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Kirchmeyer, N. & Knauff, K. (2024). Blandade lärmiljöer för språk- och kommunikationskurser i högre utbildning. In: : . Paper presented at ASLA 2024: Språk och kommunikation i en digitaliserad värld.
Open this publication in new window or tab >>Blandade lärmiljöer för språk- och kommunikationskurser i högre utbildning
2024 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Blended learning (BL) är en etablerad och central del i dagens högre utbildning. Onlinekommunikation änvänds i både studier och arbete, och att lära sig att kommunicera effektivt online bör vara ett mål för språkinlärning (DeMolder et al. 2023). Flera studier visar att 46blended language learning (BLL) leder till ökad interaktion i alla tre led: lärare-student, student-student samt student-kursinnehåll, så-kallad equivalency of interaction (Anderson 2003). För att kunna formulera en mer omfattande model av BL, som kan vara vägledande i kursdesignen, behövs det dock ytterligare forskning. (DeMolder et al. 2023). Denna presentation undersöker och diskuterar BL i språkundervisning för ingenjörstudenter. Vi grundar oss på praktiknära forskning med utgångspunkt i våra egna kurser. Genom en enkätoch intervjustudie undersöker vi studenternas upplevelse av en BL- samt flipped classroomkursdesign i kurser i franska och tyska för ingenjörer. Syftet med studien är att undersöka huren blandad lärmiljö bäst kan gestaltas för språkundervisningen. Vi presenterar hur BL kan gynna olika språkliga färdigheter samt diskuterar konsekvenser för student- respektive lärarrollen. Fokus ligger på aspekterna tid (synkront/asynkront), studentcentrerad lärande samt interaktion. När det gäller tid, frigör BL många möjligheter: asynkront arbetstid kan användas av den enskilde studenten, men även för möten mellan studenter utan läraren. Här öppnas också möjligheter för enskilda eller små-grupp ”check-ins” mellan lärare och studenter. Man kan således skapa en mer flexibel kursstruktur som automatiskt skapar ett studentcentrerat lärande. Vidare är vi intresserade av den språkliga interaktionen: vilka möjligheter för interaktion skapar vi mellan lärare och student och mellan studenter och hurpåverkar dessa studenternas inlärning? Generation-Z studenterna på KTH är digital natives, vana att arbeta i team, självgående och trivs i mångsidiga och interaktiva inlärningsmiljöer. Tillgången till pedagogiskt och autentiskt material online, i kombination med möjligheterna för onlinespråkutbyten, sätter krav på att skapa en attraktiv och meningsfull språkundervisning för våra studenter. Vi har funnit att en BL-kursdesign i kombination med studentägd lärande, flexibilitet och möjligheten att aktivt tillämpa sina språkkunskapereffektivt tillgodoser våra studenters behov. Vår BL undervisning svarar också både mot digitaliseringen inom högre utbildning och mot de krav som studenterna kommer att möta i sitt yrkesliv: BL speglar dagens arbetsplatser, där synkront och asynkront arbete, samt den konstanta skiftningen mellan face-to-face och online är verklighet. Med studentägd undervisning möljiggör man en förändring av den traditionella lärarrollen, där läraren blir facilitators och mentorer snarare än de enda som sprider kunskap. Studenter uppmuntras att hämta kunskap från ett brett spektrum av källor, så kallade communities of practices (North 2020). Det främjar i sin tur kollaborativt lärande som innebär en skiftning från teacher presence till teaching presence (Vaughan et al. 2013). Vårt bidrag, som sätter BL och språk för online-kommunikation i centrum, utgör ett värdefullt bidrag till ASLA 2024 undertemat Språk och kommunikation i en digitaliserad värld: online-kommunikation och onlinesamarbete är färdigheter som behöver utvecklas och tränas. I en bred trend till online-lärande inom högre utbildning är det vidare nödvändigt att utveckla bärande och meningsfulla BLL koncept.

