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- Humble, Niklas
(författare)
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DEVELOPING A WEB APPLICATION FOR AUTO-GENERATING GRAMMAR TESTS
- 2020
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Ingår i: EDULEARN20 Proceedings, Virtual conference. - Valencia (SPAIN) : The International Academy of Technology, Education and Development. - 9788409179794 ; , s. 7196-7201
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Konferensbidrag (refereegranskat)abstract
- An essential part of becoming proficient in any language is to develop and increase the learner’s vocabulary. This is a part of language education and the teaching of grammar, through teaching the structure of sentences and the categories of words to choose from. A common approach in language education is to use grammar tests to practise the basic rules of constructing sentences and increasing the learner’s vocabulary. The teacher’s time is, in many cases, limited and the construction of tests may intrude on more challenging and complex aspects of the teacher’s daily work. However, both grammar and the construction of tests are systematic work that follows a set of rules, which is something that a computer is generally good at. The aim of this research was to develop and evaluate a web application for auto-generating grammar tests to be used in language education.A design science approach was used in this research to develop a web application in a number of development-iterations. The web application was developed to auto-generate unique grammar tests in Swedish, based on the structure of sentences and word classes in the Swedish language. A theoretical framework for evaluating design science research was used to structure and evaluate each iteration in the development process. The web application was tested and evaluated by language teachers in Swedish K-12 education at different stages of development and on different aspects of the application.The results of the research show that the teachers are generally positive towards the web application and the assistance in constructing grammar tests. Some of the negative feedback received from the evaluations consisted of: questions in the grammar tests being too difficult for some of their students, and suggestions for adjustments in the design to make the interaction with the application easier. Although the web application needs more work and extensive testing and evaluation in educational setting; the conclusion of the research is that it is possible to develop a web application for auto-generating grammar tests that teachers will find useful in their teaching and learning activities.
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| 2. |
- Humble, Niklas
(författare)
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USING TEXTUAL PROGRAMMING TOOLS TO DEVELOP COMPUTATIONAL THINKING SKILLS IN K-12 EDUCATION
- 2020
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Ingår i: EDULEARN20 Proceedings, Virtual conference. - : The International Academy of Technology, Education and Development. - 9788409179794 ; , s. 7188-7195
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Konferensbidrag (refereegranskat)abstract
- In recent years, programming has been integrated in many countries K-12 education. A common reason given for this integration is that programming will help students develop computational thinking. There are many programming tools available for teachers to use in integrating programming in their teaching and learning activities. The programming tools that are typically associated with programming activities are the ones called ‘textual programming tools’. The aim of this research was to analyse and discuss challenges and opportunities in using textual programming tools to develop computational thinking skills in K-12 education.The research was carried out as a literature review with a search filter set on a time frame for publications between 2015 and 2020, exceptions were made for backward-searches. The main keywords used in the literature search was: textual programming, computational thinking, education, K-12, challenges, opportunities. These were combined with the Boolean operators ‘and’ and ‘or’. Content analysis with a mixture of deductive and inductive coding was used to analyse the collected data and structure the findings according to a theoretical framework by Shute, Sun and Asbell-Clarke [20] and group them in challenges and opportunities.The findings show both challenges and opportunities in developing computational thinking skills through textual programming tools. Some of these can be applicable to programming tools in general, while other are more specific to the textual programming tools. Some of the challenges are that textual programming tools often have a high threshold for novice programmers and are perceived as difficult, which might hinder the development of computational thinking skills. Some of the opportunities are that textual programming tools often are flexible and perceived as authentic programming, which might motivate the development of computational thinking skills.
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| 3. |
- Lundmark, Sofia, et al.
