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| 4. |
- Bolton, Kim, 1964, et al.
(författare)
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SimChemistry as an active learning tool in chemical education.
- 2008
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Ingår i: Chemistry Education Research and Practice. - : Royal Society of Chemistry (RSC). - 1756-1108 .- 1109-4028. ; 9:3, s. 277-284
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Tidskriftsartikel (refereegranskat)abstract
- The publicly available free computer program, SimChemistry, was used as an active learning tool in the chemical engineering curriculum at the University College of Borås, Sweden. The activity involved students writing their own simulation programs on topics in the area of molecular structure and interactions. Evaluation of the learning experience was done using interviews and by comparing learning outcomes with previous teachings of the topics. Overall, the outcome was interactively engaging group work, high quality construction of simulations, and a much better ability to explain molecular-level chemical concepts and their relations. An interesting perception that emerged during the interviews was that many of the students were unable to explicitly describe the improvement in learning that they had experienced. However, they did recognize that learning had occurred, and all firmly and positively recommended that the initiative be continued for subsequent courses.
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- Christie, Michael, 1946, et al.
(författare)
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A model for the supervision of PhD students
- 2006
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Ingår i: Shifting paradigms in Engineering Education / publ. by Chalmers Strategic Effort on Learning and Teaching (C-SELT), Chalmers University of Technology, Chapter 28. ; , s. 289-298
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Christie, Michael, 1946, et al.
(författare)
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Adult Education: a guestion of values
- 1997
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Ingår i: Proceedings of the 37th APACE National COnference, University of South Australia, Adelaide 24-26 September 1997.
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Konferensbidrag (refereegranskat)
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- Christie, Michael, 1946, et al.
(författare)
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Asking the right questions about assessment
- 2001
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Ingår i: EPE conference on tomorrow's education in electrical technologies, Liége Belgium, 14-16 March 2001.
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Konferensbidrag (refereegranskat)
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- Christie, Michael, 1946
(författare)
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Australia 's immigration policy: a can of soup
- 1998
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Ingår i: International conference on European migration to Australia and New Zealand, Stockholm and Åbo, 3-6 June 1998.
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Konferensbidrag (refereegranskat)
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| 15. |
- Christie, Michael, 1946, et al.
(författare)
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Barriers to innovation in online pedagogy
- 2009
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Ingår i: European Journal of Engineering Education. - : Taylor & Francis Ltd.. - 0304-3797 .- 1469-5898.
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Konferensbidrag (refereegranskat)abstract
- In this article, the authors report on a study that was carried out at the University College of Boras. Teachers using an online learning platform (WebCT) were surveyed to see to what extent they made use of the various features available to them on the learning platform. The extent to which teachers employed all the features was low. The article provides comparative details about the use of the various features (chat, discussion forums, assessment etc) and analyses reasons for their underutilisation. This case study is used to make more general points about pedagogy of online learning and discusses the need for greater cooperation between all the stakeholders involved in putting courses online. It can be counter productive for a university to simply impose a learning management system upon its teaching staff and decree that they put their courses online. If a university is concerned with quality and innovation in the education it offers its students, then a great deal of groundwork needs to be done if teachers and students are going to get the most out of a move to blended or online learning. This article offers a number of recommendations for ensuring that teachers embrace rather than resist a move to innovative and quality assured online education. (Contains 1 note and 2 figures.)
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| 16. |
- Christie, Michael, 1946, et al.
(författare)
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Barriers to innovation in online pedagogy
- 2008
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Ingår i: Proceedings of the SEFI conference, Aalborg, Denmark, 2-5 July 2008.
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Konferensbidrag (refereegranskat)abstract
- This paper was based on research into the extent to which teachers at a small Swedish university made use of the learning management system (LMS) available to them (WebCT). The research indicated that teachers used a very small number of the tools offered in the learning platform and the paper argued that there were a number of reasons for this. Responses from a questionnaire that was administered it was clear that the barriers to more effective use of the LMS had much to do with lack of technical and pedagogical support and the failure to create a forum where more experienced users could help those who were novices at online teaching and learning.
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| 17. |
- Christie, Michael, 1946, et al.
(författare)
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Becoming a doctoral student. Why students decide to do a PhD
- 2006
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Ingår i: Shifting Perspectives in Engineering Education / publ. Chalmers Strategic Effort on Learning and Teaching (C-SELT), Chalmers University of Technology, Göteborg. ; , s. 320-331
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 18. |
- Christie, Michael, 1946, et al.
