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  • 1.
    Ahlborg, Liv
    et al.
    Karolinska Institutet.
    Weurlander, Maria
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Hedman, Leif
    Karolinska Institutet.
    Nisell, Henry
    Karolinska Institutet.
    Lindqvist, Pelle G
    Karolinska Institutet.
    Felländer-Tsai, Li
    Karolinska Institutet.
    Enochsson, Lars
    Karolinska Institutet.
    Individualized feedback during simulated laparoscopic training: a mixed methods study2015In: International Journal of Medical Education, ISSN 2042-6372, E-ISSN 2042-6372, Vol. 6, 93-100 p.Article in journal (Refereed)
    Abstract [en]

    OBJECTIVE: This study aimed to explore the value of individualized feedback on performance, flow and self-efficacy during simulated laparoscopy. Furthermore, we wished to explore attitudes towards feedback and simulator training among medical students.

    METHODS: Sixteen medical students were included in the study and randomized to laparoscopic simulator training with or without feedback. A teacher provided individualized feedback continuously throughout the procedures to the target group. Validated questionnaires and scales were used to evaluate self-efficacy and flow. The Mann-Whitney U test was used to evaluate differences between groups regarding laparoscopic performance (instrument path length), self-efficacy and flow. Qualitative data was collected by group interviews and interpreted using inductive thematic analyses.

    RESULTS: Sixteen students completed the simulator training and questionnaires. Instrument path length was shorter in the feedback group (median 3.9 m; IQR: 3.3-4.9) as compared to the control group (median 5.9 m; IQR: 5.0-8.1), p<0.05. Self-efficacy improved in both groups. Eleven students participated in the focus interviews. Participants in the control group expressed that they had fun, whereas participants in the feedback group were more concentrated on the task and also more anxious. Both groups had high ambitions to succeed and also expressed the importance of getting feedback. The authenticity of the training scenario was important for the learning process.

    CONCLUSIONS: This study highlights the importance of individualized feedback during simulated laparoscopy training. The next step is to further optimize feedback and to transfer standardized and individualized feedback from the simulated setting to the operating room.

  • 2.
    Ahlgren, Björn
    et al.
    KTH, School of Engineering Sciences (SCI), Physics, Particle and Astroparticle Physics. Oscar Klein Centre, Sweden.
    Larsson, Josefin
    KTH, School of Engineering Sciences (SCI), Physics, Particle and Astroparticle Physics. Oscar Klein Centre, Sweden.
    Nymark, Tanja
    KTH, School of Engineering Sciences (SCI), Physics. KTH, School of Education and Communication in Engineering Science (ECE), Learning. Oscar Klein Centre, Sweden.
    Ryde, Felix
    KTH, School of Engineering Sciences (SCI), Physics, Particle and Astroparticle Physics.
    Pe'er, A.
    Confronting GRB prompt emission with a model for subphotospheric dissipation2015In: Monthly Notices of the Royal Astronomical Society: Letters, ISSN 1745-3925, Vol. 454, no 1, L31-L35 p.Article in journal (Refereed)
    Abstract [en]

    The origin of the prompt emission in gamma-ray bursts (GRBs) is still an unsolved problem and several different mechanisms have been suggested. Here, we fit Fermi GRB data with a photospheric emission model which includes dissipation of the jet kinetic energy below the photosphere. The resulting spectra are dominated by Comptonization and contain no significant contribution from synchrotron radiation. In order to fit to the data, we span a physically motivated part of the model's parameter space and create DREAM (Dissipation with Radiative Emission as A table Model), a table model for XSPEC. We show that this model can describe different kinds of GRB spectra, including GRB 090618, representing a typical Band function spectrum, and GRB 100724B, illustrating a double peaked spectrum, previously fitted with a Band+blackbody model, suggesting they originate from a similar scenario. We suggest that the main difference between these two types of bursts is the optical depth at the dissipation site.

  • 3.
    Al-Khalili Szigyarto, Cristina
    et al.
    KTH, School of Biotechnology (BIO), Proteomics.
    Garme, Karl
    KTH, School of Engineering Sciences (SCI), Aeronautical and Vehicle Engineering, Naval Systems.
    Högfeldt, Anna-Karin
    KTH, School of Education and Communication in Engineering Science (ECE), Lärande.
    Magnell, Marie
    KTH, School of Education and Communication in Engineering Science (ECE), Lärande.
    Vägen från student till ingenjör: exempel från två kandidatexamenskurser och ett förslag om en programsammanhållande byggnadsställning2011Conference paper (Other academic)
  • 4.
    Angelin, Marcus
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Lärande.
    Rahm, M.
    Gabrielsson, Erik
    KTH, School of Chemical Science and Engineering (CHE), Chemistry, Organic Chemistry.
    Gumaelius, Lena
    KTH, School of Education and Communication in Engineering Science (ECE), Lärande.
    Rocket scientist for a day: Investigating alternatives for chemical propulsion2012In: Journal of Chemical Education, ISSN 0021-9584, E-ISSN 1938-1328, Vol. 89, no 10, 1301-1304 p.Article in journal (Refereed)
    Abstract [en]

    This laboratory experiment introduces rocket science from a chemistry perspective. The focus is set on chemical propulsion, including its environmental impact and future development. By combining lecture-based teaching with practical, theoretical, and computational exercises, the students get to evaluate different propellant alternatives. To complete the task, they need to use several important curricular concepts, such as the breaking and formation of bonds, redox reactions, and thermodynamics. They also apply basic computational electronic structure calculations to investigate the energetic content of hitherto nonexisting alternatives. Finally, actual chemical rocket propulsion is demonstrated through the assembly and testing of a model rocket motor, employing a commercially available kit. The full experiment was developed for upper-level high school classes and is completed in a 3-h lab period. The experiment, or parts of it, has also been successfully used both in undergraduate programs and continuing education for teachers. 

