Change search
Link to record
Permanent link

Direct link
BETA
Publications (9 of 9) Show all publications
Kjellgren, B. (2019). Fluid Modernity: Wine in China (1ed.). In: David Inglis & Anna-Mari Almila (Ed.), The Globalization of Wine: . London: Bloomsbury Academic
Open this publication in new window or tab >>Fluid Modernity: Wine in China
2019 (English)In: The Globalization of Wine / [ed] David Inglis & Anna-Mari Almila, London: Bloomsbury Academic, 2019, 1Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Bloomsbury Academic, 2019 Edition: 1
Keywords
Wine, Globalization, China, Chineseness
National Category
Social Anthropology Cultural Studies
Identifiers
urn:nbn:se:kth:diva-261616 (URN)9781474264990 (ISBN)
Note

QC 20191209

Available from: 2019-10-08 Created: 2019-10-08 Last updated: 2019-12-09Bibliographically approved
Kjellgren, B., Ortiz Marcos, I., Ballesteros-Sánchez, L. & Rodríguez-Rivero, R. (2019). TA VIE: Global Competence Eurostyle. In: : . Paper presented at ASEE 1226th Annual Conference & Exposition 2019. The American Society for Engineering Education
Open this publication in new window or tab >>TA VIE: Global Competence Eurostyle
2019 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This work-in-progress paper presents a newly launched EU-project, TA VIE: Tools for Enhancing and Assessing the Value of International Experience for Engineers. The project is a three-year collaboration between technical faculty at universities in Spain, France, Italy, Hungary and Sweden, with associate partners representing industry, consultants, educational organizations and student bodies. As a rationale for the project lies a recognition of two facts: the ever-increasing need for global competence among engineering graduates and professionals, and the still overwhelming reliance on structural indicators to gauge internationalization, as opposed to means to objectively and reliably measure qualitative outcomes of internationalization and learning activities for global competence. The project has four specific objectives: 1. To identify the global competence (knowledge, skills and attitudes) needed by engineers. 2. To develop a robust toolkit with which institutions of higher education, companies and organizations can assess individual global competence, and so also measure the effect and effectiveness of training and international mobility. 3. Develop innovative and effective teaching and training strategies for students in higher education, focusing on curriculum design and making better use of the many already existing opportunities for embedded mobility and collaboration. 4. Develop strategies and ways of valorizing the competence of engineers with global competence, to promote employability. The project’s rationale and specific objectives may seem straightforward and in line with international educational trends of the last decades, however, while primarily aimed at introducing the project, the paper also wishes to problematize it. The project is situated within a very specific EU context. Questions are raised about what understanding of the rationale and objectives the project partners, coming from countries with significant political and socioeconomic differences, bring to the project. If global competency for engineers is indeed the ability to “work effectively with people who define problems differently”, the project would seem to have, as its very first challenge, to find ways of making the collaboration and its objectives meaningful both at the local, national and EU levels.

Place, publisher, year, edition, pages
The American Society for Engineering Education, 2019
National Category
Pedagogy Other Social Sciences Communication Studies
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-260375 (URN)
Conference
ASEE 1226th Annual Conference & Exposition 2019
Projects
TA VIE (Erasmus+ Strategic Partnership, IP 2018-1-ES01-KA203-050477)
Note

QC 20191112

Available from: 2019-09-28 Created: 2019-09-28 Last updated: 2019-11-12Bibliographically approved
Kjellgren, B. & Hurdelbrink, C. (2018). Blended, not stirred: the art of getting high quality blended learning for half the price, or less?. In: : . Paper presented at Exploring Language Education (ELE): Global and Local Perspectives.
Open this publication in new window or tab >>Blended, not stirred: the art of getting high quality blended learning for half the price, or less?
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

While advocates of blended learning unfailingly promise better learning, they also readily acknowledge that the online material needed is expensive and time-consuming to produce. One rather intuitive solution would be to use pre-existing online material to reap the benefits of blended learning at a discount. This would also serve to maximise the use-value of material already produced.