Keywords
blended learning; online-learning, international collaborative tasks; language learning; LSP
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-345882 (URN)
Conference
ASLA 2024: Språk och kommunikation i en digitaliserad värld
Note

QC 20240502

Available from: 2024-04-24 Created: 2024-04-24 Last updated: 2024-05-02Bibliographically approved
Kirchmeyer, N. & Knauff, K. (2023). A multi-dimensional teaching format for language education: Rethinking the role of teachers and students. In: : . Paper presented at Bremen Symposium 2023, Rethinking the role of language centres: flexibility, relevance & vision Bremen University, March 1st to 3rd, 2023.
Open this publication in new window or tab >>A multi-dimensional teaching format for language education: Rethinking the role of teachers and students
2023 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

The field of language learning has gone through considerable changes with the emergence of new technologies, the endless resources available on the Internet and machine translation tools. The digitalization process with a constantly and instantly range of possibilities for online-language learners has led us to reconsider the format of our language courses. This has subsequently had an impact on the course design, the teacher’s role as well as the student’s role.   Language courses at KTH aim to prepare students for their future professional lives and have a strong focus on language for specific purposes (LSP). These courses have few teaching hours and are very intensive. Furthermore, they are elective courses for most of the students, which requires engaging and flexible learning and teaching formats. Our experience has shown that a blended learning course design as well as student-owned learning are especially well suited for these language courses.  We want to present our multi-dimensional format which combines three dimensions of teaching: online/face-to-face, synchronous/asynchronous and teacher-led/student-owned. A course-design that draws advantage from the potential offered by the combination of these dimensions, provides several pedagogical added-values. 

Keywords
language teaching, COIL, blended learning
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-325200 (URN)
Conference
Bremen Symposium 2023, Rethinking the role of language centres: flexibility, relevance & vision Bremen University, March 1st to 3rd, 2023
Note

QC 20230403

Available from: 2023-04-03 Created: 2023-04-03 Last updated: 2023-09-10Bibliographically approved
Kirchmeyer, N. & Knauff, K. (2023). Collaborative online international activities in language courses for engineers. In: : . Paper presented at Languages for Specific Purposes in Higher Education 2023 KTH Royal Institute of Technology, Stockholm, Sweden, 8TH September 2023.
Open this publication in new window or tab >>Collaborative online international activities in language courses for engineers
2023 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

We want  to present an example of how  to integrate language  for specific purposes (LSP) in language courses for engineers through collaborative online international activities (COIL). These activities are implemented in a flipped classroom (FC) and blended learning format (BL) which gives flexibility and enables online projects. COIL activities are particularly well suited for LSP as it offers a student-owned, authentic and engaging way to practice language skills. COIL activities can be defined as project-based learning where the context defines the learning tasks. In that way, students develop deep content knowledge: collaboration, communication skills including e-communication, intercultural competence, which prepare them for professional situations. We  will  share  examples  based  on  COIL  activities  developed  in  courses  of  French  and  German  for engineering  students,  from  A2  to  B2  levels.  By  sharing  these  practices,  we  hope  to  inspire  other teachers and develop more COIL projects.

Keywords
language teaching, COIL, language for specific purpose
National Category
Educational Sciences Specific Languages Communication Studies
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-335902 (URN)
Conference
Languages for Specific Purposes in Higher Education 2023 KTH Royal Institute of Technology, Stockholm, Sweden, 8TH September 2023
Note

QC 20230911

Available from: 2023-09-09 Created: 2023-09-09 Last updated: 2023-09-11Bibliographically approved
Kirchmeyer, N., Knauff, K. & Shirabe, A. (2023). Flerspråkighet och interkulturell kompetens för blivande ingenjörer. In: : . Paper presented at 9:e Utvecklings­­konferensen för Sveriges ingenjörsutbildningar, 22-23 november 2023, Mälardalens universitet, Västerås.
Open this publication in new window or tab >>Flerspråkighet och interkulturell kompetens för blivande ingenjörer
2023 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
General Language Studies and Linguistics Specific Languages Cultural Studies Learning Pedagogy
Identifiers
urn:nbn:se:kth:diva-340255 (URN)
Conference
9:e Utvecklings­­konferensen för Sveriges ingenjörsutbildningar, 22-23 november 2023, Mälardalens universitet, Västerås
Note

