| 1. |
- 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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| 2. |
- 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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| 3. |
- Johansson, Björn, 1975, et al.
(författare)
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SUSTAINABLE PRODUCTION RESEARCH: AWARENESS, MEASURES AND DEVELOPMENT
- 2012
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Ingår i: International Journal of Sustainable Development. - 1923-6662. ; 4:11, s. 95-104
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Tidskriftsartikel (refereegranskat)abstract
- This paper takes its standpoint in thehypothesis that awareness of sustainability is the keyto create sustainable products, and that this awarenessbegins already at research level. It describes thedevelopment and follow-up of a method forincreasing sustainability awareness in sustainableproduction research. Several activities were carriedout to increase the awareness. Firstly) workshopswith researchers and industry on sustainability.Secondly) development of measures based onliterature and interviews with researchers. Thirdly)monitoring of awareness through concept maps.Progress was evaluated by comparing the awarenessof the population when the project started in 2010,and then again in 2011. The results show that theparticipants had shifted their view from primaryemphasizing technology towards a more balancedview of sustainability where social aspects were moreoften taken into consideration. According to theconcept maps methodology, sustainability awarenessin the population increased with 25%.
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| 4. |
- Ström, Henrik, 1981
(författare)
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Om betydelsen av könsrelaterade variationer i förkunskaper för toppbetyg i programmering
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I kurser som inte förmår justera för könsrelaterade variationer i förkunskaper riskerar examinationen att befästa bilden att olika kön presterar olika bra i ämnet. Detta bidrag undersöker kursmaterialets betydelse för observerade könsskillnader i toppbetyg i en introduktionskurs i programmering. Kan ett bättre material utjämna skillnaderna?
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| 5. |
- Eklund, Rikard, 1966, et al.
(författare)
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Assessing non-technical methods for transferring tacit knowledge in safety-critical systems: a study on maritime pilot training
- 2022
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Ingår i: INTED 2022 Proceedings. - : IATED. - 9788409377589 ; V-224-2022, s. 9908-9914
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Konferensbidrag (refereegranskat)abstract
- A safety-critical system is a system whose failure or malfunction will have serious consequences and typically include, healthcare, aerospace, naval operations, nuclear or process industries, and military systems. Safety-critical systems also show a high level of automation and are to a high degree dependent on tacit knowledge embedded within the workforce. It is important to an organization to find methods to manage tacit knowledge transfer and thereby establishing resilience over time. Maritime pilotage is a safety-critical segment of the maritime industry to assure safe, economic, and sustainable naval operations. During the maritime pilot training the maritime pilot student acquires trade specific skills, often in the shape of tacit knowledge, primarily when interacting with other more experienced maritime pilots. The purpose of this study is to improve the maritime pilot training to mitigate increasing requirements of safe, economical, and environmentally sustainable shipping operations. The aim of the study was to locate, catch, crystallise, document, and describe non-technical methods of tacit knowledge transfer during the different elements of the maritime pilot training. This study is a mixed-method study, based on observations, interviews, questionnaires, and document analysis. In total, 21 participants were included in the study, consisting of maritime pilot students, less experienced but licensed maritime pilots, and highly experienced master maritime pilots. The results show that a substantial amount of tacit knowledge transfer occurs during on-the-job activities. Such activities are predominantly taking place in social settings and are not consistently documented or systematically utilized within the organization.
