| 1. |
- Isberg, Sofia, 1966-, et al.
(författare)
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Från grupparbete till lärande i team
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Från grupparbete till lärande i team Mål: Utgångspunkten i samtalet är frågan om hur vi kan gå från grupparbete till lärande i team i undervisningen. Ett mål med samtalet är att utbyta erfarenheter bland annat om pedagogiken bakom valet av grupparbete, sammansättning av grupper och hur vi som lärare kan stödja studenternas förmåga att lära genom samarbete med andra. Ett annat mål är att skapa ett nätverk inom universitetet där diskussionerna kan fortsätta.Syftet med samtalet är att bidra till kontinuerlig utveckling av lärares vardagspraktik och studenternas arbetsmiljö Genomförande (60 minuter) Ämnet introduceras genom en presentation av resultat från ett pedagogiskt PUNKTUM-projekt, med särskilt fokus på lärares och studenters upplevda utmaningar med grupparbete. För- och nackdelar med grupparbeten diskuteras sedan i mindre grupper.Bakgrund: Grupparbeten i olika omfattning är en vanlig arbetsform i många (nästan alla) kursmoment. Arbetsformen med grupparbeten motiveras bland annat med argument som att grupparbete/teamwork är en förberedelse för yrkeslivet där det i praktiskt taget alla organisationer förekommer uppgifter som ska lösas i grupp varför förmågan att samarbeta och arbeta i grupp är viktig att öva under studietiden. Andra argument som framförs bygger på en socialkonstruktionistisk syn på lärande som något som sker när människor möts och delar erfarenheter och att grupparbeten därför fyller en lärandefunktion. Samtidigt finns det lärare som snarare ser grupparbeten som ett sätt att resursmässigt hantera stora studentgrupper eftersom det minskar antalet handledningstillfällen och arbeten som ska bedömas.Studenter som tillsammans bildar en grupp för att genomföra en arbetsuppgift är inte detsamma som lärandet som kan uppstå i team (Oakley et al, 2004). Författarna menar vidare att studenter, i alla grupper, kan välja att arbeta tillsammans eller att dela upp arbetet och enbart sätta samman delarna, utan diskussion eller erfarenhetsutbyte. I motsats till det finns det team som samarbetar, inte alltid fysiskt, men medlemmarna är medvetna om vad andra göra och hur delar bidrar till en helhet (se t ex Qin et al, 2016).Utmaningar i lärarpraktikenI samtal med våra lärarkollegor har vi utifrån bland annat ovanstående noterat ett antal utmaningar i vår dagliga lärarpraktik. Utmaningar som vi behöver bli bättre på att hantera. 69 • Lärare tar för givet att studenter har förmåga att arbeta i grupp, trots att arbetsformen kan sägas bestå av en mängd olika kompetenser, såsom time management, konfliktlösning och kommunikationsförmåga (skriftligt och muntligt). Dessa kompetenser behöver var för sig introduceras och övas, samtidigt som de är integrerade under ett grupparbete• Studenterna kan gå igenom en utbildning och ta på sig samma typ av uppgift i alla grupparbeten vilket begränsar såväl lärandet som utvecklingen av generiska förmågor relaterade till arbete i grupp.• Argumentet att grupparbete förbereder för arbetslivet kan vara missvisande då grupparbete i arbetslivet inte är detsamma som grupparbete i högre utbildning. I det förstnämnda är gruppen sammansatt utifrån skilda kompetenser, ofta med specificerade roller. I det sistnämnda är alla mer eller mindre på samma nivå och roller är vanligen inte fördefinierade. • I majoriteten av våra kurser vid Handelshögskolan är fokus på uppgiften som ska lösas, det vill säga produkten/resultatet av grupparbetet. Det är i huvudsak utifrån produkten som handledning genomförs och bedömningsmallar och återkoppling ges.• Det finns inte alltid en tydlig pedagogisk tanke med formering av grupper. Det görs ofta utifrån ett lärarcentrerat perspektiv och mer sällan studentcentrerat.