| 1. |
- Andersson, Erik, et al.
(author)
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Ambio fit for the 2020s
- 2022
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In: Ambio. - : Springer Nature. - 0044-7447 .- 1654-7209. ; 51:5, s. 1091-1093
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Journal article (peer-reviewed)
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| 2. |
- Berge, Maria, 1979
(author)
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Group work and physics – characteristics, learning possibilities and patterns of interaction
- 2011
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Doctoral thesis (other academic/artistic)abstract
- This thesis explores group work in physics at university level. The guiding research interest is what happens in the students’ interactions during such (instructional) activities, focusing both on the physics content and group dynamics. The four collated papers are based on empirical data consisting of video and audio-recordings of seven groups of students solving physics problems concerning force and friction in Newtonian mechanics. The students belonged to the Engineering Physics and Bioengineering programmes at Chalmers University of Technology.In line with the guiding research interest, different facets of group work data were analysed using a multi-theoretic perspective at three levels with focus on the content, the context and the components. The three distinct approaches were based on different theoretical frameworks: phenomenography combined with variation theory, positioning theory, and conversation analysis. The results presented in this thesis relate to pedagogical characteristics of the learning situation, learning possibilities and patterns of interaction and all the analytical approaches contribute to all the aspects of the results. The purpose of this design was to achieve a deeper understanding of a complex empirical situation by offering several accounts that are analytically and theoretically differently grounded. The theoretical frameworks have been interpreted, and sometimesadapted, in order to offer analytical strength in reflecting essential facets of the empirical data with respect to the research interest. Each level of analysis uncovered new dimensions of the learning situation, potentially enabling a synthesis of different understandings of group work. This synthesis will inform and support instructional advice for the learning of physics.The results show that learning physics in small groups is a complex and nonlinear process where the students’ learning possibilities differ and have many levels. These learning possibilities take place simultaneously in group sessions and are interconnected, for example, developing through discussion the way of experiencing physics concepts, becoming and being part of a physics or an engineering community and interactively producing answers, as well as communicative and representational tools for learning.
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| 3. |
- Lönngren, Johanna, 1985-, et al.
(author)
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Sustainable Development in Nano-Perspectives : An Innovative Student Initiative
- 2010
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In: Engineering Education in Sustainable Development, conference proceedings. - : Engineering Education in Sustainable Development, Gothenburg, Sweden.
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Conference paper (peer-reviewed)abstract
- This paper describes and discusses a novel class for sustainable development at the faculty of engineering at Lund University, Sweden. Based on personal experience and student questionnaires, the study discusses applied pedagogical approaches (case study, role play, matrix approach) and suggests improvements to the structure of the class. The project is a student initiative, making student involvement and its effects on learning for sustainable development central topics of this paper, thereby challenging the notion of engineering students as passive receivers of education for sustainable development.
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| 4. |
- Rydberg, Tomas, 1962, et al.
(author)
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Emissions of additives from plastics in the societal material stock – a case study for Sweden
- 2012
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In: Handbook of Environmental Chemistry. - Berlin, Heidelberg : Springer Berlin Heidelberg. - 1867-979X. ; , s. 253-264, s. 253-264
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Book chapter (other academic/artistic)abstract
- Estimating the size of the problems related to release, fate, exposure and effects from the human use of chemical substances in materials and consumer products is daunting. More than 100,000 chemical substances are in commercial use and a reasonable description of their existence in, and release from, plastic polymers, glues, paints, fibres, lubricants etc. comprise a big challenge. Here we report the initial results from a generic emission model that has been developed and applied to estimate emissions of a set of organic chemicals from products. The scope of the study was to estimate emissions from products containing plastic materials during their average lifetime within the geographical boundaries of Sweden. The results show that approximately 2% of the plastic additives are emitted annually. Plasticisers, flame retardants, organic pigments and stabilizers are the use categories of additives that are emitted in the largest quantities. Until now, the method has only been used to estimate emissions of additives from plastic materials, but it is believed to also be applicable to other materials.
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| 5. |
- Brink, Suzanne, et al.
(author)
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Assessing curriculum agility in a CDIO engineering education
- 2020
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In: The 16th international CDIO conference. - Gothenburg, Sweden : Chalmers University of Technology. - 9789188041272 - 9789188041289 ; 1, s. 13-24
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Conference paper (peer-reviewed)abstract
- Change and individualization are two aspects that are important in innovative higher education. In this paper, we argue for how the concept of curriculum agility can be used as a framework for engineering education that is able to meet societal, environmental, and technological challenges. To both anticipate and meet the needs of the rapidly changing world, engineering education needs to have an organization that allows for innovation, change, and adaptation, with the capacity to respond within a (much) shorter timeframe than traditionally seen in higher education. The structure and processes of such organizations should include the time needed to establish and decommission new educational programmes, and the flexibility within the programmes. The CDIO's Curriculum Agility Working Group has defined seven principles for curriculum agility and has analysed how these relate to the CDIO Standards. This paper describes how the principles can provide guidance on both a curricular and institutional level. The principles are mapped against the CDIO Standards, relating to what is required for an agile curriculum, in order to indicate how the Standards can be utilized to assess the flexibility and agility of educational programmes.
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| 6. |
- Brink, Suzanne, et al.
