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| 2. |
- Cronquist, Björn, 1956-, et al.
(författare)
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Robotar utvecklar lärandet
- 2018
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Ingår i: Förskoletidningen. - 1402-7135. ; 43:6, s. 26-26
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 3. |
- Cronquist, Björn, 1956-, et al.
(författare)
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Robotics and early-years stem education : botSTEM framework, toolkit, and implemented activities in Sweden
- 2019
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Konferensbidrag (refereegranskat)abstract
- botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children aged between 4 and 8, with research-based materials and best practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. Initial results from the project in terms of a collection of good educational practices summarized in a freely downloadable Toolkit and results from a qualitative analysis of implemented activities during science teaching in Swedish preschools are presented here. The preliminary analysis of the implementations indicate that robots function as motivation factors in young children’s inquiry of science and engineering design technology, in both teacher and children initiated learning situations.
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| 4. |
- Cronquist, Björn, 1956-, et al.
(författare)
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Robotics and early-years stem education – the botSTEM project
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robot-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education, and children aged between 4 and 8, with research-based materials and practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. This presentation presents initial results in terms of a collection of tested educational practices summarized in a freely downloadable Toolkit, and results from a qualitative analysis of implemented activities in Swedish preschools. The preliminary analysis of the implementations indicates that robots function as motivation factors in young children’s inquiry of science and engineering design technology, in both teacher and children initiated learning situations.. Also, when compared, digital programming with a use of robots promotes discussions among teachers and children that involve more versatile robotic words then un-plugged programming does.
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| 5. |
- Cronquist, Björn, 1956-
(författare)
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The quest for intelligence in SME´s : acting on external information by development of internal practices
- 2008
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Ingår i: 5th International Conference on Intellectual Capital, Knowledge Management and Organisational Learning. - Reading : Academic Publishing Limited. - 9781906638160 ; , s. 129-136
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Konferensbidrag (refereegranskat)abstract
- Organizational Intelligence (OI) focuses particularly on the systematic processing of information from external sources in order to enhance the ability to foresee the future and to adapt to changes in the environment. Traditionally this pursuit of intelligence has been regarded as a central organizational function focusing on information retrieval and information provision. OI has also been regarded as an issue mainly reserved for the larger companies. In pace with the development of global markets even for small and medium sized enterprises (SME), the urge for Organizational Intelligence (OI) in these companies is increasing. This paper presents a model for describing how intelligence is obtained in successful SME´s. The model is evaluated and tested through case based reasoning towards a framework for describing OI in SME´s.This research explores OI from a different perspective in promoting a more action-directed approach investigating how organizational intelligence is expressed in organizational processes and routines. The core contribution from the work presented is that OI in SME´s is effectively explained by the contribution from motivated knowledge workers commitment to organizational intelligence activities as expressed in knowledge management practices. This statement is supported by an empirical investigation which is built on a case study of a successful company, Bend&Weld Ltd, showing rapid, sustainable and profitable growth. The case of Bend&Weld address the main question; How can the pursuit of Organizational Intelligence in successful small and medium sized enterprises be explained and described? , supported by the sub questions; How can individual knowledge workers spontaneous environmental scanning support Organizational Intelligence? , and, What role can routines and procedures play in the pursuit of Organizational Intelligence? The findings demonstrate that organizational intelligence is not limited to an information processing function but rather should be viewed as an outcome of planned knowledge management practices constituting core organizational business processes. SME´s recognize the need to be attentive to their environments but are not aware nor can describe in what way they are pursuing intelligence. The result of a five year research project presents a model to describe and understand the pursuit of intelligence in SME´s.
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| 6. |
- Faraon, Montathar, 1983-, et al.
(författare)
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Social media affordances in net-based higher education
- 2011
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Ingår i: Proceedings of the IADIS International Conference on International Higher Education (IHE 2011). - Shanghai, China : IADIS Press. - 9789728939564 ; , s. 11-37
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Konferensbidrag (refereegranskat)abstract
- This paper explores the attitudes, conceptions and use of social media in net-based higher education. By using statistical and content analysis of data generated by two surveys directed to students (n = 109) and teachers (n = 77) involved in net-based higher education, we explore how social media influence the design of learning context in net-based higher education courses. By applying the affordance theory, we describe actual as well as preferred use of social media from an educational, social, and technical perspectives. The results showed that the potential use of social media have not yet been fully found in the context of net-based higher education. However, the perceived benefit of using social media differs in relation to educational topics. The potential use of social media in net-based higher education courses is discussed.
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| 7. |
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| 8. |
- Greca Dufranc, Ileana M., et al.
(författare)
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Robotics and Early-years STEM Education : the botSTEM Framework and Activities
- 2020
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Ingår i: European Journal of STEM Education. - 2468-4368. ; :1, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children four-eight years old, with research-based materials and practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. This article presents the outputs from the botSTEM project; the didactical framework underpinning the teaching material, addressing pedagogy and content. It is a gender inclusive pedagogy that makes use of inquiry, engineering design methodology, collaborative work and robotics. The article starts with a presentation of the botSTEM toolkit with assorted teaching practices and finishes with examples of preliminary results from a qualitative analysis of implemented activities during science teaching in preschools. It turns out that despite perceived obstacles that teachers initially expressed, the analysis of the implementations indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with children as young as four years old.
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| 9. |
- Greca, Ileana M., et al.
(författare)
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Robotics and STEM education for children and primary schools – botSTEM
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- BotSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children aged between 4 and 8, with research-based materials and best practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. Initial results from the project will be presented at the conference.
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| 10. |
- Greca, Ileana, et al.
(författare)
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Robotics and STEM education for 4-8 y.o. children in Spanish pre and primary schools
- 2019
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Konferensbidrag (refereegranskat)abstract
- botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children aged between 4 and 8, with research-based materials and best practices that use integrated Science, Technology, Engineering, Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. Initial results from the project from a qualitative analysis of implemented activities during science teaching in preschools in Spain are presented here. Despite the possible obstacles that preschool teachers initially expressed, the preliminary analysis of the implementations indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with kids as young as 4 y.o. In the case of a project about magnets, the children seem to have improved/used? some scientific ideas, applied these ideas to design a magnetic toy and learnt about spatial orientation through use of robots. Also, the development of the project seems have allowed a fruitful intersubjective communication between teachers and students.
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