• Dysfunktionella grupper leder inte till lärande utan blir kontraproduktiva och det finns en risk att studenter mår dåligt, bränner ut sig, eller till och med avbryter sina studier. Grupparbeten kan upplevas på många olika sätt, men det är viktigt att vi som lärare känner till och förstår hur det påverkar studenter att arbeta i grupp. Om vi designar kurser utifrån enskilda moment om 7,5 hp, så kan studenterna gå från moment till moment med olika former av grupparbeten utan progression.Det kom ett mejl till studierektor från en student: ”Jag gick aldrig med i någon grupp… anledningen är att jag behöver en paus från grupparbetena för att inte bli deprimerad (tidigare grupparbeten har bara gjort mig frustrerad med fullständig avsaknad av någon som helst inlärning)”. Frågan om hur grupper sätts samman är också intressant ur ett lärandeperspektiv. Vad är det läraren pedagogiskt vill uppnå med vald gruppsammansättning och hur stödjer det studenternas lärande? Det finns många idéer om hur gruppsammansättning kan gå till; läraren sätter samman grupper, studenterna väljer själva, slumpmässig sammansättning, bokstavsordning…Det kom mejl om detta också: ”… jag är så less på detta med grupparbeten där vi studenter skall para ihop oss själva! Har själv inga problem, då jag är lite äldre än de andra och oftast hamnar i bra grupper pga min erfarenhet och kunskap. Men många mår riktigt dåligt av att hålla på och oroa sig för om ngn vill ha dom i sin grupp. Frågan jag ställer mig är: Vad är syftet med grupparbeten? Kan tänka mig att det är att lära sig att arbeta med andra människor, stärka ens sociala kompetens och vara lite obekväm och osäker? I så fall borde ju tillvägagångssättet vara att man undviker grupper som konsekvent består av samma människor? Så blir det ju INTE om ni låter studenterna välja själva hela tiden! Tycker vidare att det är er/universitetets skyldighet och uppgift att minimera risken för att ngn eller några hamnar utanför eller inte får en grupp tilldelad”Till detta rundabordssamtal välkomnar vi särskilt dig som brottas med gruppindelning, funderar över den pedagogiska poängen med grupparbeten och hur du bäst kan stödja studenternas eget lärande
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| 2. |
- Lindqvist, C Mårten, et al.
(författare)
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The Mutational Landscape in Pediatric Acute Lymphoblastic Leukemia Deciphered by Whole Genome Sequencing
- 2015
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Ingår i: Human Mutation. - : Hindawi Limited. - 1059-7794 .- 1098-1004. ; 36:1, s. 118-128
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Tidskriftsartikel (refereegranskat)abstract
- Genomic characterization of pediatric acute lymphoblastic leukemia (ALL) has identified distinct patterns of genes and pathways altered in patients with well-defined genetic aberrations. To extend the spectrum of known somatic variants in ALL, we performed whole genome and transcriptome sequencing of three B-cell precursor patients, of which one carried the t(12;21)ETV6-RUNX1 translocation and two lacked a known primary genetic aberration, and one T-ALL patient. We found that each patient had a unique genome, with a combination of well-known and previously undetected genomic aberrations. By targeted sequencing in 168 patients, we identified KMT2D and KIF1B as novel putative driver genes. We also identified a putative regulatory non-coding variant that coincided with overexpression of the growth factor MDK. Our results contribute to an increased understanding of the biological mechanisms that lead to ALL and suggest that regulatory variants may be more important for cancer development than recognized to date. The heterogeneity of the genetic aberrations in ALL renders whole genome sequencing particularly well suited for analysis of somatic variants in both research and diagnostic applications.
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| 3. |
- McCabe, Patrick, et al.
