| 1. |
- Einarson, Daniel, et al.
(author)
-
A proposal of learning outcomes for work integrated learning based on 2d-evaluation methods
- 2016
-
In: Lärarlärdom 2016.
-
Conference paper (other academic/artistic)abstract
- The core of CDIO addresses criticism from engineering industry according engineering education having too much focus on theoretical training. Here, practice, and especially integrating theory and practice, has had a peripheral role implying students not being well enough prepared for the complexity of industry’s real world problems and solutions. CDIO aims to meet that criticism through especially illuminating on project based educational forms, where sections of the, so called, CDIO Syllabus point out desired knowledge and skills that are needed to fulfil complex enough projects in engineering education. That approach not only prepares students in appropriate ways for the benefits of industry, but also increases their value of being employable. CDIO does not explicitly point out industry close work placement in education, neither in the CDIO syllabus, nor in the CDIO Standards. Still, many universities strive after work integrated learning, in purposes of, e.g., employability, and real world preparation. Experiences show problems in work integrated learning due to several reasons, such as, establishing sustainable academy–industry contacts, strategies for project ownership and IPR (Intellectual Property Rights), and guarantees according fulfillment of academic requirements on learning outcomes.The concept of Demola relates to a platform for collaborations between academy and industry with focus on multi-disciplinary student projects. Especially focus is on innovation, where industry may experiment with new ideas at low cost. Demola has proved itself to be a successful approach, with developed templates for student-industry contracts, and process models. Still, to be an attractive choice for work integrated learning, the Demola approach also has to be clear with respect to academic contexts of courses’ learning outcomes, and course evaluations.The aim of this contribution is to point out a set of learning outcomes in a purpose of clarifying on such set being an inherent part of Demola. That set, which is based on CDIO Syllabus, shall map towards a tool for evaluations, where the two-dimensional multi-valued tool ZEFsurvey, is chosen. Overviews and discussions will be provided, as well as test cases, and comparisons between the chosen set with the Swedish national framework for education, will be outlined in the purpose of pointing out adaptability in an international context.
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| 2. |
- Einarson, Daniel, et al.
(author)
-
A proposal of learning outcomes for work integrated learning based on 2d-evaluation methods
- 2016
-
Conference paper (other academic/artistic)abstract
- The core of CDIO addresses criticism from engineering industry according engineering education having too much focus on theoretical training. Here, practice, and especially integrating theory and practice, has had a peripheral role implying students not being well enough prepared for the complexity of industry’s real world problems and solutions. CDIO aims to meet that criticism through especially illuminating on project based educational forms, where sections of the, so called, CDIO Syllabus point out desired knowledge and skills that are needed to fulfil complex enough projects in engineering education. That approach not only prepares students in appropriate ways for the benefits of industry, but also increases their value of being employable. CDIO does not explicitly point out industry close work placement in education, neither in the CDIO syllabus, nor in the CDIO Standards. Still, many universities strive after work integrated learning, in purposes of, e.g., employability, and real world preparation. Experiences show problems in work integrated learning due to several reasons, such as, establishing sustainable academy–industry contacts, strategies for project ownership and IPR (Intellectual Property Rights), and guarantees according fulfillment of academic requirements on learning outcomes. The concept of Demola relates to a platform for collaborations between academy and industry with focus on multi-disciplinary student projects. Especially focus is on innovation, where industry may experiment with new ideas at low cost. Demola has proved itself to be a successful approach, with developed templates for student-industry contracts, and process models. Still, to be an attractive choice for work integrated learning, the Demola approach also has to be clear with respect to academic contexts of courses’ learning outcomes, and course evaluations. The aim of this contribution is to point out a set of learning outcomes in a purpose of clarifying on such set being an inherent part of Demola. That set, which is based on CDIO Syllabus, shall map towards a tool for evaluations, where the two-dimensional multi-valued tool ZEFsurvey, is chosen. Overviews and discussions will be provided, as well as test cases, and comparisons between the chosen set with the Swedish national framework for education, will be outlined in the purpose of pointing out adaptability in an international context.
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| 3. |
- Einarson, Daniel, 1960-, et al.
