| 1. |
- Bertoni, Alessandro, 1985-
(författare)
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A Reverse Engineering Role-Play to Teach Systems Engineering Methods
- 2019
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Ingår i: Education Sciences. - Basel, Switzerland : MDPI. - 2227-7102 .- 2227-7102. ; 9:1
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Tidskriftsartikel (refereegranskat)abstract
- Students engaged in systems engineering education typically lack experience and understanding of the multidisciplinary complexity of systems engineering projects. Consequently, students struggle to understand the value, rationale, and usefulness of established systems engineering methods, often perceiving them as banal or trivial. The paper presents a learning activity based on a three-stage reverse engineering role-play developed to increase students’ awareness of the importance of correctly using systems engineering methods. The activity was developed and integrated in the Systems Engineering course given at Blekinge Institute of Technology. Its effectiveness was analyzed through semistructured self-reflection reports along with two editions of the course. The results showed the development of students’ understanding of how to use systems engineering methods. In particular, the students realized the need to deliver detailed and easy-to-read models to the decision makers. This result was in line with the achievement of some of the intended learning outcomes of the course.
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| 2. |
- Bertoni, Marco, 1980-, et al.
(författare)
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Measuring Experiential Learning : An Approach Based on Lessons Learned Mapping
- 2020
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- Fostering ‘experiential learning’ in real-life situations is a critical task for engineering educators when creating constructively aligned learning activities. The paper proposes an approach to measure the students’ perception of learning in Conceive-Design-Implement-Operate activities conducted outside the classroom. The approach is based on the opportunity of gathering and analyzing lessons learned from the student reflection reports at the end of a team-based innovation project performed in collaboration with company partners. The approach is intended to provide a basis for the future development of innovation projects with engineering students, supporting the definition of learning outcomes that are relevant for the CDIO Syllabus 2.0, and of constructively aligned learning experiences. The paper exemplifies the approach with regards to a master course named Value Innovation and presents the findings obtained at the third and second level of the CDIO Syllabus 2.0. The results of the course implementation show how short team-based innovation projects largely contributed in developing social and communication-related skills in engineering students, going beyond the mere application of their technical skills.
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| 3. |
- Nygren, Thomas, 1972-, et al.
(författare)
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Treading old paths in new ways : upper secondary students using a digital tool of the professional historian
- 2013
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Ingår i: Education Sciences. - Basel : MDPI. - 2227-7102. ; 3, s. 50-73
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Tidskriftsartikel (refereegranskat)abstract
- This article presents problems and possibilities associated with incorporating into history teaching a digital demographic database made for professional historians. We detect and discuss the outcome of how students in Swedish upper secondary schools respond to a teaching approach involving digitized registers comprising 19th century individuals and populations. Even though our results demonstrate that students experience the use of this digital database as messy, stressful, complicated, even meaningless and frustrating, they also perceive working with it as most interesting. We discuss this twofold outcome, its reasons and lessons to learn from it. When technology is functioning and the task is specialized and sufficiently guided by the teacher, which is not always the case, our results propose that digital databases can stimulate young people’s interest and historical thinking. Knowledge construction based upon historical thinking is evident in the students’ examination papers in which they present and debate their findings. These papers indicate that students can use a digital database and write history based upon empirical evidence, source criticism and historical empathy, just as professional historians do.
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| 4. |
- Agbo, Friday Joseph, et al.
