| 1. |
- Bayard, Ove, 1967-, et al.
(författare)
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WBL-IE, a new approach to on site learning in Industrial Engineering
- 2015
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Ingår i: Edulearn15. - : IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT. - 9788460682431 ; , s. 7538-7545
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Konferensbidrag (refereegranskat)abstract
- To have the “right” competence for a specific work task has become very important in a world of high competition, continuous developments and fast changes. Without the necessary skills to handle a task the future for an enterprise can easy become uncertain. Since time is limited the process of acquiring relevant competence has to be efficient. There are many ways to build up knowledge in a new field. A common practice is to let the employees take courses in house or outside the company. The knowledge providers for these activities are typically learning institutes, educational companies or universities.The WBL-IE project presents a model that focuses on SMEs Small and Medium-sized Enterprises and work based learning, where tailor made learning activities play an important role. This model tries to pin- point the key educational areas of interest for the actual company. The start point is to find out the specific needs that the enterprise has and what complimentary skills and competences are necessary to strengthen, broaden and make better use of the knowledge that already exist within the company.The WBL-IE project target SME with less than 250 employees. Characteristic for these companies are that they have slimmed organisations and often no real focus on Continuous Engineering Education (CEE). Education activities are therefore closely linked to short term requirements and actions. The SME´s are acting on a high competitive market and often need to make very prompt decisions based on strategic choices.The WBL-IE work is based on earlier research in education modes in industrial engineering. One of the most interesting findings came from an interview campaign regarding continuous education in SMEs active in industrial engineering. Very few of the companies if any had a plan for their competence development to present. But at a deeper analysis you could find an important number of learning activities going on. There was in fact an unwritten competence development plan. This means that SMEs already have a competence development process going on. With this observation in mind a new approach to the implementation of education activities in SMEs was developed, the WBL-IE concept. The WBL-IE concept starts with an interview session with a number of stakeholders in the company organization. The interviews are made after a guide especially developed by WBL-IE with the goal the give a realistic and complete picture of the many different learning processes going on in the organization. The role of WBL-IE is both to introduce the concept and implement and maintain it. The role means to have resources for analysing, proposing and supporting the competence development in SMEs active in industrial engineering. One of the most important factors in the implementation is the facilitator. The facilitator is a person with the ability to enhance the different learning processes in the company.The concept of WBL-IE model involves creating a learning environment that promotes focused learning in different settings. To meet the stakeholder on her/his home arena gives a deeper understanding of the companies’ situation and in which direction they are aiming at. A thorough understanding of the current state will help the stakeholder and the facilitator to pin point key issues to address and together develop a plan that will be beneficial for the company. A program for pilot tests is running and findings/results will be reported.
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| 2. |
- Hansson, Per-Olof, et al.
(författare)
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Problem based teaching with other focuses than problem solving
- 2015
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Ingår i: EDULEARN15: 7TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES. - : IATED. - 9788460682431 ; , s. 7899-7907
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Konferensbidrag (refereegranskat)abstract
- Problem based teaching has been on the agenda in higher education for at least the last twenty years and is embedded in professional educations often to prepare students for real life problem solving. However, in when higher education rather aim to provide deeper theoretical and reflective competences promoting the students capacities to address unpredictable challenges in different contexts, there might be other ways of applying and using problem based educational tools. In this paper we describe and discuss our experiences of such attempts in three different higher educational programs.The three educational settings are a Master of European and International relations, teacher-training courses on master level and Master of Political Science. The work on our new curriculums and pedagogical approaches has taken place within a development project and we have shared ideas and experiences throughout the project. The approach has been differently designed into the three programs but the common focus has been that we do not take off in the problem, but the students have to find the problem and explain how it fits to the theories they learn. We conclude, so far, that a key for success is to present and introduce the students to the model of teaching to be successful.
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| 3. |
- Leijen, A., et al.
