programming Course.
- 2021
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In: Techne series. - Helsinki, Finland : Nordiskt Forum for Forskning och Utvecklingsarbete inom Utbildning i Slöjd. - 1238-9501 .- 1893-1774. ; 28:2, s. 188-195
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Journal article (peer-reviewed)abstract
- In schools around the world the part of technology education related to programming is increasing. There is a lot to learn about teacher’s assessment and grading of students in assignments that are related to technology, particularly in programming. Simon (2012) analyzed introductory programming exams and found that a large percentage of the marks were awarded for the product and the coding skills of the student and less for other skills such as design, debugging, testing, or explaining and documenting.To be able to give formative support teachers should also be able to assess the process in the classroom;students tinkering, creating, debugging, persevering, and collaborating. The aim of this paper is therefore to examine teachers’ individual criteria, explicit, tacit and subjective criteria, when they grade and assess students in technology tasks related to programming. We interviewed 6 teachers in Sweden, representing lower secondary school, upper secondary school and university (teacher and engineering education). A Repertory Grid Technique interview combined with a Comparative Judgement gradingwas used to examine teachers’ individual criteria in assessment. The expected outcomes from themethods are captured criteria that are implicit and based on teachers’ experience, sometimes seen as teachers’ gut feelings. Two types of criteria were found; product criteria assessing the program and process criteria assessing the ongoing process. We compared these criteria with an instrument measuring the development of creativity designed for Art education. We claim that the use of process criteria will help the teacher and the students in developing programming skills.
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| 10. |
- Björklund, Lars-Erik, 1953-, et al.
(author)
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The Dual Memory Systems Model and it's implications for Technology Education
- 2010
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Conference paper (other academic/artistic)abstract
- This paper examines the relationship between the explicit and the implicit memory and learning systems in terms of recent findings in neuropsychology and outlines the implications for technology education in terms of student learning. The psychological Dual Systems Theory situates the processing of perception, assessment, decision-making and action in two parallel but different cognitive systems. The Declarative/Explicit system is conscious, remembering facts and episodes; it is rational and logical but also limited in complexity and speed. Working Memory’s (WM) capacity, an “end station” of this system, is severely limited. Depending on modality between 4 and 9 variables or steps in a sequence may be handled at once. More will lead to cognitive loading and impasse. Since WM probably is our consciousness, we will not be able to analyse what was dropped out or what happened, we will just get confused. The narrow view of conscious vision, the slow speed and the problems with details and complexity in space and time makes this system less suitable for real time, real complexity work. The non conscious Implicit System on the other hand does not use Working Memory and will not be hampered by cognitive overload; it’s a pattern recognition system with very fast recognition of earlier encountered situations and objects. It has several important functions: 1- To direct conscious attention to what is important and relevant in a situation.2- To give a fast assessment, built upon somatic markers incorporated in memory.3- To start an automatic reaction to what is perceived, The lifespan of this memory system is long, and it seems very hard to erase or to change them. Most of what we usually refer to as skill seems to be connected to learning in this system. The Dual Systems model has recently been supported with neurophysiologic results showing, two different anatomical systems. The somatic markers have been identified, the secondary implicit vision system and concepts such as tacit knowing, automaticity, flow and intuition are starting to be understood. This model gives a new way of understanding what we do in technology education, gives clues of how to promote creativity, holistic learning, system thinking, forward reasoning and more.
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