| 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. |
- Alégroth, Emil, 1984, et al.
(författare)
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Teaching scrum – what we did, what we will do and what impedes us
- 2015
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Ingår i: Lecture Notes in Business Information Processing. - 1865-1348 .- 1865-1356. - 9783319186115 ; 212, s. 361-362
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper analyses the way we teach Scrum. We reflect on our intended learning outcomes, which challenges we find in teaching Scrum and which lessons we have learned during the last four years. We also give an outlook on the way we want to introduce and apply Scrum in our teaching and how we intend to improve the curriculum.
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| 3. |
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| 4. |
- Aramrattana, Maytheewat, et al.
(författare)
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Testing cooperative intelligent transport systems in distributed simulators
- 2019
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Ingår i: Transportation Research Part F. - : Elsevier Ltd. - 1369-8478 .- 1873-5517. ; 65, s. 206-216
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Tidskriftsartikel (refereegranskat)abstract
- Simulation is often used as a technique to test and evaluate systems, as it provides a cost-efficient and safe alternative for testing and evaluation. A combination of simulators can be used to create high-fidelity and realistic test scenarios, especially when the systems-under-test are complex. An example of such complex systems is Cooperative Intelligent Transport Systems (C-ITS), which include many actors that are connected to each other via wireless communication in order to interact and cooperate. The majority of the actors in the systems are vehicles equipped with wireless communication modules, which can range from fully autonomous vehicles to manually driven vehicles. In order to test and evaluate C-ITS, this paper presents a distributed simulation framework that consists of (a) a moving base driving simulator; (b) a real-time vehicle simulator; and (c) network and traffic simulators. We present our approach for connecting and co-simulating the simulators. We report on limitation and performance that this simulation framework can achieve. Lastly, we discuss potential benefits and feasibility of using the simulation framework for testing of C-ITS.
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| 5. |
- Aramrattana, Maytheewat, et al.
(författare)
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Testing Cooperative Intelligent Transport Systems in Driving Simulators
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Cooperative IntelligentTransport Systems include many actors in the transport system that are con-nected to each other via wireless communication in order to interact andcooperate. Majority of the actors in thesystems are vehicles, which can range from fully autonomous vehicles tomanually driven vehicles, equipped withwireless communication modules. Creating realistic scenarios for testing suchcomplex systems often need a com-bination of simulators. This paper presents a distributed simulation frameworkthat consists of a) a moving basedriving simulator; b) a real-time hardware-in-the-loop simulator; and c) anetwork simulator and traffic simulator. Wepresent our approach for connecting and co-simulating the mentioned simulators.As a first test of our simulationframework, a crossing scenario is simulated. Lastly, we discuss potentialbenefits and future work.
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| 6. |
- Burden, Håkan, et al.
(författare)
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A Little Goes a Long Way - Opportunities for Multidisciplinary Education
- 2016
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Ingår i: Design Education: Collaboration and Cross-Disciplinary. ; , s. 552-557
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Konferensbidrag (refereegranskat)abstract
- Ambitions about deep interdisciplinary education may face barriers. However, interaction between student groups does not have to be difficult. We report on a collaboration including more than 200 students from different subject areas, at different curricular stages in a multidisciplinary concept workshop. By engaging with an external event we avoided some of the challenges involved in aligning agendas, while remaining true to the ambitions of giving students Concrete Experience and opportunity to Reflect in and on actions, balancing the ambitions of raising awareness of the relation between subjects and engaging students in collaborating in problem solving based on skills and knowledge from their respective discipline. Our results show how collaborating with industry can help bridge some of the challenges with internal collaboration between students from different disciplines.
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| 7. |
- Burden, Håkan, et al.
(författare)
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Accelerating Acquisition in an Open Innovation Ecosystem
- 2019
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Ingår i: Proc of Twenty-fifth Americas Conference on Information Systems.