(författare)
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Application of Virtual Reality in Computer Science Education : A Systemic Review Based on Bibliometric and Content Analysis Methods
- 2021
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 11:3
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Forskningsöversikt (refereegranskat)abstract
- This study investigated the role of virtual reality (VR) in computer science (CS) education over the last 10 years by conducting a bibliometric and content analysis of articles related to the use of VR in CS education. A total of 971 articles published in peer-reviewed journals and conferences were collected from Web of Science and Scopus databases to conduct the bibliometric analysis. Furthermore, content analysis was conducted on 39 articles that met the inclusion criteria. This study demonstrates that VR research for CS education was faring well around 2011 but witnessed low production output between the years 2013 and 2016. However, scholars have increased their contribution in this field recently, starting from the year 2017. This study also revealed prolific scholars contributing to the field. It provides insightful information regarding research hotspots in VR that have emerged recently, which can be further explored to enhance CS education. In addition, the quantitative method remains the most preferred research method, while the questionnaire was the most used data collection technique. Moreover, descriptive analysis was primarily used in studies on VR in CS education. The study concludes that even though scholars are leveraging VR to advance CS education, more effort needs to be made by stakeholders across countries and institutions. In addition, a more rigorous methodological approach needs to be employed in future studies to provide more evidence-based research output. Our future study would investigate the pedagogy, content, and context of studies on VR in CS education.
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| 5. |
- Andersson, Annica, et al.
(författare)
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Remythologizing Mystery in Mathematics : Teaching for Open Landscapes versus Concealment
- 2018
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 8:2
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Tidskriftsartikel (refereegranskat)abstract
- Mathematics is full of mystery. We illuminate the myth to expose two conflicting senses of mystery at work in mathematics and its education practices. There is a sense of boundlessness with mathematics-the idea that we never fully know. There is also a practice of concealment, in which an answer or solution is known by special people who may support or provide a scaffold for students' navigation to the "special" knowledge, but may also challenge their access to it by erecting barriers and boundaries. In remythologizing mystery, we identify that the valorization of mystery in mathematics is rooted in the wonder of exploring boundless landscapes and is used misleadingly to justify school mathematics with the other sense of mystery-uncovering the concealed.
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| 6. |
- Aylward, Katie A, 1990, et al.
(författare)
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Using operational scenarios in a virtual reality enhanced design process
- 2021
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 11:8
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Tidskriftsartikel (refereegranskat)abstract
- Maritime user interfaces for ships’ bridges are highly dependent on the context in which they are used, and rich maritime context is difficult to recreate in the early stages of user-centered design processes. Operations in Arctic waters where crews are faced with extreme environmental conditions, technology limitations and a lack of accurate navigational information further increase this challenge. There is a lack of research supporting the user-centered design of workplaces for hazardous Arctic operations. To meet this challenge, this paper reports on the process of developing virtual reality-reconstructed operational scenarios to connect stakeholders, end-users, designers, and human factors specialists in a joint process. This paper explores how virtual reality-reconstructed operational scenarios can be used as a tool both for concept development and user testing. Three operational scenarios were developed, implemented in a full mission bridge simulator, recreated in virtual reality (VR), and finally tested on navigators (end-users). Qualitative data were captured throughout the design process and user-testing, resulting in a thematic analysis that identified common themes reflecting the experiences gained throughout this process. In conclusion, we argue that operational scenarios, rendered in immersive media such as VR, may be an important and reusable asset when supporting maritime design processes and in maritime training and education.
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| 7. |
- Bashitialshaer, Raed, et al.
(författare)
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An Exploratory Study of the Obstacles for Achieving Quality in Distance Learning during the COVID-19 Pandemic
- 2020
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 10:9, s. 232-245
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to reveal the obstacles to achieving quality in distance learning during the Coronavirus (COVID-19) pandemic and was based on a large sample of professors and students of universities in the Arab world (Algerian, Egyptian, Palestinian, and Iraqi). The primary aim of this research was to investigate the various ways in which students pursued their studies at home during the university suspension as a result of COVID-19. In this paper, the researchers use an exploratory descriptive approach through a questionnaire with a conveniently selected sample of 400 professors and student’s returns out of 600 were distributed. The results indicate that the professors and students faced self-imposed obstacles, as well as pedagogical, technical, and financial or organizational obstacles. Recommendations are presented to overcome and understand these obstacles to benefit in the future during unexpected or similar problems.
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| 8. |
- Basic, Goran, 1972-, et al.
