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Publications (3 of 3) Show all publications
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
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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., 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
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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
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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

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