| 1. |
- Adawi, Tom, 1970, et al.
(författare)
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Characterizing Software Engineering Students' Discussions during Peer Instruction : Opportunities for Learning and Implications for Teaching
- 2016
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Ingår i: International Journal of Engineering Education. - 0949-149X. ; 32:2, s. 927-936
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Tidskriftsartikel (refereegranskat)abstract
- Peer instruction is a method for activating students during lectures, which has gained a considerable amount of attention in higher education due to claims of dramatic improvement in learning gains. The purpose of this qualitative research study is to investigate what types of discussions engineering students engage in during a peer instruction session and what learning possibilities that are enabled by these different types of discussions. We observed twelve students during six separate and simulated peer instruction sessions and the students were interviewed individually after the sessions.Ananalysis of the data revealed that the students engaged in three qualitatively different types of discussions: affirmative discussions, motivating discussions, and argumentative discussions. We characterize these different types of discussions in terms of the number of alternative answers the students discuss, the extent to which they draw on prior knowledge and experiences, as well as the fundamental difference between an explanation and an argument. A good opportunity for learning is opened up when students are aspiring to find the truth, not simply being satisfied with what they believe to be true. We conclude that students do not always engage in discussions that support their learning in the best way, and we discuss implications for using peer instruction as a teaching method.
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| 2. |
- Ahluwalia, Arti, et al.
(författare)
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Biomedical Engineering Project Based Learning : Euro-African Design School Focused on Medical Devices
- 2018
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Ingår i: International Journal of Engineering Education. - : Tempus Publications. - 0949-149X. ; 34:5, s. 1709-1722
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Tidskriftsartikel (refereegranskat)abstract
- Biomedical engineering (BME) has the potential of transforming medical care towards universal healthcare by means of the democratization of medical technology. To this end, innovative holistic approaches and multidisciplinary teams, built upon the gathering of international talent, should be encouraged within the medical industry. However, these transformations can only be accomplished if BME education also continuously evolves and focuses on the internationalization of students, the promotion of collaborative design strategies and the orientation towards context relevant medical needs. In this study we describe an international teaching-learning experience, the "UBORA (Swahili for 'excellence') Design School". During an intensive week of training and collaboration 39 engineering students lived through the complete development process for creating innovative open-source medical devices following the CDIO ("conceivedesign-implement-operate") approach and using the UBORA e-infrastructure as a co-design platform. Our post-school survey and analyses showed that this integral teaching-learning experience helped to promote professional skills and could nurture the future generation of biomedical engineers, who could transform healthcare technology through collaborative design oriented to open source medical devices.
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| 3. |
- Asplund, Fredrik, 1977-, et al.
(författare)
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Reinforcing Learning in an Engineering Master’s Degree Program : The Relevance of Research Training
- 2019
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Ingår i: International journal of engineering education. - 0949-149X. ; 35:2, s. 598-616
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Tidskriftsartikel (refereegranskat)abstract
- Master students at our institute were graduating without acceptable research proficiency. We intervened by shifting our research training from teaching-centred to student-centred, and from research-related subject content to research-related processes. We performed a mixed methods study aimed to confirm there was improved research proficiency without a negative trade-off for our students’ engineering skills. Results indicated improvements to research proficiency, which our students were able to transfer to engineering-related learning activities to increase their ability to achieve engineering synthesis. This outcome was potentially supported by our courses including several perspectives on scientific knowledge production. This implies that research training, rather than having a negative effect on engineering skills, can be helpful in learning diametrically opposing aspects of thinking required by current engineering. As engineering education evolves towards more cross-disciplinary cooperation, this implies the need to pursue the increased opportunities for students to learn about different perspectives on knowledge production.
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| 4. |
- Attorps, Iiris, et al.