  • 5.
    Bartholomew, Scott
    et al.
    Purdue University .
    Hartell, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Strimel, Greg
    Purdue University.
    ACJ: A Tool for International Assessment Collaboration2017In: PATT34: Technology & Engineering Education – Fostering the Creativity of Youth Around The Globe Pupils' Attitudes Towards Technology, Philadelphia, USA, 2017Conference paper (Refereed)
    Abstract [en]

    Adaptive comparative judgment (ACJ), a relatively new approach to assessment, has proven valid, reliable, and feasible for the assessment of open-ended design problems. The use of ACJ for assessment has shown positive results in various countries around the world. The potential for ACJ, as a tool for international collaboration in assessment, has not yet been addressed. Preliminary findings from a study involving ACJ use in three countries (United States, United Kingdom, and Sweden) and future directions for research are shared.

  • 6.
    Benner, Mats
    et al.
    Philosophy and History, KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, History of Science, Technology and Environment.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Conflicting Rationalities: Mergers and Consolidations in Swedish Higher Education Policy2016In: Mergers in Higher Education: The Experience from Northern Europe / [ed] Romulo Pinheiro, Lars Geschwind, Timo Aarrevaara, Berlin: Springer, 2016, 43-58 p.Chapter in book (Refereed)
  • 7. Berg Nordstrand, Laila
    et al.
    Pinheiro, Rómulo
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Vrangbæk, Karsten
    Responses to the Global Financial Crisis: Lessons From the Public Sector in the Nordic Countries2017In: Scandinavian Journal of Public Administration, ISSN 2001-7405, E-ISSN 2001-7413, Vol. 21, no 1, 3-8 p.Article in journal (Refereed)
  • 8. Berg Nordstrand, Laila
    et al.
    Puusa, Anu
    Pulkkinen, Kirsi
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Managers’ identities: Solid or affected by changes in institutional logics and organisational amendments?2017In: Offentlig Förvaltning. Scandinavian Journal of Public Administration, ISSN 2000-8058, E-ISSN 2001-3310, Vol. 21, no 1, 81-101 p.Article in journal (Refereed)
    Abstract [en]

    This paper studies doctors in Norway and Finland to compare how identities among professionals in managerial positions were expressed after changes in management in the aftermath of ‘New Public Management’ (NPM) reforms. Studying shifting identities provides a basis for investigating how institutions have changed and illuminates how agents within an organisation have implemented NPM-inspired reforms. Data from both countries revealed three groups: the majority of doctors/managers, who had a strong managerial identity; a smaller group who mainly identified as doctors; and a few doctors who displayed hybrid identities. Work experiences have a strong effect on how identity is perceived. Doctors who hold on to their professional identities seemed uneasy with their skills and ability to perform the tasks related to their new position. Many of the doctors were found to have altered their identities due to organisational amendments and the expanded focus on management-related issues. Hence, this paper concludes that a strong intervention in the sector from central government, as seen in Norway, has resulted in implementing general management to a larger degree than in Finland, but in a more hybrid manner. This is expressed through a focus on management, the institutional logics at stake and doctors’ identity formation.

  • 9.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    El Gaidi, Khalid
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Havtun, Hans
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Applied Thermodynamics and Refrigeration.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Kjellgren, Björn
    KTH, School of Education and Communication in Engineering Science (ECE).
    Kommer det på tentan?: Uppfattningar om motivation och demotivation bland studenter på ingenjörsutbildningar2015Conference 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.

     

  • 10.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Havtun, Hans
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Applied Thermodynamics and Refrigeration.
    Jerbrant, Anna
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Industrial Management.
    Wingård, Lasse
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Andersson, Magnus
    KTH, School of Engineering Sciences (SCI), Physics.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Kjellgren, Björn
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Language and communication.
    THE PEDAGOGICAL DEVELOPERS INITIATIVE: SYSTEMATIC SHIFTS, SERENDIPITIES, AND SETBACKS2017In: 13th International CDIO Conference in Calgary, Canada, June 18-22, 2017, 2017Conference 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.

  • 11.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development. KTH.
    Havtun, Hans
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology. KTH.
    Jerbrant, Anna
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Industrial Management. KTH.
    Wingård, Lasse
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering. KTH.
    Andersson, Magnus
    KTH, School of Information and Communication Technology (ICT), Materials- and Nano Physics.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Soulard, Juliette
    KTH, School of Electrical Engineering (EES).
    Kjellgren, Björn
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Language and communication.
    The pedagogical developers initiative - development, implementation and lessons learned from a systematic approach to faculty development2016In: Proceedings of the 12th International CDIO Conference, Turku University of Applied Sciences, Turku, Finland, June 12-16, 2016, Turku University , 2016, 497-508 p.Conference paper (Refereed)
    Abstract [en]

    This paper presents a systematic, university--wide approach to creating an encompassing movement towards faculty development. In 2014, KTH Royal Institute of Technology launched the pedagogical developers initiative, appointing part--time pedagogical developers among teachers from all schools of KTH, to implement and strengthen good teaching and learning practices among faculty and students. They are teachers active in different educational programmes, with experience of, and interest in, pedagogical issues. In line with CDIO standard 10, the purpose of the pedagogical developers’ initiative is to facilitate cooperation and knowledge exchange between faculty members, and to establish communities of practice. The paper presents the activities, processes for developing these activities and preliminary results from the initiative’s second year, which focused much on supporting faculty development by putting into place a series of workshops, a format chosen for its combination of active community-building learning and time efficiency. The topics of the workshops emerged to meet faculty needs identified by the pedagogical developers during the first year. The workshops were created by smaller teams of pedagogical developers from different schools of KTH. This enabled a wide array of experiences and perspectives to be incorporated into the workshops. Main focuses of the workshops have been on creating internal discussions in dynamic communities of practice on specific subjects of interest, and on creating forums for exchange of ideas, open to the whole faculty. During Autumn 2015, the workshops have been offered as voluntary add-on parts of the basic course in teaching and learning offered to faculty at KTH. This first round of workshops generated a positive interest from teachers, and participant feedback indicates that they particularly appreciated the opportunity to work directly with their own courses and the opportunity to discuss pedagogical aspects with peers. 

