| 1. |
- Bayard, Ove, 1967-, et al.
(författare)
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An innovative approach in implementation of work based learning for industrial engineering
- 2015
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Ingår i: ICERI2015 Proceedings. - : IATED. - 9788460826576
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- To have specific knowledge and competence directly related to a company´s key business area are important for the well-being and future of an enterprise. Informal knowledge that has been acquired through practical experience or task solving is often a hidden treasure and a resource that is not used with full capacity in many companies. To recognise, facilitate and make better use of this unexplored competence that the staff has and combine it with other relevant knowledge can be very beneficial for internal work based learning activities, especially in the industrial engineering sector. The Life Long Learning/ Leonardo da Vinci project, WBL-IE (Work Based Learning-Industrial Engineering) target this area and presents an innovative approach on how to implement work based learning in an efficient way for industrial engineering.The WBL-IE project team and its members have gathered experiences and knowledge from previous projects. In the Experience Transfer Model (ETM) project a platform for exchange of experiences among people active in industry was developed. The ETM concept was well accepted by the participants and the cross disciplinary activities were seen as beneficial for both problem solving and strategy proposals. PHASE (Processer til håndtering af skræddersyede efteruddannelsesforløb) is another project that has contributed with experiences. Focus in PHASE has been on how education providers can meet the need for knowledge and updates in industry, in which forms the education should be delivered and how education can be tailor made to meet the needs from companies, especially SME´s. The evaluation showed that the Worked Based Learning (WBL) concept was considered to have a high potential and that all of the interviewed companies ranked tailor made CE-activities high.The ongoing learning processes in engineering organizations are very powerful and can be further enhanced by actions which are time and cost effective. In order to make use of this possibility it is important to create awareness about the existence of these learning processes. Some of the processes are self-supporting but others can be effectively enhanced. Example of the first is contact with colleagues, look for previous experiences. Other process as for instance learning by mistake, searching for information and contacts with outside experts can be effectively supported. The WBL-IE concept takes a holistic view on the learning for both individuals and the organization. Mapping of the learning situation show the potential improvement areas and give possibilities to plan for actions. The WBL-IE concept includes both support of on-going processes and introduction of new tailor made activities.The intention of the WBL-IE concept is to improve the possibilities for slimmed and work loaded organization to increase their skill and knowledge. Experiences from the introduction of the concept and how it is received are presented. This part of the implementation is very crucial to the development of the support program. Examples of the facilitator function is given and also how to secure the continuation of the program.The future work includes development of the support function and its financing possibilities. More feedback from experiences will be used for both the introduction process and development of tailor made activities.
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| 2. |
- Brage, Christina, 1950-
(författare)
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ASSESSING MASTER STUDENTS CITATION BEHAVIOUR BY MINING REFERENCE LISTS IN THESES. : A PILOT STUDY
- 2015
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Ingår i: ICERI2015 Proceedings. 8th International Conference of Education, Research and InnovationSeville, Spain. 18-20 November, 2015. - : IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMEN. - 9788460826576 ; , s. 8368-8376
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Konferensbidrag (refereegranskat)abstract
- Entering at a Master’s level means that the student will encounter a level that is more intellectually demanding and more challenging than before. They need to use information sources in various ways and at this stage it is important that they access research and theory-based literature. A primary sign of quality in good research is that it is founded on well proven sources of theory and previous research, and that it utilizes the proper technique of referencing. In order for the students to acquire sufficient search skills, including how to cite and refer, the library offers information literacy training that is timed to happen at the point of need. This requires that they master the research process being able to pose questions and seek answers, to use and apply techniques and research skills, to analyse data, to review literature and write up results in an academic format appropriate to the discipline. According to Carlson (2006, p15), as student’s progress academically, sources cited should demonstrate students' "growing sophistication and ability to think critically in their chosen discipline." But is this really the case? One way to get a sense of this process is to look at what types of sources the graduate students cite in their theses. This study used citation analysis in order to “mine” reference lists obtained from master theses for assessment purposes. The aim of this study is to investigate what kind of information sources master students use in their theses and the author studied the citation patterns in 36 Master's theses.A total of 2173 references were checked and out of them were 886 (40,7%) journal articles. The students used 479 different journals and 378 of them were peer reviewed. 380 (79,3%) journals were kept by the library. 175 (54,6%) book or book chapters were kept by the library out of the 320 used by the students. They also used other sources such as reports of different kind (11,4%), Web pages (0,6%), Grey literature (0,6%) and conference papers (0,2%) to mention a few. Students used 60 references as an average in their theses.Although the accuracy of the citations was beyond the scope of this study, the author noticed a number of problems such as incomplete citations, inconsistent journal title abbreviations and inconsistent use of citation style formats. The author carried out bibliographic searches in order to rectify any incorrect or incomplete citations and this required extra work to correct, but was also indication that we might alter our information literacy training and emphasise more on citing and referencing.Findings indicate that these graduate students surprisingly seems to prefer scholarly journal articles and books or book chapters. The author had anticipated another picture with more references to the Web. This pilot project provided new and important information about the use of collections by master students. The authors learned that the library’s journal coverage is good enough but that the monographic coverage is somewhat less complete. The author will continue to do another study with new theses from 2013-2014 in order to investigate if our new emphasis on citing and referencing had any impact on the inconsistencies that have been seen in the first study and also if the same pattern of information sources used by earlier students occur.References:[1] Carlson, J. (2006), An examination of undergraduate student citation behavior, The Journal of Academic Librarianship 32(1):14-22.
