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| 2. |
- Stöhr, Christian, 1977
(författare)
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The MicroMasters concept as mixed blessing - first experiences from developing a MOOC program in "Emerging Automotive Technologies"
- 2018
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Ingår i: EDULEARN18 Proceedings. - 2340-1117. - 9788409027095 ; , s. 6572-6580
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Konferensbidrag (refereegranskat)abstract
- Massive Open Online Courses (MOOCs) continue to be part of the educational landscape. Recently, edX introduced the concept of a MicroMasters program, a series of courses on graduate level that upon successful completion both lead to an own-standing professional certificate and also offer a pathway to credit in a regular master program of the MOOC-hosting university. This paper reports on first experiences of setting up a MicroMasters program "Emerging Automotive Technologies" developed by Chalmers University of Technology. The study uses data from (1) pre- and post- course surveys, (2) activity analytics, (3) performance measures and experiential data from the course developers of the first MOOC in the program. The results show that the additional conditions and stakeholders add new and sometimes conflicting objectives to the MOOC development process that cannot be easily aligned. Nevertheless, the first MOOC of the program is considered a successful start. Compared to traditional MOOCs, the study indicates that there is little difference between the learner populations. On the other hand, the levels of activity were significantly higher throughout the course. The paper concludes that the concept of the MicroMasters program is a mixed blessing with new layers of complexity in the MOOC development process. If managed successfully - the MicroMasters concept can lead to higher quality of the MOOC as well as higher motivation and better learning experiences among the MOOC participants.
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| 3. |
- Bergdahl, Nina, et al.
(författare)
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‘So, You Think It’s Good’ - Reasons Students Engage When Learning with Technologies – a Student Perspective
- 2018
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Ingår i: EDULEARN18. - : The International Academy of Technology, Education and Development. - 9788409027095 ; , s. 9556-9563
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Konferensbidrag (refereegranskat)abstract
- Student engagement is significantly related to school success. With the increasing digitalisation of education, it is essential to explore if student engagement is affected by the uptake of learning technologies (LTs). The aim of this study was to approach what factors students perceive to influence their engagement when learning with technologies. This was done by asking students to report their level of engagement and fill in a questionnaire to evaluate a classroom intervention designed to facilitate engagement. The intervention included a learner assessment application, a virtual learning environment (VLE) And a separate tablet the teacher used to access the shared workspace. These LTs facilitated instant feedback between the teacher and the students and enabled multiple simultaneous dialogues which allowed all students to engage with both content and peers. Results show that students’ invested effort in learning activities were related to their reported levels of engagement. Surprisingly, in this intervention, control and stress showed no correlation with engagement. Some aspects of peer modelling and feedback showed weak correlations, albeit these were non-significant. Instead, students reported that feeling ‘content with one’s outcomes’ and ‘engaging in learner-centred dialogues’ were their main reasons to engage. Moreover, students’ reasons to engage in short tasks were not the same as their reasons to engage with long-term goals, such as completing their assignment. The results show that conditions for learning changed when implementing LTs. As conditions for learning changed, so did students’ reasons to engage. Moreover, insights into students’ reasons to engage and reported levels of engagement to suggest that obtaining this information can be useful to identify students in at-risk zones and offer them the support needed. Orchestration of inclusive engagement and implications for future designs are discussed.
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| 4. |
- Chibas, Åsa, et al.
(författare)
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Didactical strategies and challenges when teaching programming in pre-school
- 2018
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Ingår i: EDULEARN18. - : The International Academy of Technology, Education and Development. - 9788409027095 ; , s. 3345-3350
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Konferensbidrag (refereegranskat)abstract
- Many countries around the world have introduced programming curriculum at K-9 level. For a number of years, a lot of studies have surfaced demonstrating enactments of programming education, for instance through the use of visual programming languages as Scratch in different contexts. However, these studies have had a dominating focus on students of age 7 and older and there are few studies reporting on implementation of programming activities for younger children at preschool. This gap is addressed by this study that focus exclusively on learning of programming in a preschool class of six year olds. We have followed one teacher during six months conducting both classroom observations and interviews. In this paper we report on the didactical methods the teacher used when teaching programming through unplugged (analogue) means, with BlueBot robots, and through Scratch Jr. We end the paper by a discussion reflecting on challenges and lessons learned in relation to introducing programming for young children.
