| 1. |
- Bernhard, Jonte, 1953-, et al.
(författare)
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Engineering Students’ Dynamic and Fluid Group Practices in a Collaborative Design Project
- 2023
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Ingår i: Proceedings of SEFI Annual Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- There is a growing interest in engineering education that the curriculum should include collaborative design projects. Collaboration and collaborative learning imply a shared activity, a shared purpose, a joint problem-solving space, and mutual interdependence to achieve intended learning outcomes. The focus, in this study, is on engineering students’ collaborative group practices. The context is a design project in the fifth semester of the problem-based Architecture and Design programme at Aalborg University. Students’ collaborative work in the preparation for an upcoming status seminar was video recorded in situ. In our earlier studies video ethnography, conversation analysis and embodied interaction analysis have been used to explore what interactional work the student teams did and what kind of resources they used to collaborate and complete the design task on a momentmoment basis. In this paper we report from a one-hour period where a group of four engineering students do final designs in preparation for the status seminar. Using recorded multi-perspective videos, we have analysed students’ fine-grained patterns of social interaction within this group. We found that the interaction and collaboration was very dynamic and fluid. It was observed that students seamlessly switched from working individually to working collaboratively. In collaborative work students frequently changed constellations and would not only work as a whole group, but also would break into subgroups of two or three students to do some work. Our results point to the need to investigate group practices and individual and collaborative learning in design project groups and other collaborative learning environments in more detail and the results challenge a naïve individualcollaborative- binary.
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| 2. |
- Bernhard, Jonte, 1953-, et al.
(författare)
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Group Practices in a Collaborative Design Project : A Video-Ethnographic Study
- 2023
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Ingår i: Proceedings of the 19th International CDIO Conference.
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Konferensbidrag (refereegranskat)abstract
- CONTEXT: There is a growing interest in engineering education that the curriculum should include collaborative design projects. The problem-based and project-based learning context of this study is a design project in the fifth semester of the problem-based Architecture and Design programme at Aalborg University. The students had the task to design a real office building in collaborative groups of five to six students. PURPOSE: Collaboration and collaborative learning imply a shared activity, a shared purpose, and a mutual interdependence to achieve the intended learning outcomes. In earlier studies we have highlighted the cognitive importance of tools and the use of a wealth of bodily and material resources in students’ collaborative interactional work in the design project. In this study, we focus on students’ collaborative group practices in the design project. The fine-grained details of collaborative work in engineering students design projects are currently underresearched. METHODOLOGY: The preparation for an upcoming status seminar was video recorded in situ. Video ethnography, conversation analysis and embodied interaction analysis were used to explore what interactional work the student teams did and what kind of resources they used to collaborate and complete the design task. Complete six hours sessions of five groups were recorded using multiple video cameras (two to five cameras per group). OUTCOMES: The fine-grained patterns of social interaction within groups were found to be complex and dynamic. In the video recordings it was observed that students often changed constellations and break into subgroups of one, two or three students to do some work and to congregate later as a whole group. Thus, we found that the patterns of collaboration in groups practical day-to-day work were not static but displayed a myriad of different patterns. CONCLUSION: Our results challenge a naïve individual-collaborative binary and point to the need to investigate group practices and individual and collaborative learning in design project groups and other collaborative learning environments in more detail. Physical settings in active learning environments should make fluid collaboration patterns in students’ collaborative work feasible and it should be encouraged by instructors.
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| 3. |
- Bernhard, Jonte, et al.
(författare)
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FACE TO FACE AGAIN : REPORT FROM THE DOCTORAL SYMPOSIUM IN ENGINEERING EDUCATION RESEARCH AT SEFI 2022
- 2022
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Ingår i: SEFI 2022. - : European Society for Engineering Education (SEFI). ; , s. 2340-2356
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Konferensbidrag (refereegranskat)abstract
- The 6th Doctoral Symposium at SEFI 2022 attracted 20 doctoral students and 17 senior researchers. After two years as an online event during the pandemic, it was organised as a fully in-person event. In preparation, the doctoral students wrote extended abstracts to introduce themselves and their PhD projects, while the seniorsprovided reading recommendations and advice. The intense, full-day program was based on group discussions and interactive plenary sessions. The Doctoral Symposium was concluded by a session in which each participant presented their take-home message. This paper outlines how the Doctoral Symposium was organised and summarizes some of the documentation.
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| 4. |
- Bernhard, Jonte, 1953-, et al.
(författare)
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Is “Digital Education” The Right Way Forward? : Or Is, Maybe, Postdigital Education What Is Needed!