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| 6. |
- Garrote Jurado, Ramon, 1962-
(författare)
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Educational Software in Engineering Education
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis contributes to the quality of engineering education and the accessibility of education worldwide by promoting computer-enhanced teaching and learning. It uses the epistemology of John Dewey (1859-1952) and the action research methodology first advanced by Kurt Lewin (1890-1947). A mixed methods approach that combines qualitative case studies with quantitative research methods is used.In the first of three case studies engineering students working on their final degree projects participated. To elicit interaction, a learning management system (LMS) was used and the students were strongly encouraged to discuss various aspects of their work.The second case focused on the barriers to a wider utilization of educational software in engineering education. The case is delimited to lecturers at the School of Engineering at the University of Borås. The investigation focuses on the lecturers’ reluctance to use educational technology and the slow uptake of new pedagogical methods in engineering education.The third case study covers three subsets of participants. A course intended to improve lecturers handling skills and motivation to utilize educational software in a pedagogically sound manner was given in Cuba, Guatemala and Peru.The first case demonstrated that computer-enhanced collaborative learning can improve the learning experience and performance of engineering students. The second case showed that LMS tools that facilitate traditional methods are used routinely, whereas lecturers often refrain from using features intended to facilitate collaboration and the creation of communities of learners.The third case study investigated the use of a complete course package, with all course material and software contained on the same USB drive (LiveUSB Mediated Education, LUME). It is asserted that LUME can facilitate constructivist pedagogical methods and help overcome the reluctance of lecturers to utilize educational software in a pedagogical sound way.
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| 7. |
- Ander, Mats, 1964, et al.
(författare)
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Constructive alignment in solid mechanics courses by means of project assignments
- 2017
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Ingår i: 6: e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Chalmers tekniska högskola, 22 -23 november 2017.
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Konferensbidrag (refereegranskat)abstract
- This short text paper describes the procedure of planning and implementing project assignments as a means to constructive align courses in Solid mechanics at the school of Civil enginnering at Chalmers. The courses has now been given twice and we summarize our experiences so far.
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| 8. |
- Player-Koro, Catarina, et al.
(författare)
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Production of knowledge of teachers’ professional work in the digital platforms infrastructures of schools – the problem of locating and defining the ethnographic field
- 2022
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Ingår i: Oxford Ethnography and Education Conference, 12-14 September 2022, Oxford, England.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Constructing a field has always been a necessary and difficult task for ethnographers. As been argued by for instance by Burrell (2009), defining the nature and boundaries of an empirical field are key for the ethnographic process. In an effort to identify and bound fields and make ethnographies recognizable in relation to each other, a plethora of prefixes for the word ethnography have emerged. Types of ethnography have been minted such as critical- and institutional ethnography, and since the emergence of digital cultures attempts to define fields or approaches to ethnography as having specific characteristics have flourished (Hammersley, 2018). Prefixes such as digital, network and trace have emerged, indicating lineages from earlier forms of ethnography and attempts to articulate distinct sets of methods. In practice, however, many of these prefixes are used interchangeably and the differences between forms of ethnography can have little significance. One area that, distinctions between different forms of ethnography have significance, however, is in limiting or at least complicating the task of defining the kind of ethnography that one is engaged in as one works with an empirical situation that may not necessarily fit nicely in to one definition or another. One such situation is the focus of our work in a Swedish project that examines the possibilities and constraints in teachers’ work with a specific focus on how teachers regulate and are regulated by the digital infrastructure and technologies embedded both in schools and classrooms and in teachers’ everyday life outside school. Based on that situation, the aim of this paper is to examine the problem of locating and defining the empirical field in relation to different forms of ethnography. The backdrop for the study is the strong political and economic push for school digitization in Europe and other parts of the world. It forms part of a global technology market and platform economy where internet platform businesses make up the major part and reach into the core of schools’ everyday work. As a consequence, teachers’ now work in classrooms and schools that are inextricably embedded and inseparable to the employment of digital technologies. The ‘new’ normality of teachers is to be constantly connected to the schools’ digital systems that has expanded teachers’ work across space and time and resulted in the creation of new digital work practices. Findings: In our results we will present a reflexive critique of our own ethnographic engagement with school administrators, principals and teachers in Swedish upper secondary school. This involved collections of different kinds of policy, mapping of infrastructure, combined with participant observation, teachers’ self-report of online and offline work, interviews and focus-group interviews. Contribution to education/ethnography: Our intention is to make a contribution to the ongoing discussion of doing ethnography in the hybrid world where home and field are no longer neatly separated and where the distinction between on- and offline is blurred and overlapping. Burrell, J. (2009). The field site as a network: A strategy for locating ethnographic research. Field methods, 21(2), 181-199. Hammersley, M. (2018). What is ethnography? Can it survive? Should it?. Ethnography and Education, 13(1), 1-17.