(författare)
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INVESTIGATING THE FORMATION OF PROFESSIONAL IDENTITY AMONG PRE-SERVICE TEACHERS
- 2015
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Ingår i: Edulearn15: 7th International Conference on Education and New Learning Technologies. - Valenica : Iated-Int Assoc Technology Education a& Development. - 2340-1117. - 9788460682431 ; , s. 5608-5615
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Konferensbidrag (refereegranskat)abstract
- In the current paper, we introduce a questionnaire, inspired by socio-cultural tradition [1] and Dialogical Self Theory [2], that was developed to explore the formation of a teacher's professional identity. The questionnaire presents students with six pedagogical dilemmas, using the traditional sentence completion task [3] that provides the temporal profiles of the coordination of personal orientations and professional roles. Next to the dilemmas, students are presented with different solutions that were composed using two dimensions, emotional response to the dilemma and personal or professional role orientation in the solution. Typical situations were chosen that would activate the inner dialogue between "I as a person" and "I as a professional". An empirical study was conducted among 234 pre-service teachers in one university in Estonia to evaluate the properties of the developed questionnaire and to answer the following research questions: 1. How do pre-service teachers solve the different pedagogical dilemmas? 2. What is the relationship between school practicum and pedagogical study experience and the presentation of professional positions in pre-service teachers' answers?
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| 4. |
- Linna, Petri, et al.
(författare)
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Assessment of social media skills among vocational teachers in Finland
- 2015
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Ingår i: EDULEARN 15. - Valencia, Spain : The International Academy of Technology, Education and Development. - 9788460682431 ; , s. 4574-4581
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Konferensbidrag (refereegranskat)abstract
- Information technology penetration in the automotive industry has forced education in upper secondary vocational teaching to radically change. In car mechanic training this has an influence on traditional teaching methods as well as upon the substance of the education. At the same time education is generally changing to use social media (SOME) tools in various novel pedagogical settings. SOME may be seen as one solution to the challenges to the automotive sector. However, teachers need to be motivated to enter into a new era of education. In this case study we explore the upper secondary vocational teachers' ability to utilize SOME in teaching. We planned, tested and verified an assessment tool for evaluating SOME skills among vocational teachers. We also planned and provided training for vocational teachers in the use of SOME tools. Our findings were that the ability to utilize SOME tools among vocational teachers was not good and teachers were surprisingly conservative towards new educational technology. We discovered that utilizing an assessment survey questionnaire before and feedback questionnaire afterwards, greatly benefited a training course by plugging existing knowledge gaps and planning the training accordingly.
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| 5. |
- Milano, Federico, et al.
(författare)
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Role of non-commerical software in undergraduate electric energy systems programmes
- 2015
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Ingår i: Edulearn15. - : IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT. - 9788460682431 ; , s. 318-328
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Konferensbidrag (refereegranskat)abstract
- This paper describes the potential and challenges of open-source non-commercial software tools for undergraduate electric energy systems programmes, and their impact on student’s potential work opportunities. This paper also describes how different academic traditions have an impact on the choice of educational software, and how that has repercussions on the students' learning and the learning outcomes of programme modules. The matter presented in the paper is based on the authors' experience as both developers of open-source software tools, as PhD students and lecturers with several universities.
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| 6. |
- Saari, Mika, et al.