  • 12.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Klasén, Ida
    KTH, School of Education and Communication in Engineering Science (ECE), Lärande.
    Hanson, Mats
    KTH, School of Education and Communication in Engineering Science (ECE).
    Edin Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Changing Mindsets, Improving Creativity and Innovation in Engineering Education2011In: Proceedings of the 13th International Conference on Engineering and Product Design Education E&PDE11 / [ed] Kovacevic, Ahmed, Ion, William, McMahon, Chris, Buck, Lyndon and Hogarth, Peter, 2011, 121-126 p.Conference paper (Refereed)
    Abstract [en]

    Universities need to reconfigure and rethink existing engineering beliefs in order to keep promoting students that can target and capitalize on tomorrow’s opportunities. This put pressure on promoting the best possible Engineering Education, which means continuant upgrades and revisions to existing curricula’s and faculties’ pedagogical methods and processes. This paper summarizes the experiences and lessons learned from a nationwide initiative to rethink and redesign existing engineering programs towards more traceable innovative practices. The Swedish Product Innovation Engineering Program (PIEp) and the Royal Institute of Technology (KTH) in particular have a long tradition of successful exchanges involving research and education. PIEp is committed to a system change towards innovation and entrepreneurship in institutes of higher education and research. From PIEp an organized network of senior researchers, PhD students, lecturers and students is seen as the seed for this change. Activities are conducted in three areas; research in product innovation, education for product innovation and industrial collaboration for product innovation. Turning away from one-timer and mere embryonic attempts, PIEp visions a systems shift through long term dedication to influence higher engineering education curricula design. KTH is currently performing a revision of all engineering program to fit the European Bologna higher education restructuring process. Encompassing both undergraduate and master level studies, the integration of engineering syllabus imperatives strive to converge with the internationally recognized CDIO standards and the new Swedish national degree specifications. The paper aims to summarize the initiative provided between PIEp, KTH and Stanford to stimulate Swedish Engineering faculty to embrace methods and tools for integrating creativity and innovation. Ultimately, building on the long experiences of successful workshops held by PIEp and KTH the overall ambition is to establish a change in mindsets, and by so influencing key participants to directly leave endurable footprints onto their respective Swedish Engineering Education Program. The paper has a descriptive character blending ‘best-of-both-worlds’ concepts as it reveals how a nationwide initiative has set up a learning hub overseas together with Stanford University. Utilizing this source of entrepreneurial and inspiring environment the ambition is to equip Swedish faculty with experiences, success stories, lessons learned, personal opinions, to provoke and challenge existing program and curricula design. In summary, the full paper version entails the set-up, reflections and actions outline by Swedish university representatives to address implementation of more transferability between innovation characteristics in respective education programs.

  • 13.
    Berglund, Per
    et al.
    KTH, School of Biotechnology (BIO), Biochemistry (closed 20130101).
    Högfeldt, Anna-Karin
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Karlsson, Sara
    KTH.
    Klasén, Ida
    KTH, School of Education and Communication in Engineering Science (ECE).
    Sandberg, Teresia
    KTH, School of Chemical Science and Engineering (CHE), Fibre and Polymer Technology, Wood Chemistry and Pulp Technology.
    Utvärdering för utveckling: KTH:s samtliga utbildningar under belysning2011Conference paper (Other academic)
  • 14.
    Bernhard, Jonte
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. Linköping University, Sweden.
    Edström, Kristina
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Kolmos, Anette
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. Aalborg University, Denmark.
    Learning through design-implement experiences: A literature review2016Conference paper (Other academic)
    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.

  • 15.
    Bjorkman, Beyza
    KTH, School of Education and Communication in Engineering Science (ECE), Department for Library services, Language and ARC, Language and communication.
    Pragmatic strategies in English as an academic lingua franca: Ways of achieving communicative effectiveness?2011In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 43, no 4, 950-964 p.Article in journal (Refereed)
    Abstract [en]

    This paper will report the findings of a study that has investigated spoken English as a lingua franca (ELF) usage in Swedish higher education. The material comprises digital recordings of lectures and student group-work sessions, all being naturally occurring, authentic high-stakes spoken exchange, i.e. from non-language-teaching contexts. The aim of the present paper, which constitutes a part of a larger study, has been to investigate the role pragmatic strategies play in the communicative effectiveness of English as a lingua franca. The paper will document types of pragmatic strategies as well as point to important differences between the two speech event types and the implications of these differences for English-medium education. The findings show that lecturers in ELF settings make less frequent use of pragmatic strategies than students who deploy these strategies frequently in group-work sessions. Earlier stages of the present study (Bjorkman, 2008a, 2008b, 2009) showed that despite frequent non-standardness in the morphosyntax level, there is little overt disturbance in student group-work, and it is highly likely that a variety of pragmatic strategies that students deploy prevents some disturbance. It is reasonable to assume that, in the absence of appropriate pragmatic strategies used often in lectures, there is an increased risk for covert disturbance.

