| 1. |
- Berglund, Anders, et al.
(författare)
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On insights into teaching and learning technological systems
- 2016
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Ingår i: Different horizons: setting directions for phenomenographic research, EARLI Special Interest Group 9, Phenomenography and Variation Theory, Gothenburg 24-26 Aug..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the ETSC project is to explore how pupils, aged 11 - 13, learn about technological systems, with a further goal of offering insights useful for designing good teaching. This is a complicated tak as there is only is little previous research, no jointly agreed definition of the object of the pupils’ learning or how it should be taught exists, and the research on learning situations where learners work in teams with a high degree of agency is methodologically not well developed. Inspired by phenomenography and variation theory, we have collected data from lessons in technological systems. To analyse this learning we have developed a framework, where the four positions on which it is based together offer insights in the pupils’ learning, valuable for teaching. •A core position is technology itself, as it is the object of the pupils’ learning. •A classic phenomenographic analysis reveals how the pupils experience technological systems. •The teaching emphasis three dimensions of variation in understanding technological systems (Svensson, 2011). We investigate to what extent these dimensions are mirrored in the pupils’ learning. •The phenomenographic distinction on deep and surface learning offers a way to express how the pupils approach their learning. In our presentation, we will exemplify how these positions, taken together, can offer insights in the pupils’ perspective on technological systems.
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| 2. |
- Ingerman, Åke, 1973, et al.
(författare)
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The focus of phenomenography: the phenomenon and the object of learning
- 2014
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Ingår i: Presentation at the EARLI SIG9 conference ”Disciplinary Knowledge and Necessary Conditions of Learning”, Oxford, September 1-3.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Phenomenographic studies normally aim towards exploring different ways of experiencing or understanding a phenomenon. There is an explicit claim that these ways of experiencing capture what the phenomenon may look like from the point of view of the students (or experiencers), rather than what the phenomenon is per se (ontologically or epistemologically). Studies based on the variation theory of learning, and in particular learning studies, rather refer to the object of learning as the relevant point of experiential reference in processes of learning and classroom teaching. The object of learning is generally identified and delimited by the teachers. It can be argued that the “success” of a learning study in a way can be measured by the alignment of the intended, enacted and experienced object of learning. Thus, there are succinct differences in perspective (student vs teacher) between phenomenon and object of learning. In this discussion we explore overlaps and tensions between them in relation to the ambition of analytically addressing empirical data from students discussing in groups with and without the teacher as a part of classroom teaching. Phenomena as emergent in such discussion may then be constituted differently and as distinct from the object of learning (and not reducible to the lived object of learning). Theoretical and empirical considerations are done.
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| 3. |
- Svensson, Maria, 1969, et al.
(författare)
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Classroom expressions of knowing technolgoical systems
- 2014
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Ingår i: Presentation at the EARLI SIG9 conference ”Disciplinary Knowledge and Necessary Conditions of Learning”, Oxford, September 1-3.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The idea of technological systems is potentially powerful for citizens of our society relevant for reasoning, acting and making decisions in relation to societal infrastructures such as water supply, electricity and information systems. Even though we daily interact with and use these systems, what knowing technological systems means in the societal and citizenary context is not well established. Even less is known about what may constitute good teaching for learning. This presentation aims towards explicating critical aspects of knowing technological systems, as it is expressed across various contexts within classroom teaching focusing the area. The analysis is reminiscent of a phenomenographic analysis in that it focuses critical aspects and qualitative differences between expressions, but is unusual in 22 that it derives from a broad array of empirical material: classroom discussions, pupil writings and interviews. Seen across the different contexts, it is clear that the different expressions relevant for the object of learning - technological systems - not easily can be aligned with one phenomenon, at least not in the traditional phenomenographic sense. The identified critical aspects include, but are not restricted to recognising infrastructural relations, functional dependencies, internal-external horizons and information-energy-matter transformations. The subject context (as the technology knowledge domain) and the integration of knowing technological systems emerge as an independent quality.
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| 4. |
- Berglund, Anders, 1956-, et al.