- 2022
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Konferensbidrag (refereegranskat)abstract
- The use of “digital tools” have usually played an important role in the transformation to “emergency remote teaching” during the pandemic. However, even before the pandemic there has been a strong pressure that education should become more “digital”. Nevertheless, we see several problems associated with the present discourse related to “digitalisation” of education. 1) It often unclear what is meant with “digital education”, 2) very narrow view of “digital tools” too mainly be tools for information and communication neglecting other uses of digital technology, 3) unbalanced focus on “digital tools” there other tools are either neglected or seen as inherently inferior and “old-fashioned”, 4) conflation between “digital” and “distance”, 5) adherence to either a technological determinism or a pedagogical determinism (technology is a neutral tool). Engineering students’ courses of action have been videorecorded in design projects and in electronics labs at two universities. It can bee seen that students’ use a wealth of bodily-material resources that are an integral and seamless part of students’ interactions. They use bodily resources, concrete materials, “low-tech” inscriptions as well as “high-tech” (“digital”) inscription devices. Our results challenge that by hand – by computer and analogue tools – digital tools should be seen as dichotomies. Our empirical evidence suggests that students should be trained to not only be trained to work with “digital” tools but with a multitude of tools and resources. We, thus, advocate that a postdigital perspective should be taken in education where the digital makes up part of an integrated totality
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| 5. |
- Citrohn, Björn, et al.
(författare)
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Affordances of models and modelling: a study of four technology design projects in the Swedish secondary school
- 2022
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Ingår i: Design and Technology Education: An International Journal. - 1360-1431 .- 2040-8633. ; 27:3, s. 58-75
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to investigate affordances of models and modelling in design projects in technology education. To learn more about affordances when working with models and modelling, four Swedish technology teachers were interviewed using a narrative approach. Despite a small number of informants data were rich, containing detailed descriptions of sequences where students used models and modelling in ways not planned by the teachers. By using a qualitative, generic inductive approach, the narrative interviews revealed seven different affordances of models and modelling in the projects: "Seeing different solutions;" "Finding possibilities and limitations in solutions;" "Representing an idea, structure or function;" "Communicating solutions with drawings;" "Making problems and solutions visible;" "Trial and error and learning from mistakes" and finally "Taking inspirations from each other's solutions." Some conclusions and implications of the study are that when the students can see and use a wide variety of materials when modelling, they are more creative in finding solutions to design problems. The use of conceptual design in schools, leading to students performing trial and error using models to solve problems, might also be connected to the importance of a variety of materials. In the study, teachers describe how their students used models, trying different solutions, representing ideas, and trying, failing and trying again. All these modelling activities are important parts of a design process and might prove that the doing itself is a process of reflection.
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| 6. |
- Bernhard, Jonte, 1953-
(författare)
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Distance And Home Labs : What Do The Scientific Literature Say?
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Labwork is usually seen as an essential element in engineering and science education. One, of the many purposes, with labwork is to strengthen, develop and deepen students' understanding of real phenomena (i.e., objects and events) and the connection between real phenomena and theoretical models and theories. Another main purpose of lab work is to develop students' abilities to collaborate in experiments and empirically investigate and describe technical systems, natural and technical objects, and natural and artificial phenomena.In connection with distance learning, it is in general a challenge to design labwork ina good way so that the intended learning outcomes mentioned previously are achieved. This does not only apply specifically to the situation with “forced distance teaching” that has arisen in connection with the COVID-19 pandemic, but generally applies to all kinds of “off campus” teaching and learning.I have carried out a comprehensive exploratory review of what is reported in the science and engineering education research literature regarding laboratory work conducted as distance labs or as home labs. In my paper I will present initial results from my literature review. I have found that there is, indeed, a quite substantial literature describing remote labs and online labs. However, with few exceptions, the literature is mainly focused on the technical aspects of remote labwork and less on the pedagogical aspects. In addition to various forms of "online" labs and remotely controlled labs, I will highlight different forms of home labs and labs with low-cost equipment as an interesting option.
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| 7. |
- Bernhard, Jonte, 1953-
(författare)
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Distans- och hemlaborationer : vad säger den ämnesdidaktiska litteraturen?
- 2021
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Konferensbidrag (refereegranskat)abstract
- Laborationer ses vanligtvis som ett väsentligt inslag i teknisk- och naturvetenskaplig utbildning. Ett av de många syftena med laborationer är att stärka, utveckla och fördjupa studenternas förståelse av verkliga fenomen (det vill säga objekt och händelser) och sambandet mellan verkliga fenomen och teoretiska modeller och teorier. Ett annat huvudsyfte med laborationer är att utveckla studenternas förmåga att samarbeta i experiment och empiriskt undersöka och beskriva tekniska system, naturliga och tekniska föremål och naturliga och artificiella fenomen.I samband med distansutbildning är det generellt en utmaning att utforma laborationer på ett bra sätt så att de avsedda lärandemålen uppnås. Detta gäller inte bara specifikt situationen med ”påtivingad” distansundervisning som uppstod i samband med COVID-19-pandemin, utan det gäller i allmänhet alla typer av av undervisning "off campus".I denna artikel beskrivs preliminära resultat från en litteraturstudie i syfte att få en översikt av vad som rapporteras i den ämnesdidaktiska forskningslitteraturen om laborationer som utförs som distanslaboratorier eller som hemlaboratorier inom naturvetenskapliga och tekniska utbildningar. Det finns en rätt omfattande litteratur som beskriver fjärrlaboratorier och onlinelaboratorier. Men, med få undantag är litteraturen främst inriktad på de tekniska aspekterna av att fjärrstyra laborationer och mindre på den pedagogiska utformningen och studenternas lärande. Förutom olika former av ”onlinelaboratorier” och fjärrstyrda laborationer lyfts olika former av hemlaborationer och laborationer med digital utrustning som kan införskaffas till en så låg kostnad att studenterna själva kan äga eller låna den som intressanta alternativ för framtiden.