(författare)
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Reference Points for the Design and Delivery of Degree Programs in Business
- 2009
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- The Tuning Subject Area Group (SAG) for business and managementeducation met on some twelve occasions. The first meeting coincided with the launch of the EU–sponsored Tuning project in Brussels in May 2001; the last took place in June 2008 in conjunction with the closing session of the fourth phase of Tuning (Tuning IV). Over the eight years, we shared our experiences of business programmes in our own institutions, our own countries and – in many instances – elsewhere within and beyond Europe. We pooled our ideas concerning the implementation of the various ‘action lines’ of the Bologna Declaration, the aim of which is the creation of a more coherent European Higher Education Area (EHEA) by 2010.Competence–based learner–centred education is at the heart of the Tuning approach. Degree profiles and learning outcomes for the bachelor, master and doctoral cycles are identifi ed as a starting point for debate at a more local level. Likewise, teaching, learning and assessment are addressed, as well as the crucial issue of quality enhancement. The booklet concludes with a look at the third cycle.The work of Tuning, involving contributions by individuals from a wide range of disciplines in 135 institutions across 27 countries, is seen as fully compatible with and complementary to the aims of the Bologna process, as expressed in 1999 and at subsequent follow–up meetings. Indeed it might be claimed that its work and outputs represent a valuable pan–European movement that greatly facilitates and accelerates the achievement of the Bologna objectives. As noted on the opening page of this brochure, there is no intention to standardize or prescribe; on the contrary, respect for and the preservation of Europe’s rich tapestry of educational activities remain as the fundamental principles of the Tuning project.It is hoped that this booklet, when read in conjunction with the impressive array of publications produced by Tuning over the past several years, will stimulate discussion that will lead to the (re–)design and delivery of business programmes that simultaneously provide greater rewards for learners, teachers, institutions, employers and society.The Tuning Subject Area Group for Business and Management Education.
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| 4. |
- Tesar, George, et al.
(författare)
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Seaflex AB
- 2010
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Ingår i: Smaller manufacturing enterprises in an international context. - London : Imperial College Press. - 9781848164956 ; , s. 269-278
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
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Tuning educational structures in Europe : guidelines and reference points for the design and delivery of degree programmes in business
- 2024
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- This Tuning Guidelines and Reference Points 2024 for the Design and Delivery of Degree Programmes in Business Administration serves as an international reference point for an academic discipline in the European Higher Education Area (EHEA) framework. It represents the current state of affairs in a fast-changing societal environment.This publication defines degree profiles and the tasks and societal roles graduates will take on, but also shows how different degrees fit into the wider context of overarching general and subject specific / discipline qualifications frameworks. In other words, what are the essential elements that constitute a particular subject area in higher education? Among other aspects, these Guidelines include general descriptors for the first and the second cycle, the bachelor and master/ long cycle, presented in easy-to-read tables, and are meant to be used as reference points for the design and delivery of individual degree programmes. According to the Tuning philosophy, each degree programme has its own unique profile, based on the mission of the institution and taking into account its social-cultural setting, its student body, and the strengths of its academic staff.The Guidelines and Reference Points are the outcome of a long and intense collaboration, starting in 2001, in conjunction with the early phases of the Bologna Process, which has now come to include 49 European countries. They are a result of the grassroots university-driven initiative called Tuning Educational Structures in Europe, or simply ‘Tuning’, that aims to offer a universally useful approach to the modernisation of higher education at the level of institutions and subject areas. The Tuning initiative has developed a methodology to (re-)design, develop, implement and evaluate study programmes for each of the Bologna cycles. These were validated in 2007-2008 by groups of respected academics from numerous disciplines. Since, developments have continued as reflected in several iterations, the latest being the Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe (CALOHEE) projects (2018-2023). As all Tuning projects, the CALOHEE developments have been co-financed and strongly supported by the European Commission as part of its Erasmus+ Action programme. The Tuning methodology is based on the student-centred and active learning approaches it has promoted since its very launch. Tuning’s mission is to offer a platform for debate and reflection which leads to higher education models able to ensure that graduates are well prepared for their societal role, both in terms of employability and as citizens. Graduates need to have obtained as the outcome of their learning process the optimum set of competences required to execute their future tasks and take on their expected roles. As part of their education graduates should have developed levels of critical thinking and awareness that foster civic, social, environmental and cultural engagement. Recognition is given to current and possible future developments and issues. Using the Tuning reference points makes study programmes comparable, compatible and transparent. They are expressed in terms