This paper presents the work and outcomes of Blending Swedish, a Nordplus project jointly conducted by KTH Royal Institute of Technology, the University of Iceland, and Aalto University. The project had as focus the newest, most modern large open online course in Swedish, Learning Swedish (LS) – a course that in November 2017 had more than 100,000 registered users after barely two years online.

The project intended to find ways to flexibly and efficiently integrate LS – a self-paced course, with no teacher support, and no feedback on oral or written production – into mixed learning environments, based on research and proven experience. The aim was to support the teaching of beginners’ Swedish inside and outside the Nordic region, help teachers interested in e-learning, and increase the efficiency of the already developed online course by suggesting improvements.

The most tangible outcome of the project is a teacher’s manual complete with exercises complementing the online course, but the paper will not dwell into the details of this specific course as much as try to identify the general strategies for creating blended learning on the cheap, and discuss the questions that such an approach gives rise to.

Publisher
p. 1
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-263198 (URN)
Conference
Exploring Language Education (ELE): Global and Local Perspectives
Projects
Blending Swedish
Note

QC 20191105

Available from: 2019-11-04 Created: 2019-11-04 Last updated: 2019-11-05Bibliographically approved
Kjellgren, B. (2018). Certifikat för global kompetens: Ett utbildningspaket för programstudenter på Kungliga Tekniska högskolan.. In: : . Paper presented at Internationaliseringsdagarna: från strategisk agenda till handling. Konferens arrangerad av UHR och Uppsala universitet. Uppsala 6-7 november 2018.
Open this publication in new window or tab >>Certifikat för global kompetens: Ett utbildningspaket för programstudenter på Kungliga Tekniska högskolan.
2018 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences Other Social Sciences
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-263758 (URN)
Conference
Internationaliseringsdagarna: från strategisk agenda till handling. Konferens arrangerad av UHR och Uppsala universitet. Uppsala 6-7 november 2018
Note

QC 20191120

Available from: 2019-11-12 Created: 2019-11-12 Last updated: 2019-11-20Bibliographically approved
Kjellgren, B., Havtun, H., Wingård, L., Andersson, M., Hedin, B., Hjelm, N. & Berglund, A. (2018). The Pedagogical Developers Initiative – Sustainable Impact of Falling into Oblivion?. In: Bean Bennedsen, Edström, Hugo, Roslöf, Songer & Yamamoto (Ed.), Proceedings of the 14th International CDIO Conference: . Paper presented at The 14th International CDIO Conference (pp. 738-747). Kanazawa: Kanazawa Institute of Technology
Open this publication in new window or tab >>The Pedagogical Developers Initiative – Sustainable Impact of Falling into Oblivion?
Show others...
2018 (English)In: Proceedings of the 14th International CDIO Conference / [ed] Bean Bennedsen, Edström, Hugo, Roslöf, Songer & Yamamoto, Kanazawa: Kanazawa Institute of Technology , 2018, p. 738-747Conference paper, Published paper (Refereed)
Abstract [en]

Between 2014-16, KTH Royal Institute of Technology set aside considerable resources in its biggest pedagogical project to date, the Pedagogical Developers Initiative. The project has been continuously reported on at recent CDIO conferences. While aimed primarily at CDIO Standard 10, enhancement of faculty teaching competence, the project managed, by design as much as through accident, to strengthen many CDIO standards and syllabus items. With the conclusion of the project, the constructive practices and ideas that emerged from the initiative were meant to be incorporated into the regular operations of the university, a task that was delegated to each of KTH’s ten schools. However, even though KTH officially labelled the project a success, the schools have taken a non-uniform approach to this endeavour, as they indeed had done to the project as a whole during its duration. Following up on our earlier reports, and primarily using data from interviews and our own observations, the paper looks at which of the initiative’s ideas and practices have survived the end of the project, in what forms, by what means, and what insights and lessons one can draw from this when designing mechanisms for continuous and sustainable improvement of pedagogical practices at a technical university.