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| 3. |
- Garrote Jurado, Ramon, 1962-, et al.
(författare)
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ATTITUDES AND UTILIZATION OF OPEN EDUCATIONAL RESOURCES
- 2015
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Ingår i: 8TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION, SEVILLE, SPAIN, NOVEMBER 16-18, 2015. - Seville. - 9788460826576
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Konferensbidrag (refereegranskat)abstract
- The use of Open Educational Resources (OER) by a number of Latin American lecturers and their students is presented. The respondents were divided in four groups, one each in Cuba, Guatemala, Peru and Brazil. They all participated in a course given by the first author of this paper about the use of learning management systems in the year 2010-12. In that course only OER were used and the participants were strongly encouraged to utilize OER in their work. Two weeks into the course the participants responded to a questionnaire with a number of statements about the use and sharing of free material on the internet.In this study the lecturers´ opinions about the use of OER at that time are compared with the use of OER by the lecturers and their students about one year after the course was finished.In all four groups the answers to the first questionnaire showed that, even though the idea to utilize free course material in higher education was new to most of them, the lecturers were positive to the idea of utilizing OER and most of them were prepared to make material of their own available to others.The results from the first and the second occasion are strongly correlated; the conclusion is that the attitude of the lecturers is of critical importance for the acceptance of OER. The results are consistent with the assumption that many lecturers can find plenty of useful free course material once they are made aware of OER and have methods to disseminate it to their students.The authors adhere to the opinion that OER could increase the quality of education and contribute to the availability of education worldwide. In order to stimulate the production and dissemination of OER the authors recommend that institutions of education worldwide encourage lecturers to take part in the free sharing of material on the internet.
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| 4. |
- Gellerstedt, Martin, 1966-, et al.
(författare)
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The Goalkeeper : a tool for monitoring learning outcomes in PhD education
- 2015
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Ingår i: ICERI2015 Proceedings. - : IATED Academy. - 9788460826576 ; , s. 6223-6230
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Konferensbidrag (refereegranskat)abstract
- The journey from being a new Ph. D.-candidate towards passing the doctorate grade is often a bumpy road with both unexpected and complex challenges that has to be turned in to learning experiences that adds to progression. In this paper we describe the development and use of a tool (the Goalkeeper) designed to support, structure and visualize this journey. It is a tool for supervisors, doctorate students as well as people responsible for quality assurance of a doctorate education. Based on our experiences of having utilised the tool we argue that it is important that the implementation of such a tool is firmly grounded in a quality culture where support of progression and formative assessment dominate over summative assessment and control.
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| 5. |
- Salah, Razwan Mohmed, et al.
(författare)
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VISIR SYSTEM @ BTH, DEUSTO, ISEP, AND UNED INSTITUTES : ASSISTING AND SUPPORTING HANDS-ON LABORATORIES TO SERVE HIGHER EDUCATION STUDENTS
- 2015
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Ingår i: ICERI2015. - : IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT. - 9788460826576 ; , s. 2535-2547
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Konferensbidrag (refereegranskat)abstract
- Practical study is considered a backbone of qualification in engineering and sciences education. It aids understanding of the theoretical concepts for university students. Over the last decades, a limitation in available labs has become one of the encumbrances for several universities and institutions because of the cost and unavailability of instructors. It has led to decline in the students' qualifications in experimentation in engineering and sciences fields. Today, several ideas have implemented to get over the limitations of a lab, for example online labs technology, which are also referred to as, "Remote and Virtual Labs". This technology is become available over Internet, for instance Virtual Instrument Systems in Reality (VISIR). In addition, online labs prove that they can assist hands-on laboratories and may become the best technology for supporting hands-on one, regarding its low cost and ubiquity. This paper presents the number of students (access and users access) who are involved in using VISIR nodes that located at BTH, Deusto, ISEP, and UNED institutions. The filtration that used in this study is to categorize yearly and monthly access of students from those VISIR nodes.
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| 6. |
- Stenliden, Linnéa, 1964-, et al.
