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| 2. |
- 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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| 3. |
- 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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| 4. |
- Killander Cariboni, Carla
(författare)
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Discussing the Thesis Writing : How do doctoral students and supervisors communicate?
- 2017
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Ingår i: EDULEARN17 Proceedings. - 9788469737774 ; 2017, s. 9189-9197
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Konferensbidrag (refereegranskat)abstract
- Effective communication between students and supervisors has been shown to be of importance for a high quality doctoral education by many pedagogical studies (Manathunga [1], Delamont, Aktinson and Parry [2], Halse and Malfroy [3], Bergnéher [4]). This contribution focuses on communication between supervisors and doctoral students with regard to the writing of the doctoral thesis. When it comes to supervising the thesis writing process, researchers emphasize the importance of taking four aspects into account: The thesis addressee (For whom does one write?); The kind of texts to be discussed during supervisory meetings (How preliminary should they be?); Writing planning (Is it necessary or not?); Feedback (What kind?). These aspects become even more crucial when the thesis is written in a foreign language, which is the case in the present study, based on empirical data collected within third-cycle education in foreign languages (specialization in French and Italian linguistics) at Lund University in Sweden.With the aim of investigating whether and how the four topics above were actually discussed during the supervisory meetings, four supervisors and their respective doctoral students, having completed their education, were interviewed individually. This contribution accounts for and analyzes their testimonies.The testimonies provide evidence of varying degrees of effectiveness in the communication. The results show that there are no given answers to the four questions above, which in itself proves that they need to be discussed. More importantly, the results clearly indicate that such a discussion is essential to achieve the goals of a doctorate, namely a thesis of an excellent scientific standard and the recognition of an autonomous researcher. From the analysis of the participants’ answers it emerges that the communication must be open (not based on assumptions), on a regular basis (since different decisions can be made at different phases of the writing process) and constructive (selfconfidence being a major quality of the independent researcher).
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| 5. |
- Kondoro, Aron, et al.
(författare)
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TRAINING THE FUTURE ICT INNOVATORS ON OPEN SCIENCE PLATFORM
- 2017
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Ingår i: 9TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES (EDULEARN17). - : International Association for Technology, Education and Development. - 9788469737774 ; , s. 1988-994
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Konferensbidrag (refereegranskat)abstract
- Due to changes in the market positions of old companies caused by innovation in technologies, services, business concepts and global challenges faced by nations in terms of climate and safety, academic systems in Europe have started to look into new pedagogical models and strategic partnerships. The new systems that connect research, education and innovation can offer unique opportunities to explore different solutions that were not possible before. In this paper, we present concrete experiences and directions for creating innovative learning environments with stronger impact and excitement to all stakeholder involved. We describe a new approach that relies on three fundamental concepts: strong commitment and support of open science, challenge driven education model and physical co-location of partners. We give examples of applications of this approach and discuss various aspects that are involved.
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| 7. |
- Nuur, Cali
(författare)
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Knowledge formation in natural resource based regions in old industrialised nations : Is an academic degree a panacea to offset industrial restructuring?
- 2017
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Ingår i: EDULEARN17 Proceedings. - : IATED. - 9788469737774 ; , s. 4571-4572
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Konferensbidrag (refereegranskat)abstract
- In old industrialised nations such as Sweden, Canada, Australia, Finland, the policy and academic discourse has in recent years centred on the presence of high-tech companies that have academic knowledge base. However, although this is certainly true, these countries have also maintained strong international competitiveness with a relative specialization in what normally is labelled “low and medium tech” industries, many of which have a knowledge base strongly related to the transformation of natural resources. Primary extraction activities e.g. mining, forestry and preparatory and processing e.g. steel making and paper and pulping account for a significant part of economic activities. These sectors are generally located outside main urban centres viewed as loci of industrial and human development. In general, they are located in regions which today are viewed as lagging in terms of knowledge formation, entrepreneurship and innovations. These regions, the new periphery often lack higher education infrastructure such as universities. The natural resource based sectors as well as the regions that are home to theses industries have in recent decades found themselves in an industrial and policy debate which views higher education as a panacea of industrial competitiveness and regional development. This is among others manifested in the emergence of concepts such as “Knowledge Economy”, “Triple Helix” and “Innovation Systems”, Knowledge Society” etc. The underlying assumption of these concepts is that the acquisition of academic knowledge is a crucial aspect in regional as well as industrial development. This paper puts higher education in the context of natural resource based sectors and peripheral regions in old industrialised nations. Though two case studies of natural resource rich regions in Sweden, we discuss knowledge formation and argue that although higher education plays an important role in industrial and regional development, this should be put matched with industrial needs.
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| 8. |
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| 9. |
- Taajamaa, V, et al.
(författare)
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CHALLENGE DRIVEN EDUCATION IN THE CONTEXT OF INTERNET OF THINGS
- 2017
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Ingår i: 9TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES (EDULEARN17). - : International Association for Technology, Education and Development. - 9788469737774 ; , s. 2490-2495
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Konferensbidrag (refereegranskat)abstract
- The need for creative engineers using natural sciences as their approach has not drastically changed in the past 100 years. However, technology advances have created new challenges and brought new opportunities, which calls innovation in engineering education. Todays, and even more so tomorrow ' s engineers need to be equipped with both technical and soft skills that make them creative, and team player in the complicated, often complex environment industrial and societal challenges. In this study, we examined the outcomes of a workshop that focused on a learning approach called Challengedriven Education (CDE) in the context of Internet of Things (IoT). The data for the study came from the participant feedback and was analysed using frequency analysis. The results show that teamwork and collaboration, joint discussions and self-improvement were valued.
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| 10. |
- Tomos, Florica, et al.
(författare)
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Creativity and game-based learning
- 2017
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Ingår i: In procedings of the 9th Conference on Education and New Learning Technologies. - 9788469737774
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Konferensbidrag (refereegranskat)abstract
- Creativity is an action and has its roots embedded within the human beings. It follows that creativity is also a human capability. Furthermore, teachers are required to use creativity and teaching methods in a creative manner. This paper will approach teacher creativity and student creativity in learning programming through game-based learning. Game-based learning itself involves high order skills such as: problem solving, critical thinking and creativity. Computer programming is a very difficult subject and students face challenges in learning programming. There are a few strategies used in programming courses in Higher Education: learning to program by playing games, learning programming through game development and learning to program by the development of games for learning programming. This study conducted a comparative analysis. Further, data was collected by course evaluation and discussions with students and teachers. Findings indicate that the three approaches are beneficial for learning programming and have also a beneficial impact on student academic performance and increase student motivation. The authors recommended a combination of these three approaches with a traditional design for students enrolled on programming course. Finally, the authors designed a Model of learning for students enrolled on programming courses.
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