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Publications (7 of 7) Show all publications
Edström, K., Kolmos, A., Malmi, L., Bernhard, J. & Andersson, P. (2018). A bottom-up strategy for establishment of EER in three Nordic countries – the role of networks. European Journal of Engineering Education, 43(2), 219-234
Open this publication in new window or tab >>A bottom-up strategy for establishment of EER in three Nordic countries – the role of networks
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2018 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 43, no 2, p. 219-234Article in journal (Refereed) Published
Abstract [en]

This paper investigates the emergence of an engineering education research (EER) community in three Nordic countries: Denmark, Finland and Sweden. First, an overview of the current state of Nordic EER authorship is produced through statistics on international publication. Then, the history of EER and its precursor activities is described in three national narratives. These national storylines are tied together in a description of recent networking activities, aiming to strengthen the EER communities on the Nordic level. Taking these three perspectives together, and drawing on concepts from community of practice theory, network theory and learning network theory, we discuss factors behind the differences in the countries, and draw some conclusions about implications for networking activities in a heterogeneous community. Further, we discuss the role of networks for affording a joint identity.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
community building, Engineering education research, network theory, Nordic engineering education research, research networks
National Category
Communication Studies
Identifiers
urn:nbn:se:kth:diva-194533 (URN)10.1080/03043797.2016.1190956 (DOI)000426914500005 ()2-s2.0-84976286914 (Scopus ID)
Note

QC 20161031

Available from: 2016-10-31 Created: 2016-10-31 Last updated: 2018-03-28Bibliographically approved
Magnell, M. & Kolmos, A. (2017). Employability and work-related learning activities in higher education: how strategies differ across academic environments. Tertiary Education and Management, 23(2), 103-114
Open this publication in new window or tab >>Employability and work-related learning activities in higher education: how strategies differ across academic environments
2017 (English)In: Tertiary Education and Management, ISSN 1358-3883, E-ISSN 1573-1936, Vol. 23, no 2, p. 103-114Article in journal (Refereed) Published
Abstract [en]

The focus of this paper is on how academic staff perceive their roles and responsibilities regarding work-related learning, and how they approach and implement workrelated learning activities in curricula across academic environments in higher education. The study is based on case studies, including semi-structured interviews and analyses of course syllabuses in two higher education institutions. The results reveal divergent approaches between environments with limited and extensive work-related learning, and we present four different strategies for including work-related learning in curricula: add-on by someone else, add-on about the profession, integration of teaching and learning activities and integration with additional value. These four strategies represent a very diverse understanding of the role of education, ranging from education for academia to education for work outside academia, and contain various perceptions of the roles, types of work-related learning activities and integration in the ordinary curriculum.

Place, publisher, year, edition, pages
Routledge, 2017
Keywords
employability, work-related learning, academic staff, teaching and learning activities
National Category
Learning
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-205819 (URN)10.1080/13583883.2016.1257649 (DOI)000401607600002 ()2-s2.0-84996540023 (Scopus ID)
Note

QC 20170425

Available from: 2017-04-24 Created: 2017-04-24 Last updated: 2017-06-09Bibliographically approved
Magnell, M., Geschwind, L. & Kolmos, A. (2017). Faculty perspectives on the inclusion of work-related learning in engineering curricula. European Journal of Engineering Education, 42(6), 1038-1047
Open this publication in new window or tab >>Faculty perspectives on the inclusion of work-related learning in engineering curricula
2017 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 42, no 6, p. 1038-1047Article in journal (Refereed) Published
Abstract [en]

The purpose of this paper is to identify faculty perspectives on the integration of work-related issues in engineering education. A mixed methods approach was used to explore faculty attitudes towards work-related learning, to describe activities related to working life that have been introduced into the curriculum and to identify factors that faculty see as important if the amount of work-related learning is to increase. The results show that faculty members are positive about integrating work-related issues into the curriculum. Programmes with more extensive connections to industry offer more integrated activities, such as projects with external actors, and use professional contacts established through research in their teaching. In order to increase work-related learning in engineering curricula, faculty request clear goals and pedagogical tools. Other options to increase work-related learning include offering faculty the opportunity to work outside academia.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2017
Keywords
Work-related learning, faculty attitudes, engineering curricula, integration of teaching and learning activities
National Category
Learning
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-194514 (URN)10.1080/03043797.2016.1250067 (DOI)000423957600031 ()2-s2.0-84992482348 (Scopus ID)
Note

