| 1. |
- Alghamdi, Fayiq, 1985-, et al.
(författare)
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Teachers’ Awards : an Incentive for Pedagogical Development in Saudi Arabia
- 2019
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Ingår i: 2019 IEEE Frontiers in Education Conference (FIE). - 9781728117461 - 9781728117478
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Konferensbidrag (refereegranskat)abstract
- This work-in-progress paper presents a study on how K-12 Computer Science teachers in Saudi Arabia have changed their pedagogy as a result of engaging in one year of professional development leading up to applying for a teacher's award. The results are based on thematic analysis of fourteen interviews with teachers that have been awarded either the `Education Excellence Award' or the `Microsoft Expert in Education'. The study focuses on how preparing for and getting the teaching award has influenced them focusing on changes in their pedagogical development and subsequent practices. The work provides an in-depth description of several aspects of the Saudi Arabian teaching culture. It explores and discusses the affordances of mechanisms used to strengthen pedagogical competence in a teacher community, paying extra attention to awards. This study identifies four main factors that motivate teachers to engage in pedagogical development in teaching Computer Science. The research suggests that awards can be an efficient motivator in establishing a culture of excellence among Computer Science teachers.
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| 2. |
- Berglund, Anders, 1956-, et al.
(författare)
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Inspiring Students in Their Learning : A Theoretically Based Discussion Building on Three Courses
- 2019
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Ingår i: 2019 IEEE Frontiers in Education Conference (FIE 2019). - : IEEE. - 9781728117461
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Konferensbidrag (refereegranskat)abstract
- It often happens that some students come to engage in their learning, and in the learning of their peers, far beyond what we, or they, would have expected. There is also ample evidence of the opposite experience, where students, even if initially highly motivated, end up unable to engage in a meaningful manner. I n this paper, we analyse three courses in order to better understand why the level of student engagement varies to such a high degree, with the aim of opening for seeing underlying factors explaining this. Further, we illustrate and discuss our framework with empirical data collected from at Uppsala University. We study the courses using different research approaches (or perspectives), based in the sociocultural tradition, namely Activity Theory (as described by Engestrom), Zone of Proximal Development (Vygotsky), and Communities of Practice (Lave & Wenger). These approaches serve as lenses with the aim of finding common factors in the learning environments that are collectively created by the students and their teachers during the extent of the courses. Our results point towards the need to establish a joint understanding between students and teachers at several different levels: at a course level in terms of the aim of a course and its possible outcomes, but also personal aims related to what the course could lead to for everyone involved. Further, our research suggests that the supporting and scaffolding role of the teacher is crucial to the development of a positive learning environment in a course.
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| 3. |
- Isomöttönen, Ville, et al.
(författare)
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Multiple Authentic Project-Based Experiences and Persistent Learning?
- 2019
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Ingår i: 2019 IEEE Frontiers in Education Conference (FIE 2019). - : IEEE. - 9781728117461
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Konferensbidrag (refereegranskat)abstract
- This work-in-progress paper in the research category investigates students' experiences of learning over two project-based courses, of which the first is taken during bachelor studies and the second is taken during master studies. The research goal was to explore if and how the first project experience was considered beneficial to the latter. A pilot interview was conducted and analyzed for qualitatively different themes. Transformative learning theory (TIT) is introduced as the theoretical framework because of its focus on persistent learning originating in transformations in meaning perspectives. The results are discussed in the context of TLT, and they inform curriculum design and research on project-based learning.
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| 4. |
- Pantzos, Panagiotis, et al.
