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  • 1.
    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.

     

  • 2. 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, p. 132-137Conference 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.

  • 3.
    Edström, Kristina
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Lärande.
    El Gaidi, Khalid
    KTH, School of Education and Communication in Engineering Science (ECE), Lärande.
    Hallström, Stefan
    KTH, School of Engineering Sciences (SCI), Aeronautical and Vehicle Engineering, Lightweight Structures.
    Kuttenkeuler, Jakob
    KTH, School of Engineering Sciences (SCI), Aeronautical and Vehicle Engineering, Naval Systems.
    Integrated assessment of diciplinary and interpersonal skills - student perceptions of a novel learning experience2005In: 13th International Symposium at the Oxford Centre for Staff and Learning Development - Improved Student Learning Through Assessment, 2005Conference paper (Other