QC 20161101

Available from: 2016-10-30 Created: 2016-10-30 Last updated: 2018-02-16Bibliographically approved
Bernhard, J., Edström, K. & Kolmos, A. (2016). Learning through design-implement experiences: A literature review. In: : . Paper presented at The 12th International CDIO Conference. Turku, Finland. 12-16 June, 2016..
Open this publication in new window or tab >>Learning through design-implement experiences: A literature review
2016 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In this paper we introduce some literature relevant for design-based learning, in particular for design-implement experiences in line with CDIO Standard 5. The aim is to inform the development of such learning experiences and to indicate some areas where new research would be of relevance to educators.

National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-206536 (URN)
Conference
The 12th International CDIO Conference. Turku, Finland. 12-16 June, 2016.
Note

QC 20170505

Available from: 2017-05-05 Created: 2017-05-05 Last updated: 2018-06-11Bibliographically approved
Gumaelius, L. & Kolmos, A. (2016). Outreach and attractiveness – a never ending story or a new approach?. European Journal of Engineering Education, 41(6), 585-588
Open this publication in new window or tab >>Outreach and attractiveness – a never ending story or a new approach?
2016 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 41, no 6, p. 585-588Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
Taylor & Francis, 2016
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-195232 (URN)10.1080/03043797.2016.1158795 (DOI)000385503200001 ()2-s2.0-84988878337 (Scopus ID)
Note

QC 20161117

Available from: 2016-11-17 Created: 2016-11-02 Last updated: 2017-11-29Bibliographically approved
Kolmos, A. (2016). PBL in the School System. In: de Vries, M. J.; Gumaelius, L.; Skogh, I.-B. (Ed.), Pre-university Engineering Education: (pp. 141-153). Springer
Open this publication in new window or tab >>PBL in the School System
2016 (English)In: Pre-university Engineering Education / [ed] de Vries, M. J.; Gumaelius, L.; Skogh, I.-B., Springer, 2016, p. 141-153Chapter in book (Other academic)
Place, publisher, year, edition, pages
Springer, 2016
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-206537 (URN)10.1007/978-94-6300-621-7_9 (DOI)978-94-6300-621-7 (ISBN)
Note

QC 20170505

Available from: 2017-05-05 Created: 2017-05-05 Last updated: 2017-05-05Bibliographically approved
Edström, K. & Kolmos, A. (2014). PBL and CDIO: Complementary models for engineering education development. European Journal of Engineering Education, 39(5), 539-555
Open this publication in new window or tab >>PBL and CDIO: Complementary models for engineering education development
2014 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 39, no 5, p. 539-555Article in journal (Refereed) Published
Abstract [en]

This paper compares two models for reforming engineering education, problem/project-based learning (PBL), and conceive–design–implement–operate (CDIO), identifying and explaining similarities and differences. PBL and CDIO are defined and contrasted in terms of their history, community, definitions, curriculum design, relation to disciplines, engineering projects, and change strategy. The structured comparison is intended as an introduction for learning about any of these models. It also invites reflection to support the understanding and evolution of PBL and CDIO, and indicates specifically what the communities can learn from each other. It is noted that while the two approaches share many underlying values, they only partially overlap as strategies for educational reform. The conclusions are that practitioners have much to learn from each other’s experiences through a dialogue between the communities, and that PBL and CDIO can play compatible and mutually reinforcing roles, and thus can be fruitfully combined to reform engineering education.

Place, publisher, year, edition, pages
Taylor & Francis, 2014
Keywords
CDIO, problem-based learning, project-based learning, PBL, educational development, curriculum development, change strategy
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-185178 (URN)10.1080/03043797.2014.895703 (DOI)
Note

QC 20170505

Available from: 2016-04-12 Created: 2016-04-12 Last updated: 2017-11-07Bibliographically approved
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0186-2839

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