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| 5. |
- Ekman, Karin, 1971
(författare)
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INFORMAL LEARNING IN AN ONLINE CITIZEN SCIENCE COMMUNITY
- 2019
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Ingår i: 11th International Conference on Education and New Learning Technologies (EDULEARN). Palma, Spain, July 1-3, 2019. - : IATED. - 2340-1117. - 9788409120314
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Konferensbidrag (refereegranskat)abstract
- The engagement of volunteers to participate in scientific and monitoring activities have become increasingly popular. In Citizen Science, volunteers are contributing to the scientific or monitoring processes by assisting with observations and classifications, or by creating data to e.g. monitor species or air quality. Volunteers are gathered in citizen science initiatives to engage in the science in society (as e.g. stakeholders in policy issues), or for civic mobilization to take action against e.g. environmental issues in collaboration with others. The Citizen Science initiatives that are engaging the public in the science of society and the civic engagement are well in line with the thoughts on scientific citizenship that Irwing (1995) described, with a more dialectic relationship between (and within) science and society. We have studied the community of a Citizen Science initiative that uses Passive sensing, where participants are collecting data particulate matter (PM 2,5 and PM 10) from small digital monitors for automatic sensing that are placed e.g. in their back yards. Even though the activities and outputs of the Citizen Science initiative are strictly technical, and do not promote civic engagement, the use of a social media community could open up for participants to interact and engage further. Our aim is to explore if participation in a Citizen Science initiative will generate further activities. We are interested in if their engagement in passive sensing of particulate matter will lead to e.g. civic engagement or engagement in the science of society. To do this, we used qualitative methods to study the participants of a citizen science initiative with a social media community. Data is collected through surveys, interviews and participant observation in the social media community. Preliminary findings on participant activity in the associated social media community will show how and in what topics the participants interact and engage in the social media community of the Citizen Science initiative. We will also show how they interact with the data from the sensor. We found that the participants engaged in line with the activities promoted by the Citizen Science initiative and the practice of the community. They are e.g. organizing own workshops to build more sensors, engaging in peer support and in e.g. out of the ordinary data. Little to no evidence of civic action was found, but there is evidence of engagement in the science of society. We discuss these findings in relation to contemporary research on public understanding of science and public engagement in science. We also discuss how (and if) the participants are developing the agency to act when engaged in place-based activities and the social and/or political mobilization that could emerge from this participation.
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| 6. |
- Grigic Magusson, Anita, 1980, et al.
(författare)
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TECHNOLOGY OF CHOICE: CHALLENGES AND OPPORTUNITIES OF MOBILE PHONES IN SCHOOL
- 2017
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Ingår i: EDULEARN17 Proceedings. - : IATED. - 2340-1117. - 9788469737774
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Konferensbidrag (refereegranskat)abstract
- Due to ever increasing digitalisation, both opportunities and challenges are offered by the proliferation of laptops and tablets in the classrooms of contemporary schools. The technology provided by school is, however, not the only technology available. In Sweden, almost every pupil in secondary school has their own mobile phone and schools differ in their approach, from a complete ban to promoting use of mobile phones in class. This case study investigates secondary school pupils’ perspective on mobile phone use in school: What are their perceptions of mobile phone use during lessons in a 1:1 school environment, in which all students have an internet connected laptop provided by the school? Data consist of focus group discussions with 13-14 years old pupils. The findings indicate that mobile phones were used as a complement to the schools’ laptops or sometimes as the technology that the students preferred. Occasionally school assignments required that mobile phones were used during lessons and sometimes this was explicitly encouraged by the teacher. The use of mobile phones differed depending on if the lesson was challenging or engaging the pupils. The students were further concerned about the disruption and disturbance that mobile phones may cause, and voiced a need for guidance from teachers. The pupils’ narratives indicate a shift from teacher-centred learning to personalized student-centred learning.