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Konferensbidrag (refereegranskat)abstract
- Maritime transports are to be regarded as a self-organized ecosystem (Kay et al., 1999) characterized by sub-optimization where historically each actor to has optimized its own operations, often giving rise to inefficiencies as a whole. In recent years however, digital transformation has challenged this by providing means for enhanced transparency in data sharing and situational awareness, enabling better coordination and improved efficiency on the whole (Lind et al. 2018a). Digital transformation drives the possibilities of creating new value by enabling higher degrees of connectivity between actors, digitally twin physical objects, drawing patterns of behaviour based on extensive sets of historical data, as well as harmonizing data sharing through standardized interfaces and communication protocols (e.g. Almirall and Casadesus-Masanell 2010; Gassman et al. 2010; Lakhani et al. 2006). To break existing patterns of behaviour and to avoid the creation of proprietary solutions that feed sub-optimization, there is a need for new inspiration and perspectives that capitalize on the opportunities that digital transformation provides. From an open innovation point of view, this means that innovators both having experience from the sector as well as from other sectors would come together, come up with, and provide new applications not previously possible or never thought about before. A core capability that the ecosystem needs to develop and ensure is data streams made accessible for those that can provide new applications aimed for the single actor and/or clusters of actors, within or outside the maritime sector (Lind et al. 2018).This has also been one of the objectives for Port Collaborative Decision Making (PortCDM), which is a concept that provides guidelines and standards for the data exchange within and between ports, between ships and ports, and between ports and hinterland operators (Lind et al 2018). Such data exchange is necessary if enhanced efficiency during port call operations is to be achieved but also facilitates open innovation within the maritime sector. In order to realise that potential, a purposive transfer of knowledge between the established actors and potential new service providers has to be established (Chesbrough 2006). We therefore set out to explore How can open innovation intermediaries accelerate acquisition in an ecosystem through the management and throughput of knowledge transfer?We address the question through a longitudinal study by applying an action research approach involving actors from the local port and students from three bachelor programs. Before we describe the specifics of the research methodology, we outline our theoretical framework in terms of how knowledge transfer can be framed within an open innovation ecosystem. After the research methodology we detail the five iterations and then discuss the effect on knowledge transfer within the ecosystem. Finally, we conclude and give directions on future research.
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| 8. |
- Burden, Håkan, 1976, et al.
(författare)
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Facilitating entrepreneurial experiences through a software engineering project course
- 2019
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Ingår i: Proceedings - 2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training, ICSE-SEET 2019. - : IEEE. ; May 2019, s. 28-37
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Konferensbidrag (refereegranskat)abstract
- Skills and competencies in entrepreneurship, such as the ability to generate innovative ideas and the courage to engage with stakeholders and society, have gained importance in engineering curricula. In this case study paper, we report on how we have integrated entrepreneurial experiences into a software engineering project course and made the creation of value and reflection on the application of a structured process the heart and soul of the course. Based on current research on entrepreneurship education as well as the definition of entrepreneurial competencies used by the European Union, we show how the learning objectives, the teaching moments, the integration of external stakeholders, and the assessment work together to create an entrepreneurial environment in which students are encouraged and rewarded to work in an entrepreneurial way. Based on data from reflection reports, course evaluations, and interviews we discuss the pros and cons of our approach and how the student perception and expectations often run counter to the motivations of the course design. We thus contribute guidance for other teachers based on our own experiences in relation to the findings of our peers.
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| 9. |
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| 10. |
- Burden, Håkan, et al.
(författare)
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Integrating Entrepreneurial Experiences with Sustainable Development Education
- 2019
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Konferensbidrag (refereegranskat)abstract
- The purpose of this study was to address the challenge of teaching sustainable development to computer engineering students. Part of the problem is that they perceive the topic as irrelevant for their future profession. The chosen approach was to introduce a project element into a course on sustainable development where the students developed applications for sustainable mobility together with the local public transport authority, an academic institution and a multinational telecom company. Thus the course project was organized to facilitate entrepreneurial experiences, as defined in the EU's EntreComp model, as well as relating theoretical concepts to experiences in a concrete context. The students were then asked to analyze and reflect upon their design choices and approaches in relation to sustainable development and ethical considerations. The findings conclude that the course changes improved the overall student satisfaction while succeeding in anchoring sustainable development in a context the students could relate to. The collaboration was also perceived as fruitful by the external stakeholders who encouraged the students to stay in touch for their bachelor theses and internships. The theoretical implication is a first attempt in integrating sustainable development education with entrepreneurial experiences while the practical implication is a description of how the integration can be realized. The contribution is therefor of value for both educational researchers by opening novel research opportunities and teachers by describing new possibilities for sustainable development education.
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