| 1. |
|
|
| 2. |
|
|
| 3. |
- Gundlegård, David, 1978-, et al.
(författare)
-
Travel Time and Point Speed Fusion Based on a Macroscopic Traffic Model and Non-linear Filtering
- 2015
-
Ingår i: 2015 IEEE 18th International Conference on Intelligent Transportation Systems. - : IEEE conference proceedings. - 9781467365956 ; , s. 2121-2128
-
Konferensbidrag (refereegranskat)abstract
- The number and heterogeneity of traffic sensors are steadily increasing. A large part of the emerging sensors are measuring point speeds or travel times and in order to make efficient use of this data, it is important to develop methods and frameworks for fusion of point speed and travel time measurements in real-time. The proposed method combines a macroscopic traffic model and a non-linear filter with a new measurement model for fusion of travel time observations in a system that uses the velocity of cells in the network as state vector. The method aims to improve the fusion efficiency, especially when travel time observations are relatively long compared to the spatial resolution of the estimation framework. The method is implemented using the Cell Transmission Model for velocity (CTM-v) and the Ensemble Kalman Filter (EnKF) and evaluated with promising results in a test site in Stockholm, Sweden, using point speed observations from radar and travel time observations from taxis.
|
|
| 4. |
- Sultan, Ulrika, 1977-, et al.
(författare)
-
Finding The T and E In STEAM : A lesson taught and learned
- 2023
-
Ingår i: Australasian Journal of Technology Education. - : University of Waikato, New Zealand. - 2382-2007. ; 9
-
Tidskriftsartikel (refereegranskat)abstract
- We have seen students struggling with understanding and defining technology during years of educating pre-service teachers. This study describes lessons with pre-service technology teachers as we try, for us, a new way of scaffolding their understandings. By teaching technology through STEAM, we aimed to get our students thinking about technology and exploring what technology is for them. We chose aesthetic learning processes as a tool to reach this aim. The concept of aesthetic learning processes has been developed within Scandinavian educational research and is often used in our specific teaching environment within higher education. Students were introduced to the stop-motion movie technique and asked to express what technology meant to them. We analysed the student's movies through inductive analysis. Even though it was the aim of the students' task, we discovered that little technology content knowledge did transfer to the stop motion movies. On the other hand, from an aesthetic perspective, they were great. The movie gave us something to consider as teachers. It taught us what could be made better when trying to understand technology this way. We learned that in a STEAM setting, we lost the T and E and discuss the implications of interdisciplinary teaching.
|
|
| 5. |
- Sultan, Ulrika, 1977-, et al.
(författare)
-
Using movie-making to visualise pre-service teachers' perceptions of technology
- 2023
-
Ingår i: The 40th International Pupils’ Attitudes Towards Technology Conference.
-
Konferensbidrag (refereegranskat)abstract
- This study uses a Bourdieusian framework to determine pre-service teachers' perceptions of technology before their engagement in any formal coursework of a technology education teachers preparation program. The analysis focuses on movies depicting three states of technological capital, revealing a duality between movie narratives and written reflections. These movies underscore a Western-centric perspective on technology, ethics, and social understanding. One film triggered self-awareness among students regarding smartphone use, demonstrating the potential of movie-making for prompting personal reflection. The study emphasises experiential learning through stop-motion movie creation. Moreover, aesthetics emerges as an avenue for students to articulate technological viewpoints, transcending conventional instructional methods. Aesthetic processes unveiled students' technological capital, although effective transformation centres on pedagogical adaptation. The study's methodological integration of storyboards and reflective components gives insights into students' evolving knowledge. The discussion shed light on technology education within the STEAM classroom. Findings show that by embracing students' perceptions and facilitating knowledge expression, educators can contribute to exploring technology's multifaceted role in the educational landscape.
|
|
| 6. |
- Sultan, Ulrika, 1977-, et al.
(författare)
-
What Happened To Technology? Finding The T and E In STEAM
- 2022
-
Ingår i: PATT39: PATT on the Edge - Technology, Innovation and Education. - Newfoundland : Faculty of Education, Memorial University of Newfoundland. - 9780889015050 ; , s. 105-112
-
Konferensbidrag (refereegranskat)abstract
- This study describes a lesson with pre-service technology teachers within a STEAM environment in higher education. During the years we have worked with teacher preparation, we have seen students struggle to understand and define technology. This is also a known issue in our research field. By teaching technology through STEAM, we aimed to promote the students’ acquisition of technological knowledge and encourage thinking about technology. We chose aesthetic learning processes as a basis for this initiative. The concept of aesthetic learning processes has been developed within Scandinavian educational research and is often used in our specific teaching environment. Using clay and stop motion, the students were asked to express what technology meant to them as they manifested this physically. Stop motion is a technique for making films. We analysed the students’ films through inductive analysis, and the results showed us the extent of the technological content. The films were revealing, as the results showed that the students included very little technological content in the films, even though that was the aim of the task. We discovered that neither knowledge in science nor technology transferred into the students’ stop motion films. We had lost the T and E in STEAM. The study's findings can be applied as support in choosing content areas and teaching materials when engaged in interdisciplinary teaching.
|
|