Place, publisher, year, edition, pages
Kanazawa: Kanazawa Institute of Technology, 2018
Series
Proceedings of the International CDIO Conference, ISSN 2002-1593
National Category
Engineering and Technology
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-235509 (URN)
Conference
The 14th International CDIO Conference
Note

QC 20181008

Available from: 2018-09-27 Created: 2018-09-27 Last updated: 2018-10-08Bibliographically approved
Berglund, A., Havtun, H., Jerbrant, A., Wingård, L., Andersson, M., Hedin, B. & Kjellgren, B. (2017). THE PEDAGOGICAL DEVELOPERS INITIATIVE: SYSTEMATIC SHIFTS, SERENDIPITIES, AND SETBACKS. In: 13th International CDIO Conference in Calgary, Canada, June 18-22, 2017: . Paper presented at 13th International CDIO Conference.
Open this publication in new window or tab >>THE PEDAGOGICAL DEVELOPERS INITIATIVE: SYSTEMATIC SHIFTS, SERENDIPITIES, AND SETBACKS
Show others...
2017 (English)In: 13th International CDIO Conference in Calgary, Canada, June 18-22, 2017, 2017Conference paper, Published paper (Refereed)
Abstract [en]

Pedagogical projects have often, at KTH Royal Institute of Technology, as well as elsewhere, been initiated and managed by individual enthusiasts rather than dedicated teams. This generally decreases the possibility of successful implementation of more ambitious ideas, e.g., changing educational programs, implementing the CDIO syllabus, or strengthening the pedagogical development of larger parts of the faculty. To enable wider and more effective change, KTH top management therefore launched a universityencompassing three-year project in 2014, in which a group of highly motivated teachers from all schools at KTH were appointed part-time pedagogical developers (PDs). The PDs were given the task of promoting pedagogical development and facilitate cooperation and knowledge exchange among faculty members, as described in two previous papers at CDIO conferences. From 2017, the outcomes of this project are supposed to be integrated parts of the KTH line organization. The project has led to numerous actions, which would have been difficult to set in motion unless given the freedom in time to explore and to develop into a collective effort rather than a myriad of individual “stand-alone” examples. By addressing key areas for pedagogical development, our group of dedicated faculty have tried to surpass the suboptimal "lock-in" of strict individual reasoning and to deal with surfaced questions and relevant issues in a broader collective manner. A major insight confirmed by the project and its many sub-projects has indeed been the fundamental importance of collegial discussions and the creation of processes that facilitate and support teacher cooperation. We have also, through discussions with faculty at KTH, confirmed the need for clearly defined, tangible incentives for teachers, motivating them to participate in pedagogical development activities, even if this means less time left for the traditional pathway to rewards within academia, i.e. research. In this paper, we chart changes that have occurred in the educational practices at KTH by describing and discussing the project’s focus on pedagogical development of faculty, actual execution of changes in the engineering educations, lessons learned along the way, and visions yet to be realised.

Keywords
pedagogical developers, educational change, change agents, faculty development, CDIO standards
National Category
Pedagogical Work
Identifiers
urn:nbn:se:kth:diva-213962 (URN)
Conference
13th International CDIO Conference
Note

QC 20170919

Available from: 2017-09-07 Created: 2017-09-07 Last updated: 2017-11-10Bibliographically approved
Berglund, A., Havtun, H., Hedin, B. & Kjellgren, B. (2017). Will this be on the exam?: Or, How to Motivate your Students to Learn. In: KTH SoTL 2017: . Paper presented at KTH SoTL, March 17, 2017, Stockholm, Sweden.
Open this publication in new window or tab >>Will this be on the exam?: Or, How to Motivate your Students to Learn
2017 (English)In: KTH SoTL 2017, 2017Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:kth:diva-249376 (URN)
Conference
KTH SoTL, March 17, 2017, Stockholm, Sweden
Available from: 2019-04-11 Created: 2019-04-11 Last updated: 2019-05-22Bibliographically approved
Berglund, A., El Gaidi, K., Havtun, H., Hedin, B. & Kjellgren, B. (2015). Kommer det på tentan?: Uppfattningar om motivation och demotivation bland studenter på ingenjörsutbildningar. In: : . Paper presented at 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Uppsala universitet, 18–19 november 2015.
Open this publication in new window or tab >>Kommer det på tentan?: Uppfattningar om motivation och demotivation bland studenter på ingenjörsutbildningar
Show others...
2015 (Swedish)Conference paper, Published paper (Other academic)
Abstract [en]

