| 1. |
- Berglund, Anders, et al.
(författare)
-
Co-creation beyond the expected : LAB environments as mean to enhance learning
- 2015
-
Ingår i: Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education. - : European Society for Engineering Education (SEFI). - 9782873520120
-
Konferensbidrag (refereegranskat)abstract
- Background: Co-creation is a term that has been used to emphasize collaborative learning in design education. Allowing students to develop both hard and soft skills has been demonstrated important to facilitate effective learning [1]. Mixing disciplines with each other is an important catalyzer to gain new insights and also grow applicability on societal challenges and innovation. This paper proposes a curricula design that matches student interdisciplinary learning, design challenges and societal benefit. With an aims to create innovation in the meeting between e.g., medicine, social sciences and engineers it is a process that involves empathy and capability to define, ideate, prototype and test. Creation allows prototypes to be made, which are by default presented and interpreted differently by people according to their understanding and frame of reference[2]. Purpose: The purpose of this study is to present the curriculum for a master level course that emphasis and support the creations performed by problem-solving interdisciplinary teams. The subsequent purpose is to position the course design in relation existing best practices that has presented similar challenges of merging the specific methods presented, e.g. Scrum and Design thinking. Design/Methodology: Observational notes and more than 100 student reflections, notes and remarks from more than 30 peer-to-peer faculty internal meetings, international workshops and faculty-student ?review screenings? sessions have been used to evaluate the pros and cons of the presented curriculum. Findings: Open lab has arisen as a new course offering targeting societal challenges and an unique opportunity for students to take part in. To allow divergent and radical thought patterns to arise design thinking and scrum are put together as key elements to support a dynamic learning environment already from start. Moreover, initial team building and checkpoints, pre-checks and cultural differences have been reported to be affected in a positive way resulting deepen student project understanding and appreciation. Conclusions: From initial course design and analysis the learning environment provides a catalyzer for learning to be appreciated and acted upon. The design of activities should build on a shared perspective from faculty and motivate students and convincing them to deepen their need for interdisciplinary design. By working interdisciplinary and collaborative it has been possible for students to co-create new knowledge beyond the expected from the stakeholders? perspective.
|
|
| 2. |
- Clark, R., et al.
(författare)
-
Developing a robust self evaluation framework for active learning : The first stage of an ERASMUS+ project (QAEMarketPlace4HEI)
- 2015
-
Ingår i: Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education: An Opportunity to Face the New Trends of Engineering, SEFI 2015. - : European Society for Engineering Education (SEFI). - 9782873520120
-
Konferensbidrag (refereegranskat)abstract
- In ensuring the quality of learning and teaching in Higher Education, self-evaluation is an important component of the process. An example would be the approach taken within the CDIO community whereby self-evaluation against the CDIO standards is part of the quality assurance process. Eight European universities (Reykjavik University, Iceland; Turku University of Applied Sciences, Finland; Aarhus University, Denmark; Helsinki Metropolia University of Applied Sciences, Finland; Umeå University, Sweden; Telecom Bretagne, France; Aston University, United Kingdom; Queens University Belfast, United Kingdom) are engaged in an EU funded Erasmus + project that is exploring the quality assurance process associated with active learning.
|
|
| 3. |
- Demaziere, Christophe, 1973, et al.