(författare)
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Creating the patterns of variation with GeoGebra when teaching derivative graphs for first year engineering students
- 2015
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Ingår i: International Journal of Engineering Education. - 0949-149X. ; 31:6, s. 1605-1612
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Tidskriftsartikel (refereegranskat)abstract
- The present study investigates how technology assisted and designed teaching influences engineering students’ understanding of the connection between the graph of a function and its derivatives. An engineering student group (n = 27) was taught with the assistance of GeoGebra while a control group (n =20) was taught in a traditional way. The data of the study consist of the documents and photos of the observation of two lectures and the students’ answers to the pre and post tests. In our theoretical framework we discuss the distinction between conceptual and procedural knowledge. When creating the teaching sequences we applied variation theory. In the analysis of the students’ pre and post tests results we applied statistical methods. Our experiment revealed that the GeoGebra-assisted teaching design created more opportunities for students to grasp the connection between a function and its derivatives.
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| 5. |
- Bernhard, Jonte, et al.
(författare)
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Standards for Quality of Research in Engineering Education
- 2016
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Ingår i: International Journal of Engineering Education. - : TEMPUS PUBLICATIONS. - 0949-149X. ; 32:6, s. 2378-2394
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Tidskriftsartikel (refereegranskat)abstract
- The understanding of quality in scientific work is fundamental and determines what researchers judge to represent reliable knowledge in their field. Although quality criteria are used daily in research, there are few extensive discussions available especially in Engineering Education Research (EER). For the development of future high-quality research in EER we argue that it is necessary that the EER-community begin to negotiate criteria for quality. In this paper we propose tentative criteria with a special focus on qualitative EER, although we argue that several of our proposed criteria are also appropriate for quantitative EER. Our proposed criteria are divided into three main categories: quality of a study in general, quality of the results and validity of the results. We describe these in detail, together with a number of subcategories for each and introduce a hypothetical study to exemplify our criteria. It is stressed that the proposed criteria are tentative and that criteria need to be open for debate and need to evolve as research evolves.
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| 6. |
- Daniels, Mats, et al.
(författare)
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Collaborative technologies in global engineering : New competencies and challenges
- 2015
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Ingår i: International journal of engineering education. - 0949-149X. ; 31:1, s. 267-281
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Tidskriftsartikel (refereegranskat)abstract
- Educational institutions face many challenges in closing the gap between what is currently offered through academic engineering curricula and what is expected by society in general and industry in particular. There are many aspects to these challenges and here we address needs that are specific to global professionals by investigating the knowledge, skills and abilities needed for mediating and using Collaborative Technologies (CT) in an Open Ended Group Project (OEGP) within a global setting. We discuss these needs as framed by relevant theoretical frameworks for collaboration and learning (including Collaborative knowledge building and Collaborative Technology Fit), mapped using empirical data from a course setting involving global collaboration between two universities (one in the United States and one in Sweden). The paper concludes with a commentary on competencies beyond discipline specific technical skills and presents recommendations, based upon this research, for developing students’ proficiency in both mediating and using CTs in OEGP courses. These recommendations are followed by an outline of key areas for future research.
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| 7. |
- Hendeby, Gustaf, 1978-, et al.
(författare)
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A Platform for Teaching Sensor Fusion Using a Smartphone
- 2017
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Ingår i: International journal of engineering education. - : Tempus Publications. - 0949-149X. ; 33:2B, s. 781-789
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Tidskriftsartikel (refereegranskat)abstract
- A platform for sensor fusion consisting of a standard smartphone equipped with the specially developed Sensor Fusion appis presented. The platform enables real-time streaming of data over WiFi to a computer where signal processingalgorithms, e.g., the Kalman filter, can be developed and executed in a Matlab framework. The platform is an excellenttool for educational purposes and enables learning activities where methods based on advanced theory can be implementedand evaluated at low cost. The article describes the app and a laboratory exercise developed around these new technologicalpossibilities. The laboratory session is part of a course in sensor fusion, a signal processing continuation course focused onmultiple sensor signal applications, where the goal is to give the students hands on experience of the subject. This is done byestimating the orientation of the smartphone, which can be easily visualized and also compared to the built-in filters in thesmartphone. The filter can accept any combination of sensor data from accelerometers, gyroscopes, and magnetometers toexemplify their importance. This way different tunings and tricks of important methods are easily demonstrated andevaluated on-line. The presented framework facilitates this in a way previously impossible.