(author)
-
Approaching work integrated learning through learning outcomes and evaluations
- 2016
-
In: The 12th international CDIO conference proceedings. - Turku : Turku University of Applied Sciences. - 9789522166104 ; , s. 722-732
-
Conference paper (peer-reviewed)abstract
- The core of CDIO addresses criticism from engineering industry according engineering education having too much focus on theoretical training. Here, practice, and especially integrating theory and practice, has had a peripheral role implying students not being well enough prepared for the complexity of industry’s real world problems and solutions. CDIO aims to meet that criticism through especially illuminating on project based educational forms, where sections of the, so called, CDIO Syllabus point out desired knowledge and skills that are needed to fulfil complex enough projects in engineering education. That approach not only prepares students in appropriate ways for the benefits of industry, but also increases their value of being employable. CDIO does not explicitly point out industry close work placement in education, neither in the CDIO syllabus, nor in the CDIO Standards. Still, many universities strive after work integrated learning, in purposes of, e.g., employability, and real world preparation. Experiences show problems in work integrated learning due to several reasons, such as, establishing sustainable academy–industry contacts, strategies for project ownership and IPR (Intellectual Property Rights), and guarantees according fulfillment of academic requirements on learning outcomes.The concept of Demola relates to a platform for collaborations between academy and industry with focus on multi-disciplinary student projects. Especially, focus is on innovation, where industry may experiment with new ideas at low cost. Demola has proved itself to be a successful approach, with developed templates for student-industry contracts, and process models. Still, to be an attractive choice for work integrated learning, the Demola approach also has to be clear with respect to academic contexts of courses’ learning outcomes, and course evaluations.The aim of this contribution is to point out a set of learning outcomes in a purpose of clarifying on such set being an inherent part of Demola. That set, which is based on CDIO Syllabus, shall map towards a tool for evaluations, where the two-dimensional multi-valued tool ZEFsurvey, is chosen. Overviews, case studies, and discussions will be provided, where one purpose is to point out the adaptability of Demola in an international context.
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| 4. |
- Einarson, Daniel, et al.
(author)
-
Approaching work integrated learning through learning outcomes and evaluations
- 2016
-
Conference paper (other academic/artistic)abstract
- The core of CDIO addresses criticism from engineering industry according engineering education having too much focus on theoretical training. Here, practice, and especially integrating theory and practice, has had a peripheral role implying students not being well enough prepared for the complexity of industry’s real world problems and solutions. CDIO aims to meet that criticism through especially illuminating on project based educational forms, where sections of the, so called, CDIO Syllabus point out desired knowledge and skills that are needed to fulfil complex enough projects in engineering education. That approach not only prepares students in appropriate ways for the benefits of industry, but also increases their value of being employable. CDIO does not explicitly point out industry close work placement in education, neither in the CDIO syllabus, nor in the CDIO Standards. Still, many universities strive after work integrated learning, in purposes of, e.g., employability, and real world preparation. Experiences show problems in work integrated learning due to several reasons, such as, establishing sustainable academy–industry contacts, strategies for project ownership and IPR (Intellectual Property Rights), and guarantees according fulfillment of academic requirements on learning outcomes. The concept of Demola relates to a platform for collaborations between academy and industry with focus on multi-disciplinary student projects. Especially, focus is on innovation, where industry may experiment with new ideas at low cost. Demola has proved itself to be a successful approach, with developed templates for student-industry contracts, and process models. Still, to be an attractive choice for work integrated learning, the Demola approach also has to be clear with respect to academic contexts of courses’ learning outcomes, and course evaluations. The aim of this contribution is to point out a set of learning outcomes in a purpose of clarifying on such set being an inherent part of Demola. That set, which is based on CDIO Syllabus, shall map towards a tool for evaluations, where the two-dimensional multi-valued tool ZEFsurvey, is chosen. Overviews, case studies, and discussions will be provided, where one purpose is to point out the adaptability of Demola in an international context.
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| 5. |
- Einarson, Daniel, et al.