QC 20231130

Available from: 2023-11-30 Created: 2023-11-30 Last updated: 2023-11-30Bibliographically approved
Kirchmeyer, N. & Knauff, K. (2023). International collaborative tasks in language courses for engineers integrated in a multidimensional teaching format. Language Learning in Higher Education, 13(2), 581-589
Open this publication in new window or tab >>International collaborative tasks in language courses for engineers integrated in a multidimensional teaching format
2023 (English)In: Language Learning in Higher Education, ISSN 2191-611X, E-ISSN 2191-6128, Vol. 13, no 2, p. 581-589Article in journal (Refereed) Published
Abstract [en]

The field of language learning has undergone considerable changes with the emergence of new technologies. This digitalization process has led us to reconsider the format of our language courses and has subsequently had an impact on course design, the teacher’s role as well as the student’s role. Language courses at the Royal Institute of Technology, Stockholm (KTH) aim to prepare students for their future professional lives and have a strong focus on language for specific purposes (LSP). Our experience has shown that a blended learning course design as well as student-owned learning are especially well suited for these language courses. In this report, we wish to present a multi-dimensional course-design which provides several pedagogical added values by combining three dimensions of teaching and learning; online/face-to-face, synchronous/asynchronous and teacher-led/student-owned. We will illustrate the combination of the three dimensions by presenting how we have integrated international collaborative activities in French and German courses for engineers. Collaborative online international learning projects (COIL) are well suited for our teaching model as they combine online meetings with asynchronous work and are typically a student-owned activity. As a virtual mobility experience, this activity assists students in creating a global engineer profile by emphasizing collaboration and developing intercultural and multilingual competence.

Place, publisher, year, edition, pages
Walter de Gruyter GmbH, 2023
Keywords
blended learning; intercultural competence; international collaborative tasks; internationalization at home; language learning; LSP
National Category
Engineering and Technology Didactics General Language Studies and Linguistics
Identifiers
urn:nbn:se:kth:diva-338271 (URN)10.1515/cercles-2023-2021 (DOI)
Note

QC 20231019

Available from: 2023-10-18 Created: 2023-10-18 Last updated: 2023-10-23Bibliographically approved
Kirchmeyer, N. & Knauff, K. (2023). Language education for engineering students: a multi-dimensional teaching model. In: Michael E. Auer, Wolfgang Pachatz, Tiia Rüütmann (Ed.), Learning in the Age of Digital and Green Transition: Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL 2022), Volume 1. Paper presented at Learning in the Age of Digital and Green Transition - Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL 2022), Vienna, Austria, 27-30 September 2022.. Springer Nature
Open this publication in new window or tab >>Language education for engineering students: a multi-dimensional teaching model
2023 (English)In: Learning in the Age of Digital and Green Transition: Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL 2022), Volume 1 / [ed] Michael E. Auer, Wolfgang Pachatz, Tiia Rüütmann, Springer Nature , 2023Conference paper, Published paper (Refereed)
Abstract [en]

Language teaching for engineering students needs to be engaging and adapted to the specific needs the students will meet in their future professional lives. Our experience has shown that a blended learning course design as well as student-owned learning are especially well suited for these language courses. Further, a language course strongly based on online-meetings and digital resources, is part of a global trend where universities offer an expanding range of online-courses.    In this presentation, we will describe our multidimensional teaching model which combines three dimensions of teaching: online/face-to-face, synchronous/asynchronous and teacher-led/student-owned. A course-design that draws advantage from the potential offered by the combination of these dimensions, provides several pedagogical assets.    We will first develop the pedagogical added-values and will then illustrate how different learning/teaching activities fit in the different dimensions.    As an example, we will also present some international collaborative activities integrated in the language courses for engineers as a virtual mobility experience.    