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| 7. |
- Gu, Limin
(författare)
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Integrating Web-based Learning Management System in Home-school Communication
- 2018
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Ingår i: EDULEARN18 Proceedings. - Palma, Spain : IATED. - 9788409027095 ; , s. 4255-4264
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Konferensbidrag (refereegranskat)abstract
- Well-functioning home-school communication is seen as a fundamental prerequisite for improving parental involvement in school development and in children’s schooling. Traditionally, face-to-face, telephone and email contacts between teachers and parents have been the main pathways for home-school communication. Nowadays, almost all K-12 schools in Sweden have an integrated so-called learning management system (LMS) that enables the systematic management of school administration, teaching and learning, as well as internal and external information and communication. In spring 2015, one municipality in Sweden started to implement a new web-based LMS called Learning Space (LS) in all public schools. To evaluate its implementation process with regard to the teachers’ experiences, an online questionnaire was sent to all grade 1-12 teachers in the municipality. This study is part of the evaluation project. The purpose of this paper is to explore teachers’ (N=454) experiences and perceptions with regard to the use of LS in home-school communication. The utilisation of LMS framework developed by Asiri, Mahmud, Bakar and Ayub (2012) was adopted to identify critical factors for integrating new technology. The results indicated a great dissatisfaction with functional features of LS and the implementation process among the teachers, which negatively impacted the attitudes and beliefs towards the usefulness and ease of use of LS for communication between home and school. This in turn prevented teachers’ and parents’ use of LS, and caused a general decrease in home-school communication in daily practices, especially for those disadvantaged parents, according to the teachers. There is a need to reflect on the implementation process and to improve the system. A successful implementation of technology in education calls for policy commitment, quality features of the technical design, sufficient organisational support, and positive personal attitudes and efforts.
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| 8. |
- Haralanova, Valentina, et al.
(författare)
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Challenges in Training on Engineering Graphics - Experiences from Two European Universities
- 2018
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Ingår i: EDULEARN18. - : The International Academy of Technology, Education and Development. - 9788409027095 ; , s. 7502-7512
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Konferensbidrag (refereegranskat)abstract
- In the presented publication the authors reflect on their long-term teaching experiences in the field of Applied geometry and Engineering graphics accumulated at two European universities - Ruse University, Bulgaria and Linnaeus University, Sweden. The main problems and challenges in the training of students of the engineering specialties of the two universities in disciplines related to descriptive geometry, technical drawing, engineering graphics and 2D and 3D CAD, are related to an establishment of practical skills for execution of different types of drawings, to the building up a spatial vision for faster and more efficient reading and implementing of drawings and an accumulation of sufficient knowledge and information on the current standards in the field of engineering graphics and technical documentation. Graphics and visualization are a preferred form of communication in engineering practices and engineering education. Various methods of descriptive geometry and computer graphics are applied in order to achieve an effective visualization. By using technical standards for defining the practical usage of symbols, graphical elements and units of measurement, a visual language is created that assists and ensures a transmission of unambiguous, clear and understandable information. The publication presents a review of approaches and training methods applied at both universities over the past 10 years, and a comparison of the results achieved. Finally, conclusions are drawn, how having in consideration others and their own experiences and taking into account some recent trends in the work of designers, developers and technologists, the students' learning outcomes of in their preparation for future engineers could be improved.
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| 9. |
- Herbert, Juan Herrera, et al.