(author)
-
The Active Ageing approach to quality of life for elderly people through order and distribution chains
- 2016
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In: 2016 INTERNATIONAL CONFERENCE ON COMPUTATION SYSTEM AND INFORMATION TECHNOLOGY FOR SUSTAINABLE SOLUTIONS (CSITSS). - 9781509010226 ; , s. 220-225
-
Conference paper (peer-reviewed)abstract
- An important aspect of elderly people's habits can be connected to food and meal. To be able to make your own choices according good, and healthy food, even in situations of high age, and functional disabilities adds to quality of life. This contribution covers outcomes of the Active Ageing project, dealing with studies of elderly people's food situation, to be able to find suitable computer based support systems in order to provide appropriate food. Especially, background investigations will be covered, and prototype support systems will be outlined.
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| 6. |
- Einarson, Daniel, et al.
(author)
-
The Active Ageing approach to quality of life for elderly people through order and distribution chains
- 2016
-
Conference paper (other academic/artistic)abstract
- An important aspect of elderly people's habits can be connected to food and meal. To be able to make your own choices according good, and healthy food, even in situations of high age, and functional disabilities adds to quality of life. This contribution covers outcomes of the Active Ageing project, dealing with studies of elderly people's food situation, to be able to find suitable computer based support systems in order to provide appropriate food. Especially, background investigations will be covered, and prototype support systems will be outlined.
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| 7. |
- Pajalic, Zada, et al.
(author)
-
Computer-based training program for health- and acre professionals involved in breastfeeding support, an intervention project that involve decision makers, professionals and care users
- 2016
-
Conference paper (peer-reviewed)abstract
- There is an urgent need to facilitate the development of more effective breastfeeding support strategies. The desired research will focus on knowledge-based service innovation that include intervention in form of computer-based training program aimed for training of health and care professionals involved in breastfeeding support. The intervention in the proposed study will contribute to more effective adoption of new knowledge in healthcare organisations. Further, the proposed project will be organised as an interdisciplinary and crosswise sectorial collaboration and will be customized at a national and international level, by involving decision-makers, researchers, health care professionals and care users. Ambition with this project is to contribute to increased breastfeeding frequency by increasing competence in professional support in related healthcare services and midwife education program. There is also an urgent need for evidence based technical solutions as a professional support for the professionals to more effectively implement new research in practice. This project will contribute health care with high quality and resource use. The overall aim for the project is to implement and evaluate new innovative solutions in order to improve long-term strategies for professional support and quality of care, related to knowledge-based breastfeeding support. The design method for the project is longitudinal randomized controlled intervention trial. The intervention will be computer-based training education program developed in collaboration with decision-makers, professionals and researchers. Data will be gained before and after intervention by using: Breastfeeding attitudes among counselling health professionals (An instrument based on WHO standards was developed to measure breastfeeding attitudes), Mother-to-infant Relation and Feelings (MIRF) scale and Mother-Perceived-Professional-Professional support (MoPPS) scale. For successful intervention, it is important that decision-makers are involved in the research process, so that suggested changes can be possible if they actively participate and encourage the project as well as the adoption of research results in practice. Involvement of stakeholders in the research demand facilitation of the research process. This can enable cooperation by using project management techniques as co-counselling and clinical reflection. The outcome of the project will be multiple may be placed in a regional, national, international or global context. Firstly, the project will contribute to development of knowledge-based professionals’ competence with focus on to support breastfeeding from first breastfeeding time, to minimise usage of infant formula during first week of life, longer exclusive- and predominant breastfeeding and stronger connection between mother and child. This topic will fit with theme Nutrition and Lactation.
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| 8. |
- Pajalic, Zada, et al.