  • 16.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Developing technological knowledge in primary school: A teacher-researcher collaboration study2011In: PATT 25: CRIPT 8 conference: Perspectives on Learning in Design & Technology Education, 2011Conference paper (Refereed)
    Abstract [en]

    The purpose of this study is to contribute to the development of the content knowledge of primary technology by explaining and clarifying the meanings of the subject-specific capabilities that pupils are expected to be able to develop through technology education. The study is designed as a learning study and it has both practice-developing and knowledge-generating aims. This paper presents the planning of the study and the preliminary results of its first part.

  • 17.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    En studie av progression i tekniskt kunnande2016In: Studier av kunnande och undervisningspraktiker inom praktiska och estetiska skolämnen., 2016Conference paper (Refereed)
    Abstract [sv]

    I teknikämnets kursplan i Lgr 11 läggs fokus på egna konstruktioner där eleverna tillämpar tekniska principer av olika slag, exempelvis enkla mekanismer och hållfasta och stabila strukturer. Ämnets undervisningspraktik domineras av praktiska moment i form av konstruktionsarbeten enligt Skolinspektionens kvalitetsgranskning av teknikundervisningen (2014). I granskningen ses även flera exempel på att samma elever flera gånger under sin grundskoletid får identiska konstruktionsuppgifter. Det saknas således en progression i uppgifternas innehåll i relation till elevernas kunskapsutveckling. Dessutom finns en otydlighet kring uppgifternas syfte, dvs. vilket slags teknikkunnande som aktiviteterna skall ge eleverna möjlighet att utveckla.  Syftet med studien är att undersöka progressionen så som det kommer till uttryck i praktiskt konstruktionsarbete inom ramen för grundskolans teknikämne. Studien utgår från tidigare forskning (Björkholm 2015) som undersökt kunnande i relation till konstruktionsarbete på lågstadiet.

    I studien kommer vi att undersöka vari progressionen i att kunna konstruera tekniska lösningar i grundskolans låg-, mellan- och högstadium består. Kvalitativa skillnader i kunnandet studeras dels mellan olika elever på samma stadium, dels mellan elevgrupper på olika stadier. Därtill undersöks hur den praktiska uppgiften förändras mellan olika stadier. Metoderna för insamling av data utgörs främst av videoobservationer och intervjuer. Genom att identifiera aspekter som är nödvändiga att urskilja för ett specifikt kunnande, kan skillnader mellan olika kunnanden beskrivas. På så sätt kan progressionen i kunnandet beskrivas mer detaljerat i termer av innehållsliga aspekter.

  • 18.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. Stockholm University.
    Exploring the capability of evaluating technical solution: A focus on teaching and learning in the primary technology classroom2012In: Conference proceedings - PATT 26 Conference - Linköping University, 2012Conference paper (Refereed)
    Abstract [en]

    The purpose of this study is to explore the capability of evaluating technical solutions in terms of fitness for purpose in the primary technology classroom. In the study we conceptualize pupils’ ways of experiencing technical solutions in terms of what critical aspects are discerned. The analyzed data is drawn from a classroom study of technology education in a Swedish primary school. In this presentation we make an analysis of two technology lessons about technical solutions in grade 2 (pupils are 8-9 years old). We then analyze interactions between teacher-pupils, pupils and materials and tools. The results include pupils’ different qualitative understandings of the specific content in terms of critical features discerned as well as how interactions in the classroom contribute to the collective development of technological knowledge.

  • 19.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Exploring the capability of evaluating technical solutions: a collaborative study into the primary technology classroom2014In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 24, no 1, 1-18 p.Article in journal (Refereed)
    Abstract [en]

    Within the field of technology education, evaluating technical solutions is considered as an important topic. Research indicates that pupils have difficulties in evaluating technical solutions in terms of fitness for purpose, i.e. how effective a technical solution supports its intended function. By using the learning study, which is an iterative and collaborative research approach, the study explores the capability to evaluate technical solutions in terms of fitness for purpose, what it takes to know it and how to best enhance its learning in the primary technology classroom. Audio and video recorded interviews, teachers' meetings and lessons are the base data for the study. A contribution of the study is the understanding of this specific knowing, and what is critical for learning and thus to an improvement of technology teaching practice.

  • 20.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Technology Education in Elementary School: Boys' and Girls' Interests and Attitudes2010In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 6, no 1, 33-43 p.Article in journal (Refereed)
  • 21.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Teknik i de tidiga skolåren: Om vad det innebär att kunna konstruera en länkmekanism2015In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 1, 35-53 p.Article in journal (Refereed)
    Abstract [en]

    This study within primary technology education aims at exploring the capability to construct a specific linkage mechanism. The study reported was integrated in a Learning study, a kind of design experiment inspired by the Japanese Lesson Study, and was carried out in collaboration with two primary school teachers and their two classes, a preschool class and a grade one class. The study reports on the analysis of the video-recorded pre- and post-test. The tests were analysed phenomenographically resulting in four categories describing qualitatively different ways of experiencing the object of learning. The categories were then analysed in terms of critical aspects, describing aspects necessary to discern for this group of students in order to learn how to construct a linkage mechanism. The result indicates the importance of discerning the two joints and their different characteristics in terms of a fixed and a moving joint as well as the placement of the moving joint in relation to the resulting movement.

  • 22.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Unpacking the object of learning2015In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 4, no 3, 194-208 p.Article in journal (Refereed)
    Abstract [en]

    Purpose – Knowledge concerning the meaning of the object of learning is an important contribution of Learning study. The purpose of this paper is to generate this kind of knowledge and show how it can be developed and refined in the different phases of a Learning study.