(författare)
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Design Inquiry Learning : Using Design Thinking Methods As Scaffolding In Problem-Based Learning
- 2020
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Ingår i: EDULEARN20 Proceedings. - Valencia : International Association for Technology, Education and Development. - 9788409179794 ; , s. 7779-
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Konferensbidrag (refereegranskat)abstract
- Problem-based learning (PBL) is a common form of teaching in both primary and higher education. PBL means that the students work independently and solution-oriented with problems or challenges as a starting point. Although PBL is a well-established form of teaching, it can sometimes be perceived as blunt and underdeveloped from a pedagogical perspective.For many years, we have worked with higher education and professional courses that include design methodology, design thinking and innovation practices. As a result of this work, we have identified opportunities to generalize and transfer parts of these practices to other educational domains in which we work with PBL and societal challenges. As part of our efforts to develop these forms of teaching and learning, we are developing an educational model, Design Inquiry Learning, where we strive to further develop existing problem-based approaches. Design Inquiry Learning can be understood as a form of research-based learning based on process-oriented and creative design exploration. Central in this model is design thinking methodology, where a creative approach and problem-solving methods inspired by professional designers' activities are used to find solutions to complex problems and societal challenges. This method is particularly suitable for challenging conventional ways of thinking, seeing new opportunities in strategic contexts and focusing on identifying interesting and manageable problems in a larger problem complex. Designers usually start from a user perspective and experiment on insights and solutions using practical methods and tools for data collection, visualization, idea generation, testing and decision making.In this paper we draw on examples from our experience from a number of courses at both undergraduate, graduate and doctoral level to illustrate how students that work with these types of methods quickly create a deep understanding of, and insight into, complex problem areas, and that the methods provide support and scaffolding, not only for the practical work but also for the learning processes. Often when design methodology and design thinking are discussed in educational settings, the focus is on skills related to innovation and to generate creative solutions. An important point we want to make here, however, is that such processes can also serve as means of gaining understanding and knowledge of the complex problem domains being explored. In the paper we specifically discuss the role of empathizing, framing of wicked problems, and visual thinking.
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| 4. |
- Olsson, Anna Karin, 1966-, et al.
(författare)
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University-Industry collaboration in higher education : Industry views on investing in industrial PhD students
- 2020
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Ingår i: EDULEARN20 Proceedings. - : IATED. - 9788409179794 ; , s. 6726-6733
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Konferensbidrag (refereegranskat)abstract
- University collaboration and networking with society and practice are of crucial importance in contemporary society. Contemporary societal challenges, on all levels from local to global, are complexand often call for the inclusion of many perspectives and competences. There is thus a demand for increased university-society collaboration generating learning, new knowledge, dissemination ofresearch findings, innovation and societal impact. One aspect of this is the collaboration between universities and industry through industrial PhD students who are active in the university-industryinterface, i.e., employed in industry during their PhD third-cycle education, while at the same time they are involved in both theory and practice. The aim of this paper is to explore university-industrycollaboration by focusing on industry perspectives in investing in industrial PhD students, third-cycle education. The research is conducted as an explorative case study, focusing on collaborations betweenindustry and the discipline of informatics with the specialization of work-integrated learning at University West in Sweden. Qualitative methods were applied including semi-structured interviews with fiverespondents from industry. Findings showed benefits to industry such as the mutual benefits of applying the WIL concept, knowledge creation and dissemination, short-term societal research impact,competence development, product development, innovation and increased organizational legitimacy.Some challenges were identified that need to be considered in order to strengthen the industrial PhD program as well as the university-industry collaboration. The industrial PhD students generatedknowledge and learning as both short-term and long-term dissemination of research results. The continuous opportunities for validation and testing of results in the organization was highly valued. Thisstudy contributes furthermore by broadening the work-integrated learning concept to include the category of industrial PhD education.
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| 5. |
- Åberg, Kristoffer, et al.
(författare)
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Experiences from formative learning assessment supported by digital tools
- 2020
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Ingår i: EDULEARN20 Proceedings. - 9788409179794 ; , s. 3161-3171
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Konferensbidrag (refereegranskat)abstract
- Learning assessment constitutes an essential pedagogical ability in a teacher’s toolbox in order to further student learning and development and to adapt teaching to the needs of the students. To enable this, learning outcomes and grading criteria are used in the formative assessment of students’ performance to support the learning process, as well as in the summative assessment of the actual outcome for grading. Learning outcomes may be represented in various forms, typically scoring rubrics. Current research literature discusses the positive and negative merits of criterion-based scoring rubrics versus holistic assessment. There is also the matter of grading reliability among teachers and a shared understanding of student performance among teachers and students. Digitalization has become an essential part of higher education and distance learning, especially so in our field of digital design. A relevant issue in this context is how digital solutions may enhance formative learning assessment in particular. As is common practice within our field, within the study we designed, developed, and experimented with a digital tool in the form of a visual radar chart representation. The radar chart was based both on work done by teachers and a student thesis work and was used in several courses for teacher assessment as well as self- and peer assessment by students. This work provided the opportunity for reflection as well as analytical assessment, which in turn had the potential in guiding teachers to critically question and discuss the intended learning outcomes and grading criteria. The study has resulted in a variety of identified problems, reflections, and insights that teachers are continuously confronted with, but not necessarily always conscious about when using intended learning outcomes as a basis for communicating formative assessments to students. By visually and holistically communicating students’ strengths and areas for development over time, we found the potential to increase students’ shared awareness of their learning progress and also further the development of curricula. The study has implications for teacher and student awareness of student performance and learning, curriculum development, and digital assessment tools.
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