| 1. |
- Berg Pettersen, Johan, et al.
(författare)
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Student-centered Learning Activities for Key Sustainability Competencies in Online Courses with Many Students
- 2023
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Ingår i: Proceedings of the International CDIO Conference. - 2002-1593. ; , s. 831-844
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Konferensbidrag (refereegranskat)abstract
- Engineers can make a valuable contribution for a transformation towards a sustainable society. The CDIO framework, where student-active and integrated learning is intrinsic to design-implement activities, therefore also includes sustainability competencies. The purpose of this paper is to evaluate alignment between specific student-centered (active) learning activities used in digital learning environments with many students and engineering competencies for sustainability. Examples of learning activities in two such online courses are presented and evaluated in comparison to the UNESCO key competencies for sustainability. The courses are two undergraduate courses at NTNU where sustainable engineering represents the discipline knowledge. The learning activities were designed for scalability and to be operable within an entirely digital learning environment. The student-centered learning activities that are used in the courses are: i) project-based learning, ii) academic text with peer-review, iii) auto-graded computational assignments, iv) massive online course module, v) flipped classroom. We outline the design of the learning activities and map their alignment with abilities within key sustainability competencies. We discuss the effects of scalability and digital format on learning outcomes, and the student feedback and plans for further development.
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| 2. |
- Jacobsson, Jenny, 1962-, et al.
(författare)
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Youth athletes at Swedish sports high schools with an athletics specialism emphasise environmental support for injury risk management : a focus group study.
- 2023
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Ingår i: BMJ Open Sport & Exercise Medicine. - : BMJ Publishing Group Ltd. - 2055-7647. ; 9:2
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Tidskriftsartikel (refereegranskat)abstract
- In this study, we examined knowledge and understanding of sport-related injuries among youth athletics (track and field) athletes and assessed their needs in managing any health problems. Qualitative data were collected via 12 focus groups with youth athletes (16-19 years) studying at Swedish sports high schools with an athletics specialism. All focus group discussions were audiorecorded and transcribed before being analysed using a thematic analysis approach. Four researchers independently reviewed the transcripts, generated codes and developed themes. Three overarching themes related to the athletes' knowledge and understanding of sport-related injury were developed: (1) awareness of injuries, (2) perception of injuries, and (3) factors contributing to injuries. The youth athletes were typically uncertain about how to acknowledge a sport-related injury. They expressed that knowledge about injuries was obtained in part by reflecting on the lived experiences of their peers. It was also demonstrated that there appears to be a 'culture of acceptance' regarding injury occurrence. In contrast, causes of injuries were viewed as dependent on multiple factors (eg, lack of context-specific knowledge about training practices). Regarding athletes' needs in managing injuries, an additional three themes were developed: (1) creating functioning elite sports environments, (2) application of knowledge and (3) fostering athletes. An apparent lack of structure and organisation related to the school environment was identified as an important issue to review to create opportunities for sustainable athletic development. The study identified areas that can be improved in Swedish sports high schools with an athletic specialism and could be applied in other youth sports contexts. The results of this study guide school stakeholders, alongside the sport governing bodies who have the mandate to influence activities in youth sports contexts, whereby special attention should be directed towards improving the social environment for youth athletes.
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| 3. |
- Kohn Rådberg, Kamilla, 1967, et al.
(författare)
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From CDIO to challenge-based learning experiences – expanding student learning as well as societal impact?
- 2020
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Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; 45:1, s. 22-37
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Tidskriftsartikel (refereegranskat)abstract
- Challenge-based learning (CBL) is a multidisciplinary approach that encourages students to work actively with peers, teachers and stakeholders in society to identify complex challenges, formulate relevant questions and take action for sustainable development. In this paper, it is argued that CBL can be viewed as an evolution of the Conceive, Design, Implement, Operate concept, expanding as well as deepening the learning experience. The study reported on investigates the multiple aims of a particular CBL environment (the Challenge Lab at Chalmers University of Technology), which are to combine significant student learning and societal transformation. The results show that the students perceive that they have developed deep skills in problem formulation and sustainable development, as well as working across disciplines and with different stakeholders. Moreover, the study shows that although few student projects reach implementation stage, there is a potential for societal impact both during and after the Challenge Lab learning experience.
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| 4. |
- Malmqvist, Johan, 1964, et al.
(författare)
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The CDIO Syllabus 3.0 - An Updated Statement of Goals
- 2022
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Ingår i: Proceedings of the International CDIO Conference. - : Chalmers University of Technology. - 2002-1593. ; , s. 18-36
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Konferensbidrag (refereegranskat)abstract
- The CDIO Initiative is going through a process of reconsidering and updating the CDIO approach for engineering education development. Previous work resulted in substantial updates of the twelve CDIO standards and the introduction of “optional” CDIO standards. This paper reports on a similar review and update of the CDIO Syllabus to version 3.0. It has been developed by a working group consisting of four sub-groups and iterated and refined guided by feedback from the whole CDIO community. There are mainly three external drivers that motivate the changes: sustainability, digitalization, and acceleration. There is also an internal driver in the form of lessons learned within the CDIO community, from using the Syllabus in curriculum and course development. Approximately 70 updates are proposed, amongst them three additions on the X.X level, namely 1.4 Knowledge of Social Sciences and Humanities, 3.1 Teamwork and Collaboration, and 5.3 Research.
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