Place, publisher, year, edition, pages
Springer Nature, 2023
Series
Lecture Notes in Networks and Systems, ISSN 2367-3370
Keywords
language teaching, COIL, blended learning
National Category
Educational Sciences Didactics Pedagogy
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-321438 (URN)10.1007/978-3-031-26876-2_81 (DOI)001004128000081 ()2-s2.0-85151125951 (Scopus ID)
Conference
Learning in the Age of Digital and Green Transition - Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL 2022), Vienna, Austria, 27-30 September 2022.
Note

QC 20230328

Available from: 2022-11-14 Created: 2022-11-14 Last updated: 2023-09-08Bibliographically approved
Knauff, K. (2023). Swedish architecture published and discussed in Germany: Reception of Swedish architecture by German traditionalism before 1930. Kunstgeschichte
Open this publication in new window or tab >>Swedish architecture published and discussed in Germany: Reception of Swedish architecture by German traditionalism before 1930
2023 (English)In: Kunstgeschichte, ISSN 1868-0542Article in journal (Refereed) Published
Abstract [en]

This article examines the German reception of Swedish classicism in the late 1920s through the lens of several German publications, highlighting the similarities and differences between Swedish and German architecture of the time, as well as the cultural and intellectual exchanges between the two countries. By analyzing the values and themes that emerge in the texts on Swedish architecture in the German publications, this article sheds light on the reception and interpretation of Swedish architecture in a broader European context.

Keywords
architectural history, 20th century classicism, 1920's architecture, Swedish architecture, architectural publications, Germany
National Category
Architecture Art History
Research subject
Architecture, History and Theory of Architecture
Identifiers
urn:nbn:se:kth:diva-331733 (URN)
Note

QC 20230804

Available from: 2023-07-14 Created: 2023-07-14 Last updated: 2023-09-08Bibliographically approved
Kirchmeyer, N., Knauff, K., Pinho, I. & Takau-Drobin, Y. (2022). International collaborative tasks in language courses for engineers. In: : . Paper presented at XVII CercleS INTERNATIONAL CONFERENCE 2022 The Future of Language Education in an Increasingly Digital World: Embracing Change.
Open this publication in new window or tab >>International collaborative tasks in language courses for engineers
2022 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Todays globalized world demands successful communication with an increasing diversity of people - from different fields, background and cultures. Intercultural competence is increasingly recognized as an essential skill, especially for engineering graduates who, throughout their professional career, will work in global teams and play an important part in international communities.     In the Department of Languages and Communication at KTH, students can opt/take/add for additional courses to develop their core communication skills,  e.g. scientific writing, rhetoric, foreign languages, and Global competence. The language courses focus on language for professional use in the technology sector. For this reason/accordingly the course offerings at the Department of Languages and Communication aim to prepare the students for a professional career in international contexts, hence communicating in different languages and communicating with others is playing an important role in being a citizen of today’s world.   In the language courses for engineers, we have implemented different methodologies such as collaborative learning, tandem-learning, workshops, visits to technological museums and companies, and virtual Industrial Visits. Integrating these learning activities has different impacts on the course, the teacher, and the students. A course with integrated collaborative international tasks implies changes both in the pedagogic approach of a course, the role of the teacher, and the student’s learning outcome. Using methodologies like collaborative learning as a pedagogical approach in language teaching for engineering students enhance the students'' skills in cross-cultural communication while linking their technological knowledge, with being respectful of multilingualism.  In our presentation, we want to map these impacts on students and teachers in relation to our experiences. We also aim to share best practice on how we integrate international collaborative tasks in language courses for engineers, as a virtual mobility experience. Rethinking our teaching practices in order to facilitate cross-cultural communication through students’ discipline-specific academic language and literacy development to meet the challenges of the increased internationalization and diversity in higher education.   We will show a variety of collaborative activities offered in language courses - French, Japanese and German - as well as in courses in professional communication.  These activities provide students with an opportunity to interact with peers at technical universities and professionals, so they can develop intercultural competences and language skills while working together on subject-specific learning tasks.