(författare)
-
The effect of introducing on-line quizzes in a virtual learning environment and implications for the flipped classroom
- 2015
-
Ingår i: Proc. 43rd SEFI Annual Conference 2015 – Diversity in engineering education: an opportunity to face the new trends of engineering. - 9782873520120
-
Konferensbidrag (refereegranskat)abstract
- This paper reports on an action research project to improve teaching and learning in an applied physics course, given to master students and in a purely virtual learning environment. Before the reform, the course was designed around pre-recorded lectures available for on-demand viewing, as well as tutorials live-broadcasted with the possibility for synchronous interaction between students and teachers. The teachers were also available to answer questions during dedicated sessions, to which the students had to register in advance.However, none of the students ever registered for these synchronous sessions. The question driving the reform then became: How could we increase the interaction between the students and the teachers?Drawing on the idea of just-in-time teaching (JiTT), the course was redesigned to also include the following elements: on-line quizzes embedded in the pre-recorded lectures and focusing on conceptual understanding; the possibility to pose questions to the teachers while watching the lectures; easy and rapid rating of the lectures and the possibility for students to provide more specific feedback on the lectures; regular synchronous wrap-up sessions designed to address the students’ needs and based on the input from the students; and discussion fora.One interesting effect of introducing on-line conceptual quizzes, together with the possibility to pose questions while watching the lectures, was the dramatic increase in the number of questions posed by the students. Using the revised version of Bloom’s taxonomy for the cognitive domain to classify the questions, we found that the level or quality of the questions also increased, reflecting a deeper understanding of the contents. This was also noticed during the wrap-up sessions. Moreover, the conceptual nature of the questions in the quizzes triggered more across-the-course integrative questions from the students compared to the questions by the students when solving the home assignments. In the paper, we will support these findings with data collected from two iterations of the course, and via a learning management system.This study highlights, in particular, the importance of using on-line quizzes in tandem with the pre-recorded lectures to encourage students to take a deep approach to learning when implementing flipped classroom models. To better handle and make use of the large number of questions generated in the redesigned course, we will, in the next iteration of the course, let the students discuss selected questions in the discussion fora to also strengthen the element of peer interaction.
|
|
| 4. |
- Fagrell, Per, et al.
(författare)
-
The unspent resource industrial adjunct professors as a potential source for developing engineering curricula
- 2015
-
Ingår i: Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education. - : European Society for Engineering Education (SEFI). - 9782873520120
-
Konferensbidrag (refereegranskat)abstract
- Mobility in the form of people moving between academia and surrounding society is one of the most direct and supposedly effective forms of knowledge transfer. Mobility in terms of adjunct faculty from industry is often used by higher education institutions (HEIs) as a means to strengthen research and research education. More seldom are adjunct faculty members used in the development of the curricula of bachelor and master level programmes even though companies collaborating with universities claim that one of the main reasons to collaborate is the connection with education and thus the competence of the future. The main reason to introduce adjunct professors in the higher education system in Sweden in the mid 70?s was to increase resources in research education. This new resource was, and still is, funded by the company where the adjunct professor has his employment. However, the expectations from key stakeholders; the university, the company and the adjunct professor have never been under scope. Furthermore, the actual balance between research and education and the overall work-load situation for adjunct professors has never before been investigated. In this paper, the situation for adjunct professors has been studied at two HEIs with the purpose to investigate their balance of work, their interests and their possible intention to change the balance to more education at bachelor and master level. In addition, the stakeholders, i.e. the ?parent? companies and the two HEIs were asked the same questions. Data from 31 interviews have been used in the study. The analysis is building on previous research in e.g. knowledge transfer [e.g.1], entrepreneurial universities [e.g. 3], collaboration in higher education [4], academic drift [5] and from policy reports. The results show that both industry and adjunct professors have an interest in education at bachelor and master levels. The bottleneck is, as always, lack of time as the adjunct professors normally only spend one day a week at the university. Furthermore, the HEIs have other expectations, such as research and even research funding from the adjunct professor and his/her company. The adjunct professors represent a resource which is expended but perhaps not expediently spent due to stakeholders? different expectations.
|
|
| 5. |
- Geschwind, Lars, et al.
(författare)
-
The teaching-research nexus in engineering education : A case study
- 2015
-
Ingår i: Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education. - : European Society for Engineering Education (SEFI). - 9782873520120
-
Konferensbidrag (refereegranskat)abstract
- The topic of this paper has been teaching-research links at a Swedish Technical University. In summary, the policy documents analysed present the ideal of a close link between research and teaching. However, this link is presented at an overall level, thus not in detail how this link is expected to be accomplished and performed. Moreover, it is presumed that research will have a positive influence on education based solely on the fact that all faculty members will do both research and teaching. Another aspect worth noting is the fact that the link is assumed to be established already in first cycle.
|
|
| 6. |
- Kjellberg, Malin, 1974, et al.