(author)
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Curriculum Agility: Responsive Organization, Dynamic Content, and Flexible Education
- 2021
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In: Proceedings - Frontiers in Education Conference, FIE. - : Institute of Electrical and Electronics Engineers (IEEE). - 1539-4565. ; 2021-October
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Conference paper (peer-reviewed)abstract
- This special session, within the conference theme of Incorporating Convergence into Programs, Curricula, and Continuing Education, focuses on Curriculum Agility in engineering education. It will introduce the concept of Curriculum Agility and its current trends, as well as further co-develop the concept behind it. This is done following an iterative design thinking approach, by co-creating guiding principles that engineering institutions can use to make their study programs more responsive, dynamic, and flexible. Curriculum Agility is particularly important in engineering education in order to keep pace with the rapid development of new technologies and materials. In addition, the concept aims to meet students' expectations and needs for more individualized study plans, as well as society's need for forward-thinking engineers equipped to contribute to finding solutions to current and future societal challenges. Thus, to anticipate and meet these challenges, institutions for engineering education need to have an organizational and management structure with the capacity to act within a much shorter timeframe than traditionally seen in universities. Curriculum Agility is a framework for introducing necessary changes in operations to be able to act responsibly and rapidly on change and expectations. This work presents seven principles for Curriculum Agility that have emerged from a series of sessions at international conferences and network meetings. The seven principles currently include: Stakeholder Involvement, Organization and Governance, Decision Making, Program and Course Design, Innovation of Education, and Pedagogy and Didactics. This special session brings educators together to discuss the 'what, how and why' with regard to Curriculum Agility. The overall aim is to further develop a shared vision on Curriculum Agility and build upon the intention of assessing it at different levels in the organization of engineering education institutions. The expected outcome of the special session is a collection of refined, redefined, and perhaps even newly defined principles for Curriculum Agility.
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| 7. |
- Lönngren, Johanna, 1985, et al.
(author)
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Systems Thinking for Dealing with Wicked Sustainability Problems: Beyond Functionalist Approaches
- 2016
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In: World Sustainability Series. - Cham : Springer International Publishing. - 2199-7373 .- 2199-7381. ; , s. 151-160, s. 151-160
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Book chapter (other academic/artistic)abstract
- Many of the most pressing sustainability issues are not purely technical problems. To work for sustainable development (SD) requires addressing wicked sustainability problems (WSPs), such as climate change, poverty, and resource scarcity. Previous research has shown that addressing WSPs is challenging for engineering students. In particular, students may feel overwhelmed by a WSP if they lack appropriate tools for dealing with the complexity, uncertainty, and value conflicts that are present in the situation. In this paper, we aim to investigate whether systems thinking competence (ST) can provide such a tool in engineering education for sustainable development (EESD). For this purpose, we elaborate on previous descriptions of WSPs, and draw on (E)ESD literature about ST to discuss different approaches to ST and their usefulness for addressing WSPs. We conclude that ST indeed can be valuable for addressing WSPs, but that it is necessary to be clear about how ST is defined. We suggest that mainstream approaches to ST in engineering education (EngE) are not sufficient for addressing WSPs.
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| 8. |
- Babapour Chafi, Maral, 1983, et al.
(author)
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Workspace preferences and non-preferences in Activity-based Flexible Offices: Two case studies
- 2020
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In: Applied Ergonomics. - : Elsevier BV. - 0003-6870 .- 1872-9126. ; 83
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Journal article (peer-reviewed)abstract
- Activity-based Flexible Offices (AFOs) are innovations in workspace design that are being increasingly implemented in organisations. While most studies investigate satisfaction and perceived work support in AFOs, employees' workspace preferences are not addressed in the literature. The aims of this study were to (i) identify workspace preferences and non-preferences in AFOs, and (ii) investigate whether employees’ workstation choices support their activities and align with their preferences. Two Swedish municipalities participated in the study. Data collection involved 27 semi-structured interviews and annotations on architectural drawings. The results showed that the interviewees preferred workstations that were both desirable and functional, and avoided workstations that were undesirable. This was due to functional, social, emotional and symbolic aspects of the workspaces as well as their physical structure and stimuli. The approach used in this paper can be adopted for improving the design of AFOs, thereby mitigating the stress of finding a suitable workstation.
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| 9. |
- Johansson, Anders, 1987, et al.
(author)
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Lecture Jokes : Mocking and Reproducing Celebrated Subject Positions in Physics
- 2020
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In: Physics Education and Gender. - Cham : Springer. - 9783030419325 - 9783030419332 ; , s. 97-113
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Book chapter (peer-reviewed)abstract
- In this chapter, the authors explore the discursive construction of physics culture through lecture jokes in university quantum mechanics classes. Drawing on ethnographic data this research explores questions about how physics lecture jokes may structure possibilities for students to identify with physics and as physicists. The authors identify the ways that celebrated subject positions are constructed through jokes, and discuss the ways that jokes may do the discursive work of positioning students inside or outside of physics.
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| 10. |
- Baytas, Mehmet Aydin, 1988, et al.
(author)
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Stakeholders and Value in the NFT Ecosystem : Towards a Multi-disciplinary Understanding of the NFT Phenomenon
- 2022
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In: Conference on Human Factors in Computing Systems - Proceedings. - New York, NY, USA : Association for Computing Machinery (ACM).
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Conference paper (peer-reviewed)abstract
- Non-fungible tokens (NFTs) have been a defining trend for design, technology, and business in 2021. The value, legitimacy, and utility of NFTs is disputed: proponents highlight revolutionary economic and cultural potentials of an open, secure, and immutable ownership database, while opponents are displeased by the environmental issues and abundant wrongdoing in the ecosystem. Nevertheless, the phenomenon is relevant to HCI, and signifies important developments for future interactive products. To better understand the NFT phenomenon, and to inform future HCI research and design, we investigated the stakeholders in the NFT ecosystem and relations between them. Based on open data we mined from the social news website Hacker News, we contribute the first data-backed model of stakeholders in the NFT ecosystem. The model reveals a nuanced account of the outlooks of creators, owners, and technologists; identifies investment firms and auction houses as arbiters of knowledge and value; and presents implications for future research.
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