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  • 1.
    Kirchmeyer, Nathalie
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Knauff, Kristina
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    A multi-dimensional teaching format for language education: Rethinking the role of teachers and students2023Conference paper (Refereed)
    Abstract [en]

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

  • 2.
    Kirchmeyer, Nathalie
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Knauff, Kristina
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Blandade lärmiljöer för språk- och kommunikationskurser i högre utbildning2024Conference paper (Refereed)
    Abstract [sv]

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

  • 3.
    Kirchmeyer, Nathalie
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Knauff, Kristina
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Collaborative online international activities in language courses for engineers2023Conference paper (Refereed)
    Abstract [en]

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

  • 4.
    Kirchmeyer, Nathalie
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Knauff, Kristina
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    International collaborative tasks in language courses for engineers integrated in a multidimensional teaching format2023In: Language Learning in Higher Education, ISSN 2191-611X, E-ISSN 2191-6128, Vol. 13, no 2, p. 581-589Article in journal (Refereed)
    Abstract [en]

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

  • 5.
    Kirchmeyer, Nathalie
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Knauff, Kristina
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Language education for engineering students: a multi-dimensional teaching model2023In: Learning in the Age of Digital and Green Transition: Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL 2022), Volume 1 / [ed] Michael E. Auer, Wolfgang Pachatz, Tiia Rüütmann, Springer Nature , 2023Conference paper (Refereed)
    Abstract [en]

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

  • 6.
    Kirchmeyer, Nathalie
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Knauff, Kristina
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Pinho, Ida
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Takau-Drobin, Yoko
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    International collaborative tasks in language courses for engineers2022Conference paper (Refereed)
    Abstract [en]

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

  • 7.
    Kirchmeyer, Nathalie
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Knauff, Kristina
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Shirabe, Akiko
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Flerspråkighet och interkulturell kompetens för blivande ingenjörer2023Conference paper (Other academic)
  • 8.
    Kirchmeyer, Nathalie
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Pinho, Ida
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Takau-Drobin, Yoko
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Integrate Language Learning and Intercultural Communication into Engineering Curricula2022Conference paper (Refereed)
  • 9.
    Kirchmeyer, Nathalie
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Pinho, Ida
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Takau-Drobin, Yoko
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Language and Intercultural Communication: How can Language Bring Cultures Together?2021Conference paper (Refereed)
1 - 9 of 9
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  • modern-language-association-8th-edition
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  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
More languages
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