(author)
-
Computer-based training program for health- and acre professionals involved in breastfeeding support, an intervention project that involve decision makers, professionals and care users
- 2016
-
Conference paper (other academic/artistic)abstract
- There is an urgent need to facilitate the development of more effective breastfeeding support strategies. The desired research will focus on knowledge-based service innovation that include intervention in form of computer-based training program aimed for training of health and care professionals involved in breastfeeding support. The intervention in the proposed study will contribute to more effective adoption of new knowledge in healthcare organisations. Further, the proposed project will be organised as an interdisciplinary and crosswise sectorial collaboration and will be customized at a national and international level, by involving decision-makers, researchers, health care professionals and care users. Ambition with this project is to contribute to increased breastfeeding frequency by increasing competence in professional support in related healthcare services and midwife education program. There is also an urgent need for evidence based technical solutions as a professional support for the professionalsto more effectively implement new research in practice. This project will contribute health care with high quality and resource use. The overall aim for the project is to implement and evaluate new innovative solutions in order to improve long-term strategies for professional support and quality of care, related to knowledge-based breastfeeding support. The design method for the project is longitudinal randomized controlled intervention trial. The intervention will be computer-based training education program developed in collaboration with decision-makers, professionals and researchers. Data will be gained before and after intervention by using: Breastfeeding attitudes among counselling health professionals (An instrument based on WHO standards was developed to measure breastfeeding attitudes), Mother-to-infant Relation and Feelings (MIRF) scale and Mother-Perceived-Professional-Professional support (MoPPS) scale. For successful intervention, it is important that decision-makers are involved in the researchprocess, so that suggested changes can be possible if they actively participate and encourage the project as well as the adoption of research results in practice. Involvement of stakeholders in the research demand facilitation of the research process. This can enable cooperation by using project management techniques as co-counselling and clinical reflection. The outcome of the project will be multiple may be placed in a regional, national, international or global context. Firstly, the project will contribute to development of knowledge-based professionals’ competence with focus on to support breastfeeding from first breastfeeding time, to minimise usage of infant formula during first week of life, longer exclusive- and predominant breastfeeding and stronger connection between mother and child. This topic will fit with theme Nutrition and Lactation.
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| 9. |
- Saplacan, Diana
(author)
-
A study-case on a project course : seminars, project, feedback and reflections in the context of a student's active learning
- 2016
-
In: Lärarlärdom 2016. - Högskolan Kristianstad : Kristianstad University Press.
-
Conference paper (other academic/artistic)abstract
- The paper presents a case-study at Kristianstad University, with the focus on the Software Engineering project based course, given on the second academic year of the programmes within computer science.This paper discusses the course design with regard to two main parts of the course: seminars and project, and how those were organized in order to facilitate student’s active learning.The active learning here is focusing on several main factors: course design, course design and its relation to the programme, academic loop (i.e. academic loop is part of a couple of selected courses that develop student’s academical skills), seminars forms, individual feedback and course feedback, as well as documented reflections on project work.More in deep, the paper presents examples on the pedagogical findings when it comes to seminars organization and how the changes made in the course helped to an increased student active learning. Such information includes: best practice on course design, best practice on seminars exercises, and project work. The results presented are empirical and are based on observations, as well as on a formal and informal feedback.Moreover, the paper addresses also the theme of the importance of feedback in students’ active learning. Here, feedback is discussed in terms of: student-course instructor feedback, course instructor-student feedback, individual vs. group feedback, and peer-review.Finally, the paper shows reflections on a two dimensional (2D) survey where the results from 2015 and 2016 are compared and discussed, in order to suggest further improvements for an increased student active learning.
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| 10. |
- Saplacan, Diana
(author)
-
A study-case on a project course : seminars, project, feedback and reflections in the context of a student's active learning
- 2016
-
Conference paper (other academic/artistic)abstract
- The paper presents a case-study at Kristianstad University, with the focus on the Software Engineering project based course, given on the second academic year of the programmes within computer science. This paper discusses the course design with regard to two main parts of the course: seminars and project, and how those were organized in order to facilitate student’s active learning. The active learning here is focusing on several main factors: course design, course design and its relation to the programme, academic loop (i.e. academic loop is part of a couple of selected courses that develop student’s academical skills), seminars forms, individual feedback and course feedback, as well as documented reflections on project work. More in deep, the paper presents examples on the pedagogical findings when it comes to seminars organization and how the changes made in the course helped to an increased student active learning. Such information includes: best practice on course design, best practice on seminars exercises, and project work. The results presented are empirical and are based on observations, as well as on a formal and informal feedback. Moreover, the paper addresses also the theme of the importance of feedback in students’ active learning. Here, feedback is discussed in terms of: student-course instructor feedback, course instructor-student feedback, individual vs. group feedback, and peer-review. Finally, the paper shows reflections on a two dimensional (2D) survey where the results from 2015 and 2016 are compared and discussed, in order to suggest further improvements for an increased student active learning.
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