(författare)
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Inclusive Educational Spaces and Social Pedagogical Recognition : Interaction- and Social-Pedagogy-Inspired Analysis of Space Dynamics in Compulsory, Upper-Secondary and Post-Secondary Education
- 2021
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 11:11
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to provide a new understanding of the essence of inclusive educational spaces as a pedagogical phenomenon that presents different scientific approaches to the concept of educational space, and the importance of interpersonal interactions in educational spaces, and also presents the authors’ interpretations of their essence. The analytical basis is a literature review of various studies from the domains of symbolic interactionism, social constructivism, ethnomethodology, the sociology of knowledge, education, pedagogy and social pedagogy. Empirical sequences in the reviewed literature that exemplify inclusive educational spaces are derived from the organisational and practical work of compulsory and upper-secondary schools related to newly arrived students and students who use alcohol and narcotics, and from the context of the organisational and practical work of universities related to the education of future actors. The importance of recognizing the role of creative educational spaces as a leading requirement for the preparation of students for future communicative interactions in professional communication is revealed, and the structural characteristics of these spaces’ content and functional load are provided. Inclusive educational spaces and professionals’ inclusive approach demand that schools practically and collaboratively organise work with students in the educational space, show support for them and give them room to manoeuvre to ensure that professional actors in the school and university thrive in their practical work with students, both in relation to the expected normative right and deviant acting in the educational space and in relation to laws and governing documents that, to a certain extent, govern practical work in these educational spaces. The study contributes to the development of knowledge regarding (1) dealing with social interaction and inclusive educational spaces combining (a) the experiences of students in educational space, (b) the experiences of professional actors in educational space, and (c) the development of integration and social pedagogical recognition in educational space; (2) the significance of these social interactions and inclusive educational spaces in the creation and recreation of students’ and professionals’ identities; and (3) alternative social pedagogical approaches to analysing inclusive educational spaces in compulsory, upper-secondary and post-secondary education.
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| 9. |
- Bengtsson, Lars, 1963
(författare)
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Take-Home Exams in Higher Education: A systematic Review
- 2019
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 9:4
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Forskningsöversikt (refereegranskat)abstract
- This work describes a systematic review of the research on take-home exams in tertiary education. It was found that there is some disagreement in the community about the virtues of take-home exams but also a lot of agreement. It is concluded that take-home exams may be the preferred choice of assessment method on the higher taxonomy levels because they promote higher-order thinking skills and allow time for reflection. They are also more consonant with constructive alignment theories and turn the assessment into a learning activity. Due to the obvious risk of unethical student behavior, take-home exams are not recommended on the lowest taxonomy level. It is concluded that there is still a lot of research missing concerning take-home exams in higher education and some of this research may be urgent due to the emergence of massive online open courses (MOOCs) and online universities where non-proctored exams prevail.
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| 10. |
- Benjamin, Saija, et al.
(författare)
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Safe Space, Dangerous Territory : Young People's Views on Preventing Radicalization through Education-Perspectives for Pre-Service Teacher Education
- 2021
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 11:5
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Tidskriftsartikel (refereegranskat)abstract
- Initiatives for preventing radicalization and violent extremism through education (PVE-E) have become a feature of global educational policy and educational institutions across all phases, from early childhood to universities, also in Finland. If schools may be regarded as safe spaces here for identity and worldview construction and experiences of belonging, the specific subject matter of PVE-E is also dangerous territory. Not least because of PVE-E's focus on radicalization, but above all because of perceptions of schools being used as an adjunct of governmental counter-terrorism policy. We argue that understanding young people's views on issues related to radicalization and violent extremism is critical in order to develop ethical, sustainable, contextualized, and pedagogical approaches to prevent hostilities and foster peaceful co-existence. After providing some critical framing of the Finnish educational context in a broader international setting, we thus examine young people's views (n = 3617) in relation to the safe spaces through online survey data gathered as a part of our larger 4-year research project Growing up radical? The role of educational institutions in guiding young people's worldview construction. Specifically focused on Finland but with potentially wider international implications, more understanding about the topic of PVE-E is needed to inform teacher education and training, to which our empirical data makes some innovative contribution.
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