| 1. |
- Aggestam, Lena, et al.
(författare)
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LEARNING AND QUALITY ASSURANCE IN THE SAME PACKAGE
- 2024
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Ingår i: INTED2024 Proceedings. - : IATED. - 9788409592159 ; , s. 2006-2011
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The critical need for organizations to learn and change is well known. “The ability to learn faster than your competitors is your only lasting competitive advantage” as put by a HR manager. Thus, knowledge is vital, both as a resource and a competitive advantage. The importance of life-long learning and distance education is clear, just as the role of higher education. The aim of this paper is to share academic experiences and lessons learnt concerning performing high quality assessment on-line and at the same time offering a learning opportunity for both teachers and students. This is a big challenge.We performed a case study in an on-going hybrid course. There were 10 students on the course, all professionals and employed and hence performing the course and working at the same time. We used the final course assessment as a case unit, which was performed as structured on-line dialogues between each student individual and the examiner. Data were collected by observations of three students performing and a deep follow-up interview with the examiner responsible. Each dialogue lasted about one hour. To be eligible to participate the student must have prepared a task based on two books and questions aiming to put the literature in comparison as well as in the context of their own employment. The examiner leads the dialogue based on graduate assessment criteria, developed by the examiner. The collected data were inductively analyzed.The analysis reveals advantages that oral individual assessments have concerning quality assurance and at the same time enable learning. The examiner has natural opportunities to ask follow-up questions to stimulate reflections and further learning. The examiner also has opportunities to ask questions that reveal the students’ knowledge and understanding related to the assessment criteria and the syllabus learning outcomes, which is a critical aspect not at least from the perspective of AI and chat-GPT. Since the dialogues are individual, the time perspective is a matter of fact that is often lift as an argument against this type of examination. According to the examiner, this is not a problem if you take all the steps in the examination process into consideration. The total time is more or less equal compared to traditional written examinations. Furthermore, the examiner emphasizes that this form of examination is much more fun.To achieve both quality assessment assurance and learning, the analysis also reveals the importance of a holistic approach, as for example putting the matter of course in the students´ reality as well as the critical interface between the task and the assessment dialogue. It also strengthens the importance of preparing for both the examiner and the student and emphasizes the importance of having a system for continuous follow-up and improvements. Finally, the follow-up interview with the examiner reveals the learning it means by having someone externally observing the performance and then asking relevant questions and having a dialogue afterwards. “It forced me to think and reflect on the work from new perspectives, which is critical for future improvements” as put by the examiner. One piece of advice from the examiner is to include this type of work in the quality assurance system for course development. To reflect on the work was an important input to further increase and develop the course.
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| 2. |
- Reneland-Forsman, Linda, 1962-, et al.
(författare)
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Training doctoral supervisors to train researchers of tomorrow : a Swedish example
- 2024
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Ingår i: INTED2024 Proceedings. - : IATED Academy. - 9788409592159 ; , s. 2928-2932
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Konferensbidrag (refereegranskat)abstract
- Doctoral education is more important than ever, and PhD-student enrolment numbers are continually climbing, as is the demand for more graduates with high-level research skills. This mobilization can only be realized if there are sufficient well-trained researchers able to take on the challenge of supervision in a world where science is both more important than ever but also debated and mistrusted. But how do you train for supervising an individual, unique project preparing the student for an independent research career? At Linnaeus university with roughly 30 different PhD-programs, we have for six years now practiced and developed a 9-month special university-wide course for doctoral supervisors. The program balances between training for an individual unique project but preparing for a broader research career within what is in comparison a highly regulated education. In Sweden there is a requirement of a full four-years institutional financing before admittance, there are exam objectives, and all programs have course parts (including mandatory courses) in the span of 15-120 ECTS. There is also a national requirement for supervisors training for being a main supervisor, all this together constitute the framing of doctorates. The program aims to promote border-crossing exchanges of experiences between doctoral supervisors from different disciplines and collaborative learning where doctoral supervisors create a reflective community of practice together with seniors. Applicants for the supervision program are expected to have started an independent research career after their own Viva, published nationally and internationally, to have the necessary required higher education pedagogical training, and have supervision experience at advanced level.
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| 3. |
- Sällvin, Lisa, et al.
(författare)
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On Design of Inclusive and Enjoyable Educational Games : The Gaming4Coding Concept
- 2024
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Ingår i: INTED2024 Proceedings. - Valencia, Spain : The International Academy of Technology, Education and Development. - 9788409592159
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Konferensbidrag (refereegranskat)abstract
- There is a long tradition of educational games and game-based learning, starting with the use of classic board games like Kalaha, Xiangxi, and Chess to train systematic and combinatoric thinking. These are highly relevant skills for the development of 21st century skills today, such as computational thinking and computer programming. To introduce computer programming for secondary school students is a prioritised initiative in many countries, and the idea is to achieve programming for all. At the same time as, educational games are a mainstream activity in many educational contexts and research studies have reported that many games do not attract a female audience. The same lack of female interest can be found in studies on the gender unbalance in STEM education. This study has the aim of looking at design concepts for girl inclusive design in educational games on computer science. Several of these concepts have been applied to a game called Code Quest, a game where players collect fantasy creatures called 'critters' which can be trained by giving them instruction scripts. The critter training is by purpose not called programming in order to give the game less of a technical feeling and more the feeling of fantasy and fun. The evaluation of Code Quest highlights several important features in the design of an inclusive game on computer science, but also several challenges that need further investigation. This study was carried out as a part of a larger design science project, with a focus on demonstration and evaluation of the game artefact. Findings from the first iteration of testing show promising results for the girl inclusive design ideas. On the other hand, there are still several traditional design issues and bugs left to address. Finally, as in all game development there is a need for several test iterations before the game will be a useful complement to programming education in secondary school.
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