of learning outcomes and competences. Learning outcomes are statements of what a learner is expected to know, understand and be able to demonstrate after completion of a learning experience. According to Tuning, learning outcomes are expressed in terms of the level of competence to be obtained by the learner. Competences represent a dynamic combination of cognitive and meta-cognitive skills, knowledge and understanding, interpersonal, intellectual and practical skills, and ethical values. Fostering these competences is the object of all educational programmes. Competences are developed in all course units and assessed at all different stages of aprogramme. Some competences are subject area related (specific to a subject area), others are generic (relevant for many or all in degree programmes). According to the Tuning philosophy, subject specific competences and generic competences or general academic skills should be developed together. Normally competence development proceeds in an integrated and cyclical manner throughout a programme. The initial core competences of the subject area were identified in a consultation process involving four stakeholder groups - academics, graduates, students and employers over time. Consultation processes have been organised in many other parts of the world: these have been taken into consideration in developing this publication. This edition has been elaborated as part of the CALOHEE projects, which aim to develop an infrastructure allowing for comparing and measuring learning in a (trans)national perspective. Besides developing state of the art general and subject specific qualifications reference frameworks, it has also developed Learning Outcomes / Assessment Frameworks which offer even more detailed descriptors. The Assessment Reference Frameworks are included as an annex.To make levels of learning measurable, comparable and compatible across Europe academics from the single subject areas have developed cycle (level) descriptors expressed in terms of learning outcomes statements organised in qualifications reference frameworks tables. These are backed by Tuning-CALOHEE General Qualifications Reference Frameworks, which are based on a bridging of the two overarching European qualifications frameworks, the ‘Bologna’ Qualifications Framework for the EHEA (QF for the EHEA) and the EU European QualificationsFramework for Lifelong Learning (EQF for LLL). Paying reference to both by combining ‘the best of two worlds’. While the EQF for LLL is focused on the application of knowledge and skills in society, the focus of the FQ for the EHEA is more related to the learning process itself: it applies descriptors which cover different areas or ‘dimensions’ of learning: knowledge and understanding, application of knowledge and understanding in relation to problem solving, making judgments, communicating information and conclusions, and finally, knowing how to learn.In developing the Tuning-CALOHEE model, it has been realised that ‘dimensions’ are an indispensable tool, because they make it possible to distinguish the principal aspects that constitute the subject area. Dimensions help give structure to a particular sector or subject area and also make its basic characteristics more transparent. Furthermore, the ‘dimension approach’ is complementary to the categories included in the EQF for LLL, which uses the categories of ‘knowledge’, ‘skills’ and ‘autonomy and responsibility’ (wider competences) to structure its descriptors. Thus, in CALOHEE terms, the three columns correspond to a ‘knowledge reference framework’, a ‘skills reference framework’ and a ‘autonomy and responsibility reference framework’, linked by level. The last column, the ‘autonomy and responsibility reference framework’, refers to the wider world of work and society and identifies the competences required to operate successfully in the work place and as a citizen. It builds on the first two elements: knowledge and understanding and the skills necessary to develop and apply this knowledge.In addition to addressing cycle-level descriptors, Tuning has given attention to the Europe-wide use of the student workload based European Credit Transfer and Accumulation System (ECTS) to ensure the feasibility of student-centred degree programmes and other credentials. Some 20 years ago it transformed the original credit transfer system into a transfer and accumulation system. According to Tuning, ECTS not only allows student mobility across Europe and in other countries as well; it can also facilitate programme design and development, particularly with respect to coordinating and rationalising the demands made on students by concurrent course units. In other words, ECTS permits us to plan how best to use students' time to achieve the aims of the educational process, rather than considering teachers' time as the primary constraint and students' time as basically limitless.The use of the learning outcomes and competences approach implies changes regarding the teaching, learning and assessment methods. Tuning has identified approaches and best practices to form the key generic and subject specific competences. Some examples of good practice are included in this brochure. More detailed examples can be found in the subject area-based Learning Outcomes / Assessment Reference Frameworks.Finally, Tuning has drawn attention to the role of quality in the process of (re-)designing, developing and implementing study programmes. It has developed an approach for quality enhancement which involves all elements of the learning chain. It has also developed a number of tools and identified examples of good practice which can help institutions to improve the quality of their degree programmes.This brochure reflects the outcomes of the work done by the Subject Area Group (SAG) in Business Administration. The outcomes are presented in a template to facilitate readability and rapid comparison across the subject areas. The summary aims to provide, in a very succinct manner, the basic elements for a quick introduction into the subject area. It shows in synthesis the consensus reached by a subject area group after intense and lively discussions in the group.
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