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| 9. |
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| 10. |
- Elena, Palmquist, et al.
(författare)
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Inlärning av tröskelbegreppen inom Bioreaktionsteknik - studentdriven utveckling av en webbaserad modul för självstudier
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Abstrakt Självstudier utgör en stor del av lärandet vid högskolestudier, vilket gör det intressant och relevant att studera de pedagogiska utmaningarna inom detta område. I detta kandidatarbete har studenter i samarbete med erfarna lärare arbetat med kursutveckling med fokus på utveckling av en webbaserad modul för självstudier inom Chalmerskursen KKR090 Bioreaktionsteknik. Kursen uppfattas av studenter som svår då den kombinerar kunskap från tidigare lästa kurser och innehåller många komplicerade begrepp, vilka ibland benämns tröskelbegrepp. Ett tröskelbegrepp definieras som ett begrepp som är svårt för studenterna att ta till sig, är centralt för disciplinen och förändrar studenternas sätt att tänka (Perkins, 2006 & Burch, Burch, Bradley, & Heller, 2015). Genom att öka insikten för tröskelbegrepp kan en djupare förståelse öppnas upp även för andra områden och begrepp (Cousin, 2010 & Pettersson, 2011). I studien identifierades sex tröskelbegrepp genom djupintervjuer med både lärare och studenter. Med dessa som grund utvecklades ett innehåll av teori- och beräkningsuppgifter, uppdelade i veckoavsnitt och med progressivt anpassad svårighetsgrad, i Maple T.A. För att leda studenten i rätt riktning består beräkningsuppgifterna av flera, mindre deluppgifter och om ytterligare vägledning önskas finns det ledtrådar till varje deluppgift. Lösningsförslag med förklarande lösningsgång och teori finns att tillgå direkt efter att svar lämnats in. Det finns även möjlighet för studenten att genomföra övningstentamina.Utvärdering av modulen gjordes initialt genom ett alpha- och ett betatest. Det första utfördes av lärare och det senare av studenter. Under betatestet använde studenter modulen under uppsyn och information samlades in genom dialog på plats med studenterna samt genom en enkätstudie. Eftersom både studenter och lärare upplevde modulen användbar, givande och utmanande, förväntas modulen svara mot behovet av ett ökat stöd för självstudier och kommer därmed underlätta studierna.Modulen kommer att införas och utvärderas under Hösttermin 2015. En kort introduktion och demonstration ska genomföras, varefter modulen kommer att vara tillgänglig hela kursen. Schemalagda seminarier ska också genomföras, där studenten har möjlighet att träna på de identifierade tröskelbegreppen med handledning. Utvärderingen sker genom djupsamtal, statistik över hur studenterna jobbar med modulen samt en skriftlig enkät. Jämförelser av årets resultat med de från tidigare examina kan, trots begränsningar i det statistiska urvalet, indikera hur förståelsen av tröskelbegrepp ändrats jämfört med tidigare års kurser.Vi anser att modulens utformning skulle kunna förbättra studenternas självstudier även inom andra områden på Chalmers. Arbetsmetoden, att utgå från tröskelbegrepp, kan ses som den pedagogiska nyckeln för att låsa upp studenternas förståelse (Burch et al., 2015). Att använda nytänkande informations- och kommunikationsteknik som ett didaktiskt verktyg för att stimulera aktivt lärande och att involvera studenter i kursutvecklingsprocessen är ytterligare två intressanta perspektiv av studien. Den största vinsten med att modulen utformats från ett studentperspektiv är tillvaratagandet av aspekter som lärare ibland tar för självklart. Exempelvis kan det vara lättare för en student att specificera svårigheter i lärandeprocessen än för den ämneskunnige läraren.
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