(författare)
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Visual Data and K 12 Students - Translations Through Visual Analytics and Knowledge Visualization
- 2015
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Ingår i: ICERI2015 Proceedings. - : International Academy of Technology, Education and Development (IATED). - 9788460826576 ; , s. 5189-5198
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In a world of massively mediated information and communication, ordinary educational models might fail in both using those tools to improve education and to prepare the students for their future. Therefore this on-going research project investigates how a Visual Analytics (VA) and tools for Knowledge Visualization (KV) in school settings (within social science as school subject) could be combined to generate synergies in a learning process which not only aims at unveiling hidden facts but also to develop knowledge that includes all its accompanying facets such as experiences, attitudes, perspectives and opinions. The aim is to explain how VA together with KV interfere and can shape learning in social science classes in K 12 schools (from visualization on the screens to a growing body of personal knowledge). Another aim is to develop guidelines for didactic design and develop a web-based information visualization and visual analytics framework for educational purposes. The study is conducted in K 12 schools and empirical data is gathered through three case studies. The results will contribute to knowledge about visual literacy and its relations to different didactic designs. Researchers in the field of VA and KV can as well be supported in their questions to construct useful tools for these kind of analyse processes and different ways of knowledge formation.
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| 7. |
- Söderström, Tor, et al.
(författare)
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Virtual Police Cases : Impact on Performance in Practical Scenario Training
- 2015
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Ingår i: 8 th International Conference of Education, Research and Innovation. - 9788460826576 ; , s. 3970-3975
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Konferensbidrag (refereegranskat)abstract
- Police students must learn skills to manage different complex situations. Students must master both specific practical techniques and the thinking and decision-making required to use these techniques effectively. This is normally learned through a variety of practical exercises such as drill exercises and practical scenario training where students´ should act as police officers (Söderström, et al, 2014). Practical scenario training, which is in focus in this article, is usually arranged in such a way that students are prepared for the training through a teacher-led lesson before the actual scenario training. However, since practical training generally requires large investments, limiting opportunities for sufficient training, there is a need to raise the students' level of knowing for increasing possibilities to learn through scenario training. Therefore a virtual case was developed that allow students to practice tactical skills, decision making and receive feedback on their actions based on the national basic police tactics manual (Polishögskolan, 2005). This study compares the influence of two learning conditions – a virtual police case and conventional teacher led lesson – that prepare police students for the upcoming practical scenario training. The study focused on a) how the students´ experienced the different learning conditions and how it prepared them for the scenario training and b) how the different learning conditions influenced their task completion in the practical scenarios. The sample consisted of 66 participants and used a comparative group design with 35 participants assigned to a virtual case training group (VCASE) or conventional-training group (CON) with 5-6 students in each group. The VCASE group worked 1.5 hour with a virtual police case to perform two exercises (a stolen car incident and observation of a house with suspects). The CON group had a teacher led lesson with the same content. This was followed by practical scenario training. The objectives with the practical scenario training was that the students should learn to perform various police tasks and acquire an understanding of these tasks based on the national basic police tactics manual (Polishögskolan, 2005). A questionnaire was used to collect the students´ experiences of the both the preparation and practical scenario training. A blind expert assessment, by police officers, was used to collect students´ performance in the practical scenario training. The results showed that a majority of the students in both groups believed that the task they did before the practical training was meaningful and motivating. However, the results showed (independent t-test) that the VCASE group in significantly higher extent thought that the preparation helped them when they conducted the practical training (e.g. confident how to act, sufficient knowledge to solve the situation, a feeling of being sufficiently prepared). The expert assessment of a stolen car incident during practical training showed (independent t-test) that the VCASE group performed better according to three out of five base tactics measurements (stop the car and approach the suspects, reporting and treatment of the arrested). To conclude, the different learning conditions produced different results with respect to how they prepared for practical scenario training.
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| 8. |
- Söderström, Tor, et al.
(författare)
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Virtual police cases : impact on performance in practical scenario training
- 2015
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Ingår i: ICERI 2015. - 9788460826576 ; , s. 3970-3975
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Konferensbidrag (refereegranskat)abstract
- This study compares the influence of two learning conditions - a virtual police case and conventional teacher led lesson - that prepare police students for a practical scenario training. The study focused on how the students' experience the different learning conditions and a) how they prepare them for the scenario training and b) how they influence their task completion in the practical scenarios. The sample consisted of 66 participants and used a comparative group design with 35 participants assigned to a virtual case training group (VCASE) and 31 participants to a conventional-training group (CON) with 5-6 students in each group. The VCASE group worked two hours with a virtual police case to perform two exercises. The CON group had a two hour teacher led lesson with the same content. This was followed by practical scenario training. A questionnaire was used to collect the students' experiences of both the preparation and practical scenario training. A blind expert assessment, carried out by police officers, was used to collect the students' performance in the practical scenario training. The results showed that a majority of the students in both groups believed that the task they did before the practical training was meaningful and motivating. However, the results showed (independent t-test) that the VCASE group in significantly higher extent thought that the preparation helped them when they conducted the practical training (e.g. confident how to act, sufficient knowledge to solve the situation and a feeling of being sufficiently prepared). The expert assessment of a stolen car incident during practical training showed (independent t-test) that the VCASE group performed better according to three out of five base tactics measurements. To conclude, the different learning conditions produced different results with respect to how they prepared for practical scenario training.
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