| 1. |
- Ballatore, M. G., et al.
(författare)
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Increasing gender diversity in STEM : A tool for raising awareness of the engineering profession
- 2019
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Ingår i: ACM International Conference Proceeding Series. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450371919 ; , s. 216-222
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Konferensbidrag (refereegranskat)abstract
- The ANNA tool developed in the scope of the project "Increasing Gender Diversity in STEM" is an online tool that allows high school students to match their own personality, views, and expectations to those of engineering students and professional engineers. Not only does it provide easy access to role models, but it also increases awareness of what it means to be an engineer and picks up on some stereotypes associated with studying technology at the university. This EU funded Erasmus+ project helped the partners to study the gender difference in self-perception about the engineering degree. In the meantime, the data collection gives the opportunity to take a look at how students perceive their university and their degree.
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| 2. |
- Barman, Linda, 1972-, et al.
(författare)
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Higher education, For free, for everyone, for real? Massive Open Online Education (MOOCs) and the responsible university : History and enacting rationalities for MOOC-initiatives at three Swedish universitie
- 2019
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Ingår i: The Responsible University. - London : Palgrave Macmillan. - 9783030256456 ; , s. 117-143
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Large-scale open education initiatives, commonly referred to as MOOCs (Massive Open Online Courses), may be said to offer universities a new form of public outreach, whereby universities can take an active role in educating society and provide affordable pathways to lifelong learning for all. In this chapter, we examine how MOOC initiatives resonate with the notion of the responsible university from the perspective of Swedish higher education. Based on an analysis of notions of intent expressed by three Swedish universities, we reason about the roles that MOOC initiatives may play. Further, we adapt a framework on how public organisations negotiate bounded realities in order to juxtapose discourses that reflect different rationales for the MOOC initiatives at three Swedish universities. As a result, we identify a number of affordances that MOOCs potentially provide, such as access to lifelong learning from higher education institutions to diversified and unprivileged groups, but also how the universities intend to utilise MOOC projects for internal capacity-building related to the digitalisation of education. Currently, potentially conflicting rationalities arise between strong norms of tuition-free, state-funded education and the developing business models of the MOOC platform providers that illustrate a challenge for the Nordic model.
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| 3. |
- Barman, Linda, 1972-, et al.
(författare)
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Interactions in online discussion forums - an underutilized resource for learning?
- 2019
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Ingår i: 2019 IEEE Frontiers in Education Conference (FIE). - Covington, KY, USA : Institute of Electrical and Electronics Engineers (IEEE). ; , s. 1-5
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Konferensbidrag (refereegranskat)abstract
- This work-in progress research paper addresses how the discussion forums in online courses are made useful to promote students' learning. This qualitative study investigates the interactions between learners, as well as between learners and teachers in MOOCs. Community of Inquiry was used as an analytical framework to unveil how the discussions made in the online environment may connect to the course participants' learning processes. Preliminary findings indicate that the interactions taking place in the discussion forums primarily concerns issues regarding course structure. Very few posts concern challenging reasoning or, conversations that may support learners to deepen their understanding of the subject matter at hand.
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| 4. |
- Barman, Linda, 1972-, et al.
(författare)
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Reframing the design for learning in MOOCs
- 2019
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Ingår i: 2019 IEEE Frontiers in Education Conference (FIE). - Covington, KY, USA : Institute of Electrical and Electronics Engineers (IEEE).
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Konferensbidrag (refereegranskat)abstract
- In this research to practice paper we report on a framework for learning design useful to identify expertise that is needed when creating courses in digital environments, such as MOOCs (Massive Open Online Courses). The framework is based on research emphasizing active and meaningful learning, variation in activities and, feedback. Five different domains of course design for online learning is included in the framework; 1) overall course design, 2) platform possibilities, 3) learning activities, 4) videos, and the design of 5) graded assignments. Each of these domains is associated with certain knowledge and expertise. Applying the framework suggested here can help learning designers and teachers in making purposeful choices and prioritize resources to further enhance student learning.
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