    Design/methodology/approach – The paper reports on a Learning study in primary technology education conducted with students aged six to seven years old, with the aim to explore a specific object of learning; to construct a linkage mechanism for transferring and transforming movement.

    Findings – The findings show several aspects to discern by the learner in order to grasp the object of learning and reveal how this knowledge was gradually developed during the Learning study. The presumed aspects, those identified in the pre- and post-test, as well as how they were elaborated in the lesson contributed to refining the meaning of the object of learning.

    Originality/value – In Learning study, knowledge concerning the meaning of the object of learning is generated. By empirically demonstrating the development and specification of this knowledge during a Learning study, this paper will contribute to the discussion of knowledge products from Learning studies as well as to knowledge concerning what there is to know in order to develop a specific capability in technology education.

  • 23.
    Björkholm, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Andrée, Maria
    Stockholms Universitet.
    Carlgren, Ingrid
    Stockholms Universitet.
    Exploring technical knowledge in the primary technology classroom2016In: Australasian Journal of Technology Education, ISSN 2382-2007, Vol. 1Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to explore the use of categories and aspects of technical knowing which have been identified in specific contexts and related to specific learning objects to identify technical knowing and technical content in another teaching context. In this way, we want to contribute to the understanding of technical knowing within primary technology education, as well as to the development of analytical tools to help teachers in selecting and designing the content of technology teaching. Previous findings from two Learning Studies focusing on evaluating and constructing technical solutions were used to identify technical knowing in video material generated within a particular classroom practice (students aged 7-8 years old). The results suggest that the former categories and aspects can be used in different ways to identify and specify technical knowings related to technical content in the primary technology classroom.

  • 24.
    Björkholm, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Carlgren, Ingrid
    Stockholms Universitet.
    Att kunna analysera tekniska lösningars ändamålsenlighet: En learning study i skolämnet teknik2011In: NOFA 3: Den tredje nordiska ämnesdidaktikkonferensen. 11-13 maj, 2011, Karlstad, 2011Conference paper (Refereed)
    Abstract [sv]

    Tekniska lösningar, i såväl befintliga som egna konstruktioner, är ett centralt innehåll i skolämnet teknik, men vad innebär det att kunna analysera tekniska lösningars ändamålsenlighet? Tillsammans med några lärare i grundskolans skolår 1-3 och deras klasser har jag genomfört en learning study som fokuserat på förståelsen av innebörden av detta specifika lärandeobjekt.

  • 25.
    Björkholm, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Carlgren, Ingrid
    Stockholms Universitet.
    Learning study as a way to inquire the meaning of knowing what is to be known: The meaning of knowing how to construct a linkage mechanism. Discering aspects of the object of learning by analyzing classroom interactions2013In: Lesson and learning study as teacher research, 2013Conference paper (Refereed)
    Abstract [en]

    This presentation describes a Learning Study within primary technology education focusing on the capability to construct a specific linkage mechanism. What one has to know in order to be able to construct a linkage mechanism is, however, not self-evident. The study reported here explores the meaning of this specific knowing. The study was conducted in collaboration with two primary school teachers and their two classes (children aged 6-7 years). Throughout the whole study step by step, starting with the analysis of the pre-test, followed by three cycles of planning and evaluation of research lessons, and the analysis of post-test, the meaning of the object of learning was specified (Marton & Pang, 2006; Carlgren, 2012). The presentation will focus on knowledge generated from the video recorded lessons by analyzing the classroom interactions and students’ difficulties that were made visible through these interactions. Teacher-student interactions as well as student-student interactions were analyzed. By analyzing students’ difficulties regarding the specific object of learning, critical aspects of the expected knowing were discerned and in this way the meaning of knowing what is expected to be known was made explicit. The results are presented in the form of critical aspects of what it means to know how to construct a linkage mechanism for this group of students. The critical aspects identified in the pre-test were further elaborated in the research lessons and by analyzing the classroom interactions in terms of student difficulties, additional aspects that were critical for students’ learning were identified. By gradually identifying the critical aspects, the collective understanding of the meaning of the object of learning was developed and specified.

  • 26.
    Björkholm, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Carlgren, Ingrid
    Stockholms Universitet.
    The Meaning of Knowing What is Expected to be Known: The Case of Evaluating Technical Solutions’ Fitness for Purpose2012Conference paper (Refereed)
    Abstract [en]

    The Meaning of Knowing What is Expected to be Known. The Case of Evaluating Technical Solutions’ Fitness for Purpose

    General description

    The capability to evaluate technical solutions is highlighted by several authors as an important educational outcome within technology education (Barlex, 2011; Coles & Norman, 2005). A technical solution may be evaluated in terms of its fitness for purpose that includes the physical structure and function (de Vries, 2005). Although there is limited access to research on this subject-specific content in technology education, results indicate that both the link between physical structure and function as well as the fitness for purpose is difficult for pupils in primary as well as secondary education to understand (Compton & Compton, 2011; Oboho & Bolton, 1991).

    What one has to know in order to be able to evaluate technical solutions’ fitness for purpose is, however, not self-evident. The study that will be reported, explores the meaning of this specific knowing. Developing teaching of certain target areas in systematic ways (Nuthall, 2004) requires an explication of the meaning of knowing. In order for students to develop the specific ways of knowing (Carlgren, 2007) of a target area (in this case technical solutions’ fitness for purpose), the teaching must be planned to make it possible for students to experience and discern what is critical for learning. By designing teaching activities that make it possible to discern these critical aspects, systematic teaching-learning strategies can be developed.