(författare)
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Implementation of CDIO Initiative In New European Education Programs in Raw Materials
- 2017
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Ingår i: EDULEARN17 Proceedings. - 2340-1117. - 9788469737774 ; , s. 6518-6526
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- EIT Raw Materials, one of the six Knowledge and Innovation Communities (KICs) initiated by the EIT (European Institute of Innovation and Technology) and funded by the European Commission, has the mission to boost competitiveness, growth and attractiveness of the European raw materials sector via radical innovation and guided entrepreneurship. It aims to significantly enhance innovation in the raw materials sector by the sharing of knowledge, information and expertise. This must generate a significant impact on European competitiveness and employment by driving and fostering innovation and empowering students, entrepreneurs and education partners driving toward the circular economy.To reach the vision, where the European Union’s industrial strength is based on a cost-efficient, secure, sustainable supply and use of raw materials, a new generation of skilled people entering industry, universities and research needs to be developed. Today’s technical MSc graduates in raw materials and especially primary resources (i.e. exploration, extraction, mining and mineral processing and metallurgy) meet the technical standards required by the raw materials industry across the full raw materials value chain and best suits large companies where they often act as specialists and experts. For small to medium enterprises as well as for our future engineers, other skills than technical are necessary.EIT Raw Materials will educate people that will have an intra- and entrepreneurial mind-set and will be able to develop their functions in new working environments, fostering the entrepreneurial and innovation skills, knowledge and attitudes needed for the entre- and intrapreneurs of tomorrowThe CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving — Designing — Implementing — Operating (CDIO) real-world systems and products. There are no academic institutes in Europe that have yet applied CDIO for primary resource related MSc programs. Within the KIC EIT Raw Materials Academy, the overarching brand of all the KIC’s education activities are created in order to stimulate education activities and foster new ways of learning and teaching; an approved education project is focusing on the implementation of the CDIO methodology in primary resources linked programs. The project started in 2016 and focuses on faculty and pilot case development and the contributing partners are from academia, industry and research institutes. This project focuses on faculty development for an active and experimental learning by teaching the “technical” faculty through CDIO linked courses (entrepreneurship, business, etc.), communicative workshops, inspiration lectures and by involving the “business and entrepreneurial” faculty in exploration, mining, mineral processing and metallurgy related issues also through curriculum and pilot cases developed together with the industry.This paper describes how this education project is being developed within the EIT Raw Materials and will give an overview of the needed skillset of future engineers demanded in the Raw Materials primary sector. It presents key outputs about already developed and implemented activities in mining engineering and metallurgy related programs.
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| 10. |
- Ibwe, K., et al.
(författare)
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Effective problems solving methods for interdisciplinary engineering students in challenge driven education
- 2018
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Ingår i: EDULEARN18. - : IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT. - 9788409027095 ; , s. 9595-9603
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Konferensbidrag (refereegranskat)abstract
- The objective of this study was to analyse the effect of distributing problems to masters' students adopting challenge based learning methodology to solve a real life challenge. There are six MSc students required to identify the challenge in the electrical sector in Tanzania, which directly affect the society and devise means to solve and offer a workable solution. In doing so the students would be partially fulfilling the requirement of their master of science in computer engineering and information technology degree. In adopting the challenge based learning methodology, students were required to split the challenge onto six problems and divide among themselves. The rule was for every student to prepare a proposal logically linked to the peers for the synchronized final solution. The students were interdisciplinary, engineering and science students. The challenge chosen was power consumption visibility in electrical power distribution network. The challenge based approach is a newly adopted learning methodology to developing countries like Tanzania. Also, noting the fact that learning methods are constantly changing in-line with the advancement of technology worldwide, still the objective is to achieve the intended learning outcomes. Since the use of Challenge Driven Education methodology is currently taken as the most effective in serving the needs of the industry and society sustainably, however, for interdisciplinary engineering students, it is ineffective to randomly distribute problems to students without looking into their areas of expertise. This will result in slow or complete halt of the research process due to lack of expertise of the students in the assigned areas. In this paper, effective methods for assigning problems to interdisciplinary engineering students are presented and discussed. The methods prove to be effective by observing the time students take to conceptualize, synchronize and prepare research proposals for their assigned problems. The scope of the study is limited to the proposal stage for the selected postgraduate MSc students taking electrical and information technology courses.
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