Keywords
language teaching, COIL, intercultural competence, international collaboration
National Category
Educational Sciences Didactics Pedagogy Communication Studies General Language Studies and Linguistics Specific Languages
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-321612 (URN)
Conference
XVII CercleS INTERNATIONAL CONFERENCE 2022 The Future of Language Education in an Increasingly Digital World: Embracing Change
Note

QC 20221129

Available from: 2022-11-18 Created: 2022-11-18 Last updated: 2023-09-08Bibliographically approved
Knauff, K. (2017). Perspektiv på tjugotalet. Konsthistorisk Tidskrift, Article ID SKON 1297326.
Open this publication in new window or tab >>Perspektiv på tjugotalet
2017 (Swedish)In: Konsthistorisk Tidskrift, ISSN 0023-3609, E-ISSN 1651-2294, article id SKON 1297326Article in journal (Refereed) Published
Abstract [sv]

Med utgångspunkt i diskussioner kring (fasad)dekoration som fördes under tidigt 1900-tal och med fyra fasader från den svenska tjugotalsarkitekturen som exempel vill jag i denna artikel formulera ett perspektiv på perioden som i dekorationen ser spår av ett problematiserande av det historiska formspråket och som ser dekorationen som del av en förhandling med samtiden. I vad som förefaller ett mycket homogent forskningsfält har perioden länge tolkats utifrån samma ramar, med klassicismen som huvudtema. Jag vill här också söka en tolkning av och ett sätt att skriva om denna arkitektur som inte har klassicismen som ett dominerande perspektiv. Diskussionen av fasaddekorationerna leder således också in i frågan om hur perioden har tolkats hittills och vilka möjligheter som finns för forskningsfältet att utvecklas. Sammanlagt vill jag vidga perspektivet på periodens arkitektur genom att visa att tjugotalets fasaddekorationer också kan ses som uttryck för kritik, distansering eller som ett brott med historien. Det framstår ett perspektiv som snarare uppmärksammar det brustna än det enhetliga och som även uppmärksammar en relation till det populärkulturella och den moderna staden.

Abstract [en]

With a point of departure in discussions about (facade)decorations in the early 20th century and with four facades from the Swedish architecture of the 1920s as my examples, I want to formulate a conception of the Swedish architecture of the period 1910–30 that in decoration sees traces of a problematizing of the historic elements and that sees the decoration as part of a negotiation with the present. In a research field that seems to be quite consistent in its approaches to the subject, the period has mostly been approached from a constant set of interpretational frameworks, with classicism as a main theme. I want to explore alternative ways to approach the period, where classicism does not have that prominent role. The discussion of the façade decoration thus also leads into a discussion of how the period has been looked at previously and how the research field could develop. An important point in my argument is the notion of brokenness, which is central for the 1920s. Thus, I look at the façade decorations in the context of contemporary discussions that question the use of historic material in this period. I want to broaden the interpretation of the period by showing that the façade decorations also can be seen as an expression of a distancing and of a broken relation to history. Further, the decorations may have a rather critical than confirming function, a thought expressed in the idea of a Statsuwandel of decoration. All in all this is a perspective that rather acknowledges brokenness than unity and that also sees the architecture of the period 1910–30 closer to the popular culture and the modern city.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
nordisk klassicism
National Category
Architecture
Identifiers
urn:nbn:se:kth:diva-202971 (URN)10.1080/00233609.2017.1297326 (DOI)000399548900003 ()2-s2.0-85014684305 (Scopus ID)
Note

QC 20170314

Available from: 2017-03-09 Created: 2017-03-09 Last updated: 2023-09-08Bibliographically approved
Knauff, K. (2015). Metropolitan facades and 1920s decoration. In: Peter Elmlund & Johan Mårtelius (Ed.), Swedish Grace: The forgotten modern (pp. 90-101). Stockholm: Axel and Margaret Ax:son Johnson Foundation
Open this publication in new window or tab >>Metropolitan facades and 1920s decoration
2015 (English)In: Swedish Grace: The forgotten modern / [ed] Peter Elmlund & Johan Mårtelius, Stockholm: Axel and Margaret Ax:son Johnson Foundation , 2015, p. 90-101Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Axel and Margaret Ax:son Johnson Foundation, 2015
Keywords
1920s architecture, facades, architectural decoration, classicism
National Category
Architecture Art History
Identifiers
urn:nbn:se:kth:diva-160243 (URN)9789189672666 (ISBN)
Note

QC 20150429

Available from: 2015-02-17 Created: 2015-02-17 Last updated: 2024-03-18Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5438-6418

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