    Knowledge concerning the meaning of knowing something to be known is generated in so called Learning Studies (Marton & Pang, 2006; Carlgren, 2012). By analyzing students’ difficulties regarding the specific object of learning, critical aspects of the expected knowing are discerned and in this way the meaning of knowing what is expected to be known is made explicit. 

    Technical solutions’ fitness for purpose is seen as embedded in contexts and as related to human activity, therefore an understanding based on activity theory can be useful when exploring the meaning of this specific knowing.

    Methods/methodology

    This study is carried out in the form of a Learning Study. The Learning Study has a collaborative approach, what is critical for learning something specific is explored through a systematic and iterative process (Marton & Ling, 2007).

    The study was conducted in collaboration with four teachers in primary school and two classes in grade 1 and 2 (pupils aged 7-8 years). A pre-test was carried out in forms of interviews with pupils, documented by audio and video recording. The analysis of the pre-test resulted in some qualitatively different categories, describing pupils’ experiencing of the phenomenon technical solutions’ fitness for purpose. The critical aspects identified, formed the starting point when planning the lesson. Lessons were documented by audio and video recording. The results that will be presented in this paper is based on an analysis of the pre-test used in the learning study as well as analysis of three research lessons. The analysis is carried out within the theoretical framework of phenomenography (Marton, 1981) and variation theory (Marton, Runesson & Tsui, 2004).

    Results

     

    The results will be presented in the form of critical aspects of what it means to be able to evaluate technical solutions’ fitness for purpose. The phenomenographic analysis resulted in the categories “fitness for purpose as”:  “appropriateness to users”, “technical efficiency” and “appropriateness to a wider context”. Based on these categories, critical aspects were identified such as features of the physical structure that are critical for realizing the function and how components interact to fulfill a function. Three more critical aspects developed when analyzing the lessons such as the mixing the naming of an object with the name of a material, distinguishing a main function from secondary functions and identifying a core technical solution.

     

    The critical aspects identified during lessons could be considered as further specifications of dimensions necessary to discern in order to develop the specific knowing. The results of the study aims to have implications for teachers and teaching, what Nuthall (2004) refers to as pragmatic validity. The findings may be used by teachers in their own teaching context, looking for the critical aspects identified and use them for structuring the content of teaching in order to support pupils in experiencing technical solutions in more complex ways.

     

    References

    Barlex, D. (2011). Dear minister, This is why design and technology is a very important subject in the school curriculum. Design and Technology Education: An International Journal, 16(3).

    Carlgren, I. (2007) The content of schooling. In Forsberg, Eva (Ed.), Curriculum Theory Revisited. Studies in Educational Policy and Educational Philosophy. Uppsala University

     

    Carlgren, I. (2012) The Learning Study as an approach for ‘clinical’ subject matter didactic research. International Journal of Lesson and Learning Study, Forthcoming Issue 2, May 2012.

     

    Coles, R. & Norman, E. (2005). An exploration of the role values play in design decision-making. International Journal of Technology and Design Education, 15(5).

    Compton, V. & Compton, A. (2011). Teaching the nature of technology: Determining and supporting student learning of the philosophy of technology. International Journal of Technology and Design education. Retrieved 2011-10-03, from http://www04.sub.su.se:2054/ content/k0v57q33r8562g75/ fulltext.pdf

    De Vries, M. J. (2005). Teaching about technology: An introduction to the philosophy of technology for non-philosophers. Dordrecht: Springer.

    Marton, F. (1981). Phenomenography – describing conceptions of the world around us. Instructional Science, 10.

    Marton, F. & Ling, L. M. (2007). Learning from “The Learning Study”. Tidskrift för lärarutbildning och forskning [Journal of Research in Teacher Education], 1.

    Marton, F. & Pang, M. F. (2006). On some necessary conditions of learning. Journal of the Learning Sciences, 15(2).

    Marton, F., Runesson, U. & Tsui, A. B. (2004). The space of learning. In F. Marton & A. B. Tsui (Eds.), Classroom discourse and the space of learning. Mahwah, NJ: Erlbaum.

    Nuthall, G. (2004). Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory-practice gap. Harvard Educational Review, 74(3).

    Oboho, E. O. & Bolton, N. (1991). Matching students’ technological thinking with the demands of a technological curriculum. International Journal of Technology and Design Education, 4(2).

     

     

     

  • 27.
    Björkholm, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Carlgren, Ingrid
    Stockholms Universitet.
    Ahlstrand, Pernilla
    Stockholms Universitet.
    Nyberg, Gunn
    Stockholms Universitet.
    The meaning of knowing what is to be known2015In: Éducation & didactique, ISSN 1956-3485, Vol. 9, no 1, 143-160 p.Article in journal (Refereed)
  • 28.
    Björkholm, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Engström, Susanne
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Exploring Materials as Subject Content within Technology Education2016In: PATT2016: Technology Education for 21st Century, 2016Conference paper (Refereed)
    Abstract [en]

    Within technology education in compulsory school in Sweden, materials are part of the core contents. What kinds of materials, and which characteristics that should be highlighted is open to interpretation. The study includes three sub-studies: 1/ An analysis of classroom activities during two lessons about materials in primary school, 2/ A Delphi study (Osborne et al. 2003) with experts on materials to gather their thoughts about materials in elementary technology education, and 3/ A review of documents (syllabus, teachers’ handbooks). The purpose of this study is to put light on the field of materials as a content area by investigating what aspects of materials are highlighted in the three contexts. Two teaching sessions were video recorded. The data analysis focused on the objects of teachers and students. Results suggest that the teachers highlight different aspects; one teacher focused on naming the materials and describing what products they are used for, while the other emphasized the materials’ properties. Ten experts participated in the first round of the Delphi study. Their responses were coded reflexively and iteratively. Results indicate the following major categories of material-related subject content: groups of materials, properties, creation and refinement, use, development over time, environmental aspects, and modern materials. The syllabus states that young pupils should study materials that they can use (wood, cardboard). Later common materials (steel, concrete) are introduced and at the end of compulsory school modern materials. Materials’ properties and use in solving technical problems is studied, and their environmental effects. Preliminary results indicate that some content emerges in all three contexts: material usage, the material’s functional properties and origin of the material, production and processing.