(författare)
-
Challenges in implementing PBL: Chalmers Formula Student as a case
- 2015
-
Ingår i: Proceedings of the 43rd Annual SEFI Conference June 29-July 2, 2015 Orléans, France. - 9782873520120
-
Konferensbidrag (refereegranskat)abstract
- Over the past two decades, we have witnessed several worldwide calls for reform in engineering education. Despite these calls there is still a significant gap between educational research and practice [1]. Previous research has demonstrated that faculty are aware of student-centred teaching methods, believe in them and try them out, but find it difficult to deal with unexpected issues that arise and thus often return to more traditional teaching methods [2]. It is therefore important to identify, describe and deal with different types of challenges or barriers that have a direct bearing on educational development.In this paper, we use a case-study approach to identify and describe key challenges in relation to implementing project- and problem-based learning (PBL) in engineering education. Based on the first author’s experiences of running and developing the PBL course Chalmers Formula Student over six years, we give a thick description of challenges in connection to running a large multi-disciplinary Design-Build-Test, DBT, project. We also describe how these challenges have been addressed over the years. As a theoretical lens for identifying and describing these challenges, we draw on an extended constructive alignment framework [3].The challenges we identified do not only concern student learning or course design, but also the organisation of the course within the university and of the teacher team, different levels of communication: multicultural and cross-disciplinary within the teams, as well as external communication between the teacher team and the university, industry and society. Further challenges comprise the recruitment and composition of teams consisting of students with different skills as well as providing possibilities for the student teams to develop ownership of the project. It is also a challenge to run an industrial project and course in parallel, manifested here in the “two-hats” issue for the person acting as examiner and project manager.Some of these challenges we identified in a workshop discussing challenges with PBL courses, held by the authors at the international CDIO conference 2014 and attended by a broad spectre of teachers. The challenges discussed mainly concern course design, organisation, activities and especially assessment, which are the obvious and most important challenges when first implementing PBL methods. After some time managing a PBL course, this is especially true for large DBT projects, the full scope of challenges will unveil.These different challenges highlight the complexity of implementing PBL courses in engineering education and point to the importance of providing faculty with adequate support.
|
|
| 7. |
- Nørgaard, B., et al.
(författare)
-
Work-based learning - in industrial engineering
- 2015
-
Ingår i: Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education. - : European society for engineering education(SEFI). - 9782873520120
-
Konferensbidrag (refereegranskat)abstract
- The development of employees? skills and competences has become the key driver of economic growth in the developed world. It is widely recognised that it is mainly through enhancing people?s skill and competences that future competitive advantage willemerge. Consequently companies need to be able to identify precise areas where they have, orcan build, distinctive Competences that will enable them to compete effectively. However skill and competence development aimed at especially post-graduate employees is still an area of great potential of progress. Nowadays with the European Qualification Framework (EQF) the tool to accredit such skills and competences is available - even if they (the skills and competences) have been achieve through in-formal or non-formal learning. A partnership of seven industrial engineering institutes from Ireland, Netherlands, Germany, Denmark, Sweden and Finland have set out to develop and test a model for skills and competence development for employees within a company context. Inspired by the concept of Work-based learning (Boud, 2001) and a facilitating approach to learning (Kolmos et al., 2004)),the partnership will develop a Work-based learning model aiming at industrial engineering ? a WBL-IE model, which will be pilot tested in the seven partner countries and the learning out-come will be matched against the EQF. The intention with the research is to bring new knowledge and models to the field on continuing education primarily within an industrial engineering context. The research approach is inspired by action research, which is defined by a participatory process concerned with developing practical knowledge in an attempt of improving e.g. life of human beings (Lewin, 1946; Reason et al., 2003) and a case studies methodology (Flyvbjerg, 2006, 2011). This paper will provide insight into the results of the pilot cases; how the competence need are recognised; how the learning objectives are identified; how the learning program is designed and how the learning out-comes are assessed and matched to the EQF.
|
|