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| 8. |
- Ibwe, K. S., et al.
(författare)
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The impact of industry participation on challenge based learning
- 2018
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Ingår i: International Journal of Engineering Education. - : Tempus Publications. - 0949-149X. ; 34:1, s. 187-200
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Tidskriftsartikel (refereegranskat)abstract
- The future of learning is being revolutionized by challenge based learning (CBL), where academia offers solutions to real life challenges. Unfortunately, in developing countries academia overlook the importance of involving stakeholders who are the prospective owners of the solutions developed. This is because of the weak link between academic institutions and industry in research and development activities. However, to solve real life challenges faced by the society the researchers need to work closely and continuously with the targeted community for them to get the sense of ownership and for the solutions to take into account all relevant factors. This paper presents the impacts realized when eight stakeholders were fully involved from identification to developing solutions of the challenges facing the electrical power sector in Tanzania which is wholly managed by a public utility company TANESCO from generation to distribution. Challenge based courses introduced in taught PhD and MSc programs were used to create the necessary skills but also to evaluate the effectiveness of the approach in realizing the intended objectives. Nine PhD and six MSc students were involved. The stakeholders' involvement helped the research students to align the identification of the challenges to be in line with societal perception rather being purely scientific and/or technical like excessive reactive power or skin effect and to work in multidisciplinary teams. This paper presents the process adopted in real life challenges identification, the proposed solutions to the identified challenges and how academia can link with industry in solving real-life problems facing the society, in particular the higher learning institutions in developing countries.
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| 9. |
- Moore, Dylan, et al.
(författare)
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ActiveNavigator: Toward Real-Time Knowledge Capture and Feedback in Design Workspaces
- 2018
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Ingår i: International Journal of Engineering Education. - 0949-149X. ; 34:2(B), s. 723-733
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Tidskriftsartikel (refereegranskat)abstract
- Knowledge capture and reuse systems, such as interactive table surfaces or smart whiteboards, have long enabled designers to review and revisit the knowledge artifacts generated by their creative work. Advances in data sensing and computation now allow near real-time analysis and feedback to be added this toolbox. In this paper, we outline our exploratory application of real-time speaker identification, audio transcription, linguistic analysis, and proactive content retrieval to design team meetings. We highlight the potential benefits and limitations of tools available to collect and analyze real-time design interactions and identify areas of future exploration for engineering educators and designers. In addition, we consider the implications of these tools for design research; automatic data analysis makes it possible to instrument several design workspaces simultaneously, increasing the chance of capturing critical moments, and increasing the opportunity to draw comparisons and contrasts across teams.
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| 10. |
- Mota-Babiloni, Adrián, et al.
(författare)
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Design of an environmentally friendly refrigeration laboratory based on cooling capacity calculation for graduate students
- 2018
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Ingår i: International journal of engineering education. - : Tempus Publications. - 0949-149X. ; 34:1, s. 273-282
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Tidskriftsartikel (refereegranskat)abstract
- Lower global warming potential (GWP) refrigerants must be used in refrigeration education to integrate the environmentallyresponsible engineering principles in class. However, most of the refrigeration educational laboratories are still usinghydrofluorocarbons (HFCs) as working fluids, which are considered as greenhouse gases. This paper shows the procedureto adapt the new refrigerant R513A in a refrigeration system used for a cooling capacity educational laboratory. First, thepaper describes the organization of the laboratory session, and the characteristics of the different methods of coolingcapacity calculation taught to the master’s degree students. Then, the benefits of including new sensors in the experimentalsetup to obtain more accurate results are explained. Later, accurate new graphics and an equation to calculate the R513Acooling capacity are provided. Finally, the educational aspects worked with the students in this session, and each coolingcapacity method are assessed. The procedure explained in this paper can be used as a guide for introducing lower GWPrefrigerants in similar educational refrigeration laboratories.
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