  • 29.
    Björkholm, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Hultén, Magnus
    Linköpings Universitet.
    Primary School Teachers’ Development of Subject-Specific Knowledge in Technology during a Design Based Research Project2013In: Technology Education for the Future: A Play on Sustainability / [ed] P John Willliams, University of Waikato, New Zealand , 2013, 59-64 p.Conference paper (Refereed)
    Abstract [en]

    In this study we examine the development of teachers’ subject-specific knowledge in technology during a design based research project. In the project a researcher collaborated with two primary school teachers in exploring their students’ learning of technology. Throughout the whole project, the teacher-researcher group worked in an iterative and systematic way to explore the students’ learning. The data draws from the groups’ meetings during the whole project. In order to study the potential learning that was taking place among the teacher team during the course of the teaching project, Practical epistemology analysis (PEA) was used. During the project the teachers’ expanding knowledge was based on needs of relations between their understanding of the object of learning (i.e. the capability that the students should develop) and their previous teaching experiences, technical terms and real life examples. An important factor explaining the development of the teachers’ knowledge base was the discussion in the group focusing on different aspects, starting with formulating an object of learning, constructing the pre-test, identifying critical aspects and planning and revising lessons. Our study shows that it is possible for primary school teachers to significantly increase their knowledge base in technology and technology education through design-based teaching.

  • 30.
    Björkholm, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Kilbrink, Nina
    Karlstads Universitet.
    Focusing on a specific learning content in primary technology education2015In: 29th PATT Conference : Plurality and Complementarity of Approachers in Design and technology Education: Plurality and Complementarity of Approaches in Design adn Technology Education / [ed] Marjolaine Chatoney, Marseille, France: Presses Universitaires de Provence , 2015, 55-60 p.Conference paper (Refereed)
    Abstract [en]

    In this paper, we discuss findings from two previous studies in technology education using the Learning study model and the Variation theory of learning. The Learning study is a collaborative approach where teachers and researchers work together in the classroom with the aim to enhance students’ learning concerning a specific content. In a Learning study, focus is on a specific “object of learning”, i.e. what the students are expected to learn. The aim of this paper is to show what knowledge concerning specific objects of learning in technology education is generated in a Learning study and to discuss the potential contribution of this knowledge to technology teaching practice. We will provide examples from two Learning studies conducted in primary technology education in Sweden. The findings from the studies are of two kinds; identified aspects of the object of learning that are critical in order to learn, and aspects that could be referred to the teaching of the specific content.

  • 31.
    Björkman, Beyza
    KTH, School of Education and Communication in Engineering Science (ECE), Department for Library services, Language and ARC, Language and communication.
    An analysis of polyadic English as a lingua franca (ELF) speech: A communicative strategies framework2014In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 66, 122-138 p.Article in journal (Refereed)
    Abstract [en]

    This paper reports on an analysis of the communicative strategies (CSs) used by speakers in spoken lingua franca English (ELF) in an academic setting. The purpose of the work has primarily been to outline the CSs used in polyadic ELF speech which are used to ensure communication effectiveness in consequential situations and to present a framework that shows the different communicative functions of a number of CSs. The data comprise fifteen group sessions of naturally occurring student group-work talk in content courses at a technical university. Detailed qualitative analyses have been carried out, resulting in a framework of the communication strategies used by the speakers. The methodology here provides us with a taxonomy of CSs in natural ELF interactions. The results show that other than explicitness strategies, comprehension checks, confirmation checks and clarification requests were frequently employed CSs in the data. There were very few instances of self and other-initiated word replacement, most likely owing to the nature of the high-stakes interactions where the focus is on the task and not the language. The results overall also show that the speakers in these ELF interactions employed other-initiated strategies as frequently as self-initiated communicative strategies.

  • 32.
    Björkman, Beyza
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Language and communication.
    English as a lingua franca in higher education: Implications for EAP2011In: Ibérica, ISSN 1139-7241, E-ISSN 2340-2784, Vol. 22, 79-100 p.Article in journal (Refereed)
    Abstract [en]

    The last decade has brought a number of changes for higher education in continental Europe and elsewhere, a major one being the increasing use of English as a lingua franca (ELF) as the medium of instruction. With this change, EAP is faced with a new group of learners who will need to use it predominantly in ELF settings to communicate with speakers from other first language backgrounds. This overview paper first discusses the changes that have taken place in the field of EAP in terms of student body, followed by an outline of the main findings of research carried out on ELF. These changes and the results of recent ELF research have important implications for EAP instruction and testing. It is argued here that EAP needs to be modified accordingly to cater for the needs of this group. These revolve around the two major issues: norms and standards for spoken English and target use. If the aim of EAP instruction and testing is to prepare speakers for academic settings where English is the lingua franca, the findings of ELF research need to be taken into consideration and then integrated into EAP curriculum design and testing, rethinking norms and target use. The norms and standards used by EAP instruction must be based on this realistic English, and educational resources should be deployed more realistically, including the usage of ELF, thereby validating the pluralism of English. This paper argues that any practice that excludes this perspective would be reducing EAP qualitatively and quantitatively.