Motivation är en av de viktigaste drivkrafterna bakom människors handlingar. Hur en student klarar sina studier beror till stor del på graden av motivation, men också på graden av demotivation. Vi har i den här studien valt att utforska upplevda källor till studenters motivation och demotivation i ingenjörskurser. Dessa har kodats och kategoriserats i termer av kontext, struktur och lärare, och resultatet har jämförts med en liknande omfattande undersökning från USA. Resultaten visar att frågor rörande kurs ens struktur i högre grad anges som viktiga både för motivation och demotivation för våra studentgrupper, jämfört med den andra undersökningen. Vidare förekommer synpunkter kring lärarens förmåga att förklara och lärarens attityd till studenterna i betydligt högre omfattning än lärarens ämneskompetens i sig, vilket kan ses som stöd för att pedagogisk och didaktisk skicklighet bör vara starkt meriterande för undervisande personal. En slutsats är att lärare har mycket stora möjligheter att påverka studenternas motivation både positivt och negativt, och att det är av stor vikt att lärare är både medvetna om, och har verktyg för att hantera, detta.

 

National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-177792 (URN)
Conference
5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Uppsala universitet, 18–19 november 2015
Note

QC 20151210

Available from: 2015-11-26 Created: 2015-11-26 Last updated: 2015-12-10Bibliographically approved
Berglund, A., Havtun, H., Johansson, H. B., Jerbrant, A., Andersson, M., Hedin, B., . . . Kjellgren, B. (2015). The Pedagogical Developers Initiative – Changing Educational Practices and Strengthening CDIO skills. In: Proceedings of the 11th International CDIO Conference, Chengdu, China, June 8-11 2015: . Paper presented at 11th International CDIO Conference, Chengdu, China, June 8-11 2015.
Open this publication in new window or tab >>The Pedagogical Developers Initiative – Changing Educational Practices and Strengthening CDIO skills
Show others...
2015 (English)In: Proceedings of the 11th International CDIO Conference, Chengdu, China, June 8-11 2015, 2015Conference paper, Published paper (Refereed)
Abstract [en]

This paper put emphasis on change agents within the universities and how local initiatives can be systematically approached and ramped up. Rooted in the challenges and constraints that have been addressed in past educational program initiatives, the case consists of specific focus areas to leverage impact. Universities continuously strives to provide the best conditions for an inspiring and prosperous learning environment, and to provide educational programs with teaching of excellent educational quality. KTH is no exception and therefore the university management has initiated a pedagogical program starting in 2014. One of the first thing initiated within the framework of this pedagogical program is the creation of a group of 24 pedagogical developers.

The focus for the pedagogical developers is to facilitate the opportunities for KTHs faculty to work together and create consensus on educational development in different teaching teams. This paper presents the University's pedagogical developers' initiative as a whole and how this has been outlined in detail to reach specific redesign targets. The School of Industrial Engineering and Management pedagogical group consists of five practicing teachers that besides this new role also engage heavily in various courses of the School's departments. Since the pedagogical initiative is aligned with several important CDIO aspects, e.g. the learning environment, formats of formative feedback, assessment and examination there is also importance to reassure this in the existing Master level programs.

At KTH the five-year comprehensive Master of Science in Engineering programs concern distinct vocational educations in which the CDIO aspects are very important. At the same time the programs has been divided in a basic level (B.Sc. in Engineering) of three years and a advanced level (M.Sc.) of two years. This has for instance made it harder to align the progression between first cycle level and second cycle level regarding for instance the CDIO efforts (e.g. oral and written communication, teamwork). This paper will therefore discuss and enhance how the pedagogical programme, we as pedagogical developers, can support and strengthen the initiation and implementation of the CDIO aspects in the education.

National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-177787 (URN)
Conference
11th International CDIO Conference, Chengdu, China, June 8-11 2015
Note

QC 20151210

Available from: 2015-11-26 Created: 2015-11-26 Last updated: 2016-07-04Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6223-3385

Search in DiVA

Show all publications