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| 8. |
- Ryberg, Thomas, et al.
(författare)
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Ecotones : a Conceptual Contribution to Postdigital Thinking
- 2021
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Ingår i: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; 3:2, s. 407-424
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we explore the notion of ecotones and argue how it can contribute to postdigital thinking. We do so using two empirical examples as backdrop for our discussions. We argue the concept of ecotones can add to postdigital research particularly in relation to addressing problematic dichotomies such as the digital vs analogue/material. We highlight how the notion of ecotones has a conceptual dimension having to do with tensions, diversity and richness emerging in the meeting between two entities. Secondly, we discuss how ecotones have a spatial and material dimension. Through the analysis of empirical examples, we discuss how the notion of ecotones can contribute to postdigital theory and analytic approach to dichotomies, such as the digital vs analogue/material. Further, we discuss ecotones in relation to hybridity and liminality, which are similar concepts.
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| 9. |
- Bernhard, Jonte, 1953-, et al.
(författare)
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By hand and by computer : – a video-ethnographic study of engineering students’ representational practices in a design project
- 2020
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Ingår i: Educate for the future. - Aalborg : Aalborg Universitetsforlag. - 9788772103136 ; , s. 561-570
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Konferensbidrag (refereegranskat)abstract
- In engineering education there has been a growing interest that the curriculum should include collaborative design projects. However, students’ collaborative learning processes in design projects have, with a few exceptions, not been studied in earlier research. Most previous studies have been performed in artificial settings with individual students using verbal protocol analysis or through interviews. The context of this study is a design project in the fifth semester of the PBL-based Architecture and Design programme at Aalborg University. The students had the task to design a real office building in collaborative groups of 5–6 students. The preparation for an upcoming status seminar was video recorded in situ. Video ethnography, conversation analysis and embodied interaction analysis were used to explore what interactional work the student teams did and what kind of resources they used to collaborate and complete the design task. Complete six hours sessions of five groups were recorded using multiple video cameras (2 – 5 cameras per group).The different collaborative groups did not only produce and reach an agreement on a design proposal during the session – in their design practice they used, and produced, a wealth of tools and bodily-material resources for representational and modelling purposes. As an integral and seamless part of students’ interactional and representational work and the group’s collaborative thinking bodily resources such as “gestured drawings” and gestures, concrete materials such as 3D-foam and papers models, “low-tech” representations such as sketches and drawings by hand on paper and “high-tech” representations as CAD-drawings were used.These findings highlight the cognitive importance of tools and the use of bodily and material resources in students’ collaborative interactional work in a design setting. Furthermore, our study demonstrates that a focus primarily on digital technologies, as is often the case in the recent drive towards “digital learning”, would be highly problematic.
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| 10. |
- Bernhard, Jonte, 1953-, et al.
(författare)
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How does EER conceptualize its object of study : An exploration based on the ”Didaktik triangle”
- 2020
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Ingår i: Proceedings of SEFI 48th Annual Conference. - Enschede, NL. - 9782873520205 ; , s. 75-83
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Konferensbidrag (refereegranskat)abstract
- The Engineering Education Research (EER) community in Europe and across the globe has grown considerably in the past decades. There have been some examinations to date of the research corpus that has evolved, although these have been predominantly US-based. An emerging literature has started to chart the ways in which European EER-researchers have a distinctive tradition, which might at least in part be due to the influence of the European “Didaktik” tradition, which conceptualizes teaching and learning as fundamentally resting on an interplay between student, teacher, and the content (subject matter). This is represented in the “Didaktik triangle” where student, teacher, and the content are placed on the vertices of the triangle, and the sides of the triangle represent three important interrelations. This study compares the 50 most highly cited papers in each of the European Journal of Engineering Education (EJEE) and the US-based Journal of Engineering Education (JEE). Our analysis of how the topic(s) of the papers related to the “Didaktik triangle” shows that the conceptualization of the object of study in the EJEE papers was more related to the “Didaktik triangle” as a whole compared with papers published in JEE. The results of our study provide further evidence that there are, indeed, some differences in the aims of American and European EER. A global community would do well to try to draw on the strengths of both of these traditions.
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