(författare)
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On the role of industry contact on the motivation and professional development of engineering students
- 2019
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Ingår i: Proceedings - Frontiers in Education Conference, FIE. - : Institute of Electrical and Electronics Engineers Inc.. - 9781728117461
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Konferensbidrag (refereegranskat)abstract
- This full research paper aims to investigate the nature of industry-related activities engineering students encounter at a Swedish university, as well as the impact these activities have on their motivation to study engineering. Over the last decade, many studies have been conducted concerning university-industry engagement which chart the landscape of activities, educational approaches, and challenges that students face when involved in industry-related activities. Despite the existing close collaboration between Swedish engineering universities and industry, it seems that not only the feedback from the industry to universities is missing, but also students' perceptions of their industry experience and their needs are not taken adequately into consideration by the other two actors. As a consequence, there is a gap among the above three actors preventing the advancement of engineering education in terms of industrial interventions. Furthermore, there is a lack of research about students' perceptions of university-industry engagement activities. This study adopts a qualitative and exploratory research perspective, intending to gain a deep understanding of students' perceptions of industry-related activities which were integrated into their education. Semi-structured interviews were conducted with nine master's students studying on five-year long engineering programmes in a large research-intensive Swedish university. An inductive thematic analysis was employed, and social cognitive theory was considered as an interpretive tool through which to explore student motivation. The interviews indicated that the students participated actively in various industry-related activities, such as guest lectures, field-trips, internships, summer schools, and masters' theses in collaboration with industry partners which give context to the findings which highlight how industry-related activities can either positively or negatively affect students' motivation for studying and learning in engineering education.
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| 5. |
- Pears, Arnold, 1964-, et al.
(författare)
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When is Quality Assurance a Constructive Force in Engineering Education?
- 2019
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Ingår i: Proceedings - Frontiers in Education Conference, FIE. - : Institute of Electrical and Electronics Engineers (IEEE).
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Konferensbidrag (refereegranskat)abstract
- Quality assurance processes in education have been a key area of engineering education development for several decades. ABET, ENQA - The European Association for Quality Assurance in Higher Education, as well as other agencies in Europe and the Asia Pacific have largely converged on a set of high level graduate outcomes, widely considered to be those most relevant to the engineering professions. We suggest that outcome assessment can be classified into four major approaches, education as a service (with the focus on identifying customers), as a process (with a focus on describing the formative impact of curriculum on learners), as a Body of Knowledge (with a focus on transmission of that knowledge and the generation of artefacts), and finally as expansion of the individual (focusing on holistic development of the intellect).
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| 6. |
- Peters, Anne-Kathrin, et al.
(författare)
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Utilising Diversity for Project Work and Learning : A Study of the Learning Agreement Intervention
- 2019
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Ingår i: 2019 IEEE Frontiers in Education Conference (FIE 2019). - : IEEE. - 9781728117461
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Konferensbidrag (refereegranskat)abstract
- The learning agreement has great potential as a learning intervention that supports learners to take ownership of their learning and to develop in ways that are meaningful to them. It is useful to educate a diverse student cohort. In a project course as the one investigated in this study, the learning agreement intervention can be beneficial to make use of the different experiences and competencies that a diverse student group brings to the table. In practice however, the learning agreement invention is uncommon in education and not well understood. As it is used in the present study, it is essentially a document in which the students describe competencies that they want to develop, as well as how they will develop and assess those competencies. This study has investigated the learning agreement intervention as it was conducted in an open-ended group project, in particular a workshop to improve the quality and usefulness of the students' learning agreements. Two versions of learning agreements, the one before the workshop and the one after, from 19 students were analysed, as well as semi-structured interview data with the students. We find that many learning agreements are of little use, even after the workshop. A qualitative thematic analysis suggests that the students experience the learning agreement and workshop as useful but that they still struggle with the learning agreement, particularly with describing activities to develop and assess their learning. We derive ideas for how to improve the learning agreement intervention, e.g. by integrating it more with the project work.
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| 7. |
- Pireva, Krenare, et al.
(författare)
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Evaluating learners' emotional states by monitoring brain waves for comparing game-based learning approach to pen-and-paper
- 2019
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Ingår i: 2019 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE 2019). - : IEEE. - 9781728117461 ; , s. 1-8
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Konferensbidrag (refereegranskat)abstract
- A new interest in the use of game factors while acquiring new knowledge has emerged, and a number of researchers are investigating the effectiveness of the game-based approach in education systems. Recent research in game-based learning suggests that this approach imparts learning by involving learners in the learning process. The game factors generate affective-cognitive reactions that absorb users in playing the game and positively influence the learning. This paper offers a comparison of the learning processes between the game based learning and pen-and-paper approaches. In this paper the analysis of both learning approaches is realized through a brain controlled technology, using the Emotiv EEG Tech headset, by analyzing the stress, excitement, relaxation, focus, interest, and engagement that the learner is experiencing while going through both approaches.
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