  • 33.
    Björkman, Beyza
    KTH, School of Education and Communication in Engineering Science (ECE), Department for Library services, Language and ARC, Language and communication.
    Investigating English as a Lingua Franca in Applied Science Education: Aims, methods and norms2012In: (Re-)conceptualising LSP research: Methods and Aims / [ed] Pedersen, Margrethe; Englund, Jan, Peter Lang Publishing Group, 2012Chapter in book (Refereed)
  • 34.
    Björkman, Beyza
    KTH, School of Education and Communication in Engineering Science (ECE), Department for Library services, Language and ARC, Language and communication.
    Linguistic Justice for Europe and for the World2012In: International Studies in the Philosophy of Science, ISSN 0269-8595, E-ISSN 1469-9281, Vol. 26, no 3, 354-357 p.Article, book review (Other academic)
  • 35.
    Björkman, Beyza
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Language and communication.
    Questions in academic ELF interaction2012In: Journal of English as a Lingua Franca, ISSN 2191-9216, E-ISSN 2191-933X, Vol. 1, no 1, 93-120 p.Article in journal (Refereed)
  • 36.
    Björkman, Beyza
    KTH, School of Education and Communication in Engineering Science (ECE), Department for Library services, Language and ARC, Language and communication.
    The Grammar of English as a Lingua Franca2013In: The Encyclopedia of Applied Linguistics / [ed] Chapelle, C. A., Wiley-Blackwell, 2013Chapter in book (Refereed)
  • 37.
    Björkman, Beyza
    KTH, School of Education and Communication in Engineering Science (ECE), Department for Library services, Language and ARC, Language and communication.
    The pragmatics of English as a lingua franca in the international university: Introduction2011In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 43, no 4, 923-925 p.Article in journal (Other academic)
  • 38. Björkqvist, Jerker
    et al.
    Edström, KristinaKTH, School of Education and Communication in Engineering Science (ECE), Learning.Hugo, Ronald J.Kontio, JuhaRoslöf, JanneSellens, RickVirtanen, Seppo
    The 12th International CDIO Conference: Proceedings, Full Papers2016Conference proceedings (editor) (Refereed)
  • 39. Brodeur, D. R.
    et al.
    El Gaidi, Khalid
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Kenny, R.
    Assessment of student learning in CDIO project-based design courses: Two examples2005In: SEFI 2005 Annual Conference: Engineering Education at the Cross-Roads of Civilizations, Middle East Technical University, Faculty of Engineering , 2005, 132-137 p.Conference paper (Refereed)
    Abstract [en]

    The CDIO Initiative is a collaboration of engineering programs at universities in more than eight countries in North America, Europe, Africa, Asia, and Australia. Collaborators have developed tools and methods to assess student learning in all areas of their engineering programs. This paper focuses on assessment methods used in project-based design courses in two CDIO engineering programs. Descriptions include goals and intended learning outcomes, key skills addressed in projects and assessment methods currently in use. Special emphasis is given to peer and self-assessment, ratings of oral presentations, and process and product assessment.

  • 40.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Spatial working memory in mental rotations: A case for exploring neural efficiency and cognitive strategies2018Conference paper (Refereed)
  • 41.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Doyle, Andrew
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Hartell, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Adaptive comparative judgement: A mechanism to enrich and enhance assessment practices to support teaching and learning2017Conference paper (Refereed)
  • 42.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Howley, Una
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    An exploratory study into the cognitive and behavioural influences on problem solving performance2016Conference paper (Refereed)
  • 43.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    O'Neill, Colm
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Technology mediated assessment of dynamic spatial ability2016Conference paper (Refereed)
  • 44.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Phelan, Joseph
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    Assessing visual perception in virtual reality environments2016Conference paper (Refereed)
  • 45.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    An investigation into problem solving approaches adopted during graphical reasoning episodes2016Conference paper (Refereed)
  • 46.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Framing spatial cognition: Establishing a research agenda2016In: ASEE Engineering Design Graphics Division 70th Mid-Year Conference, 2016Conference paper (Refereed)
  • 47.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    The potential bifurcation of static and dynamic spatial cognitive processes2016In: ASEE Engineering Design Graphics Division 71st Mid-Year Conference, 2016Conference paper (Refereed)
  • 48.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    An exploratory analysis into the relationships between spatial factors, domain-free general capacities and general fluid intelligence2017Conference paper (Refereed)
  • 49.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    Examining the components of fluid intelligence: Implications for STEM education2018In: , 2018Conference paper (Refereed)
  • 50.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. Athlone Institute of TechnologyCo. WestmeathIreland.
    Canty, Donal
    Heuristics and CAD modelling: An examination of student behaviour during problem solving episodes within CAD modelling activities2017In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    Abstract [en]

    Design activities typically involve and culminate in the creation of models representative of new ideas and conceptions. The format is often dictated by the specific discipline, with ideas in design and technology education regularly being externalised through the use of computer aided design (CAD). This paper focusses on the realisation stage of a design process, specifically when conceptual ideas are being externalised through CAD. Acknowledging students as novices or quasi-experts with regards to their levels of technical expertise and recognising the limitations in the cognitive capacities of humans suggests merit in investigating problem solving strategies through the lens of heuristics. A comparative study was employed between two distinct CAD systems to examine students modelling behaviour. Considering the situational context of the problems encountered and the bounded rationality which the students are operating within, a number of insights are generated from the findings which are of importance from a pedagogical perspective within design and technology education.

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