(författare)
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Inspiring Students in Their Learning : A Theoretically Based Discussion Building on Three Courses
- 2019
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Ingår i: 2019 IEEE Frontiers in Education Conference (FIE 2019). - : IEEE. - 9781728117461
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Konferensbidrag (refereegranskat)abstract
- It often happens that some students come to engage in their learning, and in the learning of their peers, far beyond what we, or they, would have expected. There is also ample evidence of the opposite experience, where students, even if initially highly motivated, end up unable to engage in a meaningful manner. I n this paper, we analyse three courses in order to better understand why the level of student engagement varies to such a high degree, with the aim of opening for seeing underlying factors explaining this. Further, we illustrate and discuss our framework with empirical data collected from at Uppsala University. We study the courses using different research approaches (or perspectives), based in the sociocultural tradition, namely Activity Theory (as described by Engestrom), Zone of Proximal Development (Vygotsky), and Communities of Practice (Lave & Wenger). These approaches serve as lenses with the aim of finding common factors in the learning environments that are collectively created by the students and their teachers during the extent of the courses. Our results point towards the need to establish a joint understanding between students and teachers at several different levels: at a course level in terms of the aim of a course and its possible outcomes, but also personal aims related to what the course could lead to for everyone involved. Further, our research suggests that the supporting and scaffolding role of the teacher is crucial to the development of a positive learning environment in a course.
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| 5. |
- Berglund, Anders, et al.
(författare)
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Embracing Entrepreneurial Behaviour in a Research School
- 2009
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Konferensbidrag (refereegranskat)abstract
- The Product Innovation Engineering program (PIEp) has recently established a Research School withthe aim to increase innovation capabilities in Swedish industries and to promote entrepreneurialbehaviour. By following a bottom-up approach PIEp has been able to both embrace and fosterentrepreneurship. As a result, the research school has already been able to change preexisting mindsetsand to encourage PhD students to be more proactive, risk-taking and innovative. Through descriptions of their own experiences and of key cases along the way, the authors illustratethe transformation from the initial idea to the research school as it is today. This paper seeks toprovide insight and draw comparisons with other research schools to further research and assist policymakers interested in founding new research schools.
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| 6. |
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| 7. |
- Berglund, Anders, et al.
(författare)
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Proposing a Feedback System to Enhance Learning Based on Key Performance Indicators
- 2014
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Ingår i: International Journal of Quality Assurance in Engineering and Technology Education. - : IGI Global. - 2155-496X .- 2155-4978. ; 3:1
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Tidskriftsartikel (refereegranskat)abstract
- This paper proposes a feedback system that is based on the self-evaluation of perceived productivity as a mechanism for detecting deviations in an engineering design student project. By monitoring key performance indicators, project members used feedback loops to recognize alarming patterns and act accordingly. The study is based on descriptive survey data that addressed three factors of influence: perceived productivity, perception of stage completion, and work-activity distribution. The productivity data was analysed by detecting patterns in the form of peaks and lows and by combining the patterns with qualitative data from observations and documented work activities. Measurements were taken every time the project team got together; 33 occasions during the course of the project, resulting in a total of 280 student responses for productivity (P) and completion (C) and 115 student replies for work activity distribution. The findings provide an extraction of peak values and low values that enables tracking of critical incidents. Through an in-depth activity log, each value was enriched with lessons learned about what took place and the consequences for the project, thus enhancing learning from past activities through systematic feedback sessions. The accumulated set of data provided distinguishable patterns for the project team to interpret. Over time this made student actions more proactive, activity execution more distinct and purposeful, and resource allocation in combination with feedback reflections more refined.
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| 8. |
- Berglund, Anders, et al.
(författare)
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Triple-loop-learning : An instrumentation model for engineering design innovation education
- 2016
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Ingår i: DESIGN EDUCATION. - : The Design Society. - 9781904670780 ; , s. 77-82
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Konferensbidrag (refereegranskat)abstract
- This paper presents a framework for engineering design innovation education. This is discovery research in a purely qualitative sense. The authors, both highly experienced educators, are reflecting upon their practice of delivering team-based new product development courses at the master's degree level at deeply different universities in Sweden and the United States of America. In both cases, industry partners bring real-world projects and funding to the curricula. They have, as their primary objective, the development of talented new product development leaders. In both cases there is no intellectual property attachment to the funding. This paper seeks to make important distinctions about common language and practices within different regional and academic cultures. We are hopeful that our observations and the presented framework will draw others to deepen our understanding through next generation quantitative studies.
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