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- Clear, Tony, et al.
(författare)
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A framework for writing learning agreements
- 2016
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Ingår i: Proc. 46th ASEE/IEEE Frontiers in Education Conference. - Piscataway, NJ : IEEE Press. - 9781509017904
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Konferensbidrag (refereegranskat)abstract
- Active learning is a popular concept for motivating learning. Learning agreements are one strategy towards this goal. They can be used to aid the students to take ownership of their learning and in becoming more active in a course. Learning Agreements are especially useful tools for scaffolding learning in courses with a focus on developing the professional competencies of students, such as in Open Ended Group Projects, Work Integrated Learning or other authentic learning contexts. Such educational contexts are complex and we have found it necessary to scaffold student learning using agreements based on professional competencies. This has led to a pedagogical framework, which has found successful application in a number of contexts. This framework has been built based on discussions with students, and has involved the development of a supporting wiki which contains descriptions of the different professional competencies involved in the learning agreement. The IT based framework has been iteratively developed together with the students taking the course in the fall of 2015. The development and assessment of this framework is contrasted in the context of two courses using learning agreements, one (in Sweden) with a focus on development of professional competencies and the other (in New Zealand) addressing a mix of professional competencies and subject knowledge in a work integrated learning setting.
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- Daniels, Mats, et al.
(författare)
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Collaborative technologies in global engineering : New competencies and challenges
- 2015
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Ingår i: International journal of engineering education. - 0949-149X. ; 31:1, s. 267-281
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Tidskriftsartikel (refereegranskat)abstract
- Educational institutions face many challenges in closing the gap between what is currently offered through academic engineering curricula and what is expected by society in general and industry in particular. There are many aspects to these challenges and here we address needs that are specific to global professionals by investigating the knowledge, skills and abilities needed for mediating and using Collaborative Technologies (CT) in an Open Ended Group Project (OEGP) within a global setting. We discuss these needs as framed by relevant theoretical frameworks for collaboration and learning (including Collaborative knowledge building and Collaborative Technology Fit), mapped using empirical data from a course setting involving global collaboration between two universities (one in the United States and one in Sweden). The paper concludes with a commentary on competencies beyond discipline specific technical skills and presents recommendations, based upon this research, for developing students’ proficiency in both mediating and using CTs in OEGP courses. These recommendations are followed by an outline of key areas for future research.
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- Daniels, Mats, et al.
(författare)
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Competencies for paradigm shift "survival"
- 2015
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Ingår i: Proc. 45th ASEE/IEEE Frontiers in Education Conference. - Piscataway, NJ : IEEE Press. - 9781479984534 ; , s. 1424-1429
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Konferensbidrag (refereegranskat)
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- Daniels, Mats, 1956-, et al.
(författare)
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Engineering Education Research in Practice : Evolving use of open ended group projects as a pedagogical strategy for developing skills in global collaboration
- 2010
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Ingår i: International journal of engineering education. - 0949-149X. ; 26:4, s. 795-806
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Tidskriftsartikel (refereegranskat)abstract
- Globalization presents engineering educators with new challenges as they face the need for graduates who can function comfortably in an increasingly distributed team context which crosses country and cultural boundaries. Scaffolding learners to acquire professional attributes which transcend the solely technical places stress on traditional curriculum models. This paper analyses an Open Ended Group Project Framework (OEGP) situated in an action research program applied within the IT in Society course at Uppsala University. The approach results in conscious evolution of the course as an integral element of its design. It enables flexible planned educational change informed by a combination of learning theories and stakeholder input. In this paper we discuss the role of the research program in addressing the educational challenges we faced assisting students to develop global collaboration skills. The implications of combining this course with one at a partner institution in the USA and developing a global collaboration are also addressed. The paper concludes by summarizing the benefits of adopting an integrated action research and OEGP framework to support flexible course delivery in a global professional engineering context.
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- Lind, Thomas, et al.
(författare)
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Students envisioning the future
- 2016
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Ingår i: Proc. 46th ASEE/IEEE Frontiers in Education Conference. - Piscataway, NJ : IEEE Press. - 9781509017904
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Konferensbidrag (refereegranskat)abstract
- How can students be included as critical stakeholders in the systems and services provided by a university? To address the whole student experience, we engaged students and employees at a large Swedish university in a vision seminar process to elicit how these groups envisioned an ideal future university, and the necessary changes to technology and organisational structures required to achieve this ideal version. The process entailed six four-hour workshops with four groups consisting of six participants each. A survey instrument was used to follow up on the participants' experiences of participating in the vision seminar process and their thoughts on the future of the university. The results show that the participating students were more positive compared to the university employees. The students envisioned harmonized interdepartmental systems, seamlessly integrating a variety of services into one university provided solution. The employees envisioned their future work as flexible, enabled by technology providing excellent support without hindering pedagogical and organisational development. Using technological frames, these visions of the future are identified, analysed and discussed in relation to the quality of university education and a holistic view on students' university experience. Finally we discuss the broader implications of the visions on the future of university education.
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