(författare)
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Becoming physicists
- 2009
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Ingår i: Proceedings of the 7th Annual Hawaii International Conference on Arts & Humanities, Hawaii. - 1541-5899. ; , s. 1993-2002
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Konferensbidrag (refereegranskat)abstract
- This paper makes use of research into group work in a first year physics course to raise questions and argue a case concerning the induction of young scientists into the discipline of physics. In doing so it focuses our attention on academic disciplines in general, how they have been constructed, how power within them is maintained, their affect on knowledge building and how, if power is abused and knowledge stunted, they might be deconstructed. Data from videotapes of the group work is analysed to see how young physicists take their first steps within their discipline, both intellectually, in terms of subject matter, and socially, in terms of a community of practice. We make use of the work of Jan Nespor (1994) to argue that the way the first year physics students work is different from small groups in other disciplines. By investigating the ‘storylines’ that emerge in the group work (Harre and van Langenhove, 1999; Linehan and McCarthy, 2000) we are able to synthesise the various plots inherent in the students’ interaction and better understand how they situate themselves as novice physicists.
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- Christie, Michael, 1946-, et al.
(författare)
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Creative ways of developing teaching competencies at the university level
- 2010
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Ingår i: The proceedings of XXIV CESE Conference, Uppsala, Sweden, 16-18 August 2010.
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Konferensbidrag (refereegranskat)abstract
- In 2003, a change was made in the Swedish Higher Education Ordinance, stating that those who want to be employed as a senior lecturer or as a subject teacher must be able to show evidence of pedagogical training. Today, most universities in Sweden have pedagogical development units that offer a ten week course in pedagogy for university teachers. The dilemma we face as academic developers is that the teachers are not always convinced that it is necessary to take such a course and they do not always have the time. In this paper, we describe some creative ways in which we have reformed and improved the pedagogy course we run at Chalmers University of Technology in Gothenburg, Sweden, in order to meet this challenge. The reform was undertaken as an action research project and we have tracked the progress of one hundred full and part time teachers who have completed the course. At the end of the course the teachers were asked to write about what they had learned and how they had applied it in their own practice. Based on the written data, we draw a number of conclusions that can help others increase the competence of university teachers and assist them to teach and supervise in a more creative way. We discuss some of the reasons why many university teachers are locked into traditional teaching methods, starting with the architecture of teaching and learning, and we describe a four-stage ‘conceptual change’ model we have used to help teachers improve their practice. By expanding their repertoire as teachers they will make the learning process for their students more effective and their own job more enjoyable.
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- Christie, Michael, 1946
(författare)
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Critical moments in college teaching
- 2000
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Ingår i: The Selected Papers from the Eleventh International Conference on College Teaching and Learning,Florida Community College,Jacksonville, USA 2000.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 25. |
- Christie, Michael, 1946, et al.
(författare)
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Cross disciplinary research in engineering and educational sciences. A Swedish case study
- 2009
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Ingår i: Proceedings of the 37th SEFI Annual Conference, Rotterdam, The Netherlands, 1-4 July, 2009.
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Konferensbidrag (refereegranskat)abstract
- In this position paper the authors argue the benefits and the pitfalls in carrying out cross disciplinary PhDs thatcombine studies in the Engineering sciences with pedagogical studies. The paper traces the history of suchstudies in Sweden and provides a specific case study to illustrate key aspects of their argument. In 2002 the thirdauthor defended his thesis, half of which was a conventional physics study and half a pedagogical analysis of aspects of physics education. In 2005 the second author successfully defended her thesis which also comprisedtwo parts. The first part, defended at the licentiate level, consisted of research into InAS quantum dots for laser applications. The second part was an analytical, critical, reflective study of the pedagogical, gender andmulticultural issues that confronted her as a woman migrant studying to be an engineer. Both theses began asconventional physics theses but for professional and personal reasons the candidates to focus on engineeringeducation. They received assistance from pedagogical experts who in fact, if not on paper, became their mainsupervisors. The resultant PhDs caused a good deal of controversy. This was partly because they were unconventional and crossed the science/social science boundaries. In Ferdos case there was another element. Thepedagogical part of her thesis included a critique of sexism within engineering education and was reported in thepress. Her findings contributed to a reform of workplace practices, especially in the area of doctoral studies atChalmers. Those who felt threatened by some of the findings sought to discredit the work by arguing that the thesis lacked rigor. The fact that both theses were ‘hybrids’ assisted those who were opposed to the mixing ofscience and humanities at the doctoral level in an engineering university. Their opposition, and the assumptions underlying it, highlights the need for a more carefully structured engineering education research process, one that, hopefully, will open up a career path for engineers who are interested in improving engineering education by carrying out research into how engineers learn best. This paper offers some possible ways of solvingproblems that arise when new and innovative PhDs, such as mixed engineering and education PhDs are attempted.
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