(författare)
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Explorative Study Of Teaching Programming To Vocational Teachers In Finland
- 2015
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Ingår i: Edulearn 15. - Valencia, Spain : The International Academy of Technology, Education and Development. - 9788460682431 ; , s. 2860-2869
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Konferensbidrag (refereegranskat)abstract
- In this study we explore the possibility of organizing and structuring an information technology training day for upper secondary vocational teacher training in automotive and transport engineering. The objective is to show the development process of the three training sessions in response to survey data completed by teachers. Information technology has widely penetrated into the car industry during the last few decades but some teachers have difficulty in adapting and teaching new technologies to their students. This paper presents one approach to break the ice between 'old school' teachers and information technology, through the use of an 8-hour training day consisting of programming, electronic technology and data bus technology.The aim of this study is to discover how to structure training of new technology for experienced vocational teachers. In this paper we describe how we developed, organized and assessed information technology training for vocational teachers within the case study. The training day was organized in three locations in Finland: Pori, Jyvaskyla and Vantaa. After the first surveys were completed by the vocational teachers, the arrangement of the next training day was adjusted in response to the outcome of the initial surveys. After the first lecture session, the training feedback indicated that there should be more 'learning-by-doing' type of action. The next sessions included Arduino board [1], electronic components and a laptop software development environment.In this study we found that the attitudes of the training attendees were different in three locations around Finland. This is an interesting finding. When comparing the results obtained from Jyvaskyla and Vantaa the outcomes were slightly more negative in Jyvaskyla than in Vantaa. However the training was identical in both cases. The results also showed a difference in attitude between teachers of different age groups.One of the biggest problems in this type of training was the limitation of time. Most of the teachers were familiar with the automotive based digital testing equipment, but they were also aware that their students were far more advanced in information technology than they were. This may have generated tensions and resistance from the older generation of teacher when adopting any new technology.The overall outcome was positive. Teachers were pleased with this training in an automotive context, because it was first time they had received generic technological training. The attendees felt it was important because the training sessions were targeted directly to them. The collected survey results provided information about what vocational teachers are actually missing in practice. In the conceptual part of this paper we discuss motivation to learn [2,3] and adult education. In the empirical part of this paper we introduce the training method utilized and finally discuss the presented outcomes and conclusions of the survey data.
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| 7. |
- Salah, Razwan Mohmed, et al.
(författare)
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WHY VISIR? : PROLIFERATIVE ACTIVITIES AND COLLABORATIVE WORK OF VISIR SYSTEM
- 2015
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Ingår i: EDULEARN15. - : IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT. - 9788460682431 ; , s. 3824-3835
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Konferensbidrag (refereegranskat)abstract
- Online laboratories have been increasingly deployed in several universities and institutions around the world. Besides helping to leverage a number of educational developments, they enable teachers and researchers to share their knowledge across institutional boundaries. It has been observed that online laboratories have a positive effect on students' skills acquisition because they promote collaborative work and allow students to perform physical experiments remotely usually 24/7. Today, one can find a wide range of online laboratories in the literature that are supporting many subjects in different engineering and sciences fields, especially in electric and electronic engineering. One such system is VISIR (Virtual Instrument Systems in Reality). VISIR plays an important role in electrical and electronic engineering education by allowing both teachers and students to conduct real experiments with electric and electronic circuits, via the Internet. It also complements hands-on laboratories by serving thousands of students globally, as a result of being spread by several universities and institutes worldwide. Presently, VISIR is installed in eight higher education institutions, in six different countries (Austria, Sweden, Spain, Portugal, India, and Georgia), and is the first remote lab in the world supporting a MOOC (Massive Open Online Course). In addition, a number of experiments in VISIR can be freely accessed, using the guest user mode, depending on the institutions available resources. In this study, we have used the data collection method focused on all scholarly papers that are related to the VISIR system, which allowed collecting references from many resources such as conference proceedings, book chapters, and journals. The objective of the paper is to illustrate the research activities, developments, and studies that contributed to making of VISIR the best remote controlled laboratory in the world, according to the GOLC (Global Online Laboratory Consortium). Our research included the following dimensions: a) courses and subjects that include experiments done in VISIR, from different universities and institutes; b) the number of scholarly papers and authors related to VISIR, with a reference to the publishing sources; c) the different technologies used to deliver the laboratory experiments; d) the total number (and its evolution) of users who have accessed the several VISIR nodes; e) finally, the collaborative work resulting from the use and share of the VISIR system. To conclude, the paper discusses the impact of VISIR in the role of the laboratory in undergraduate engineering education, in particular in electrical and electronic engineering, and its contribution to the collaborative work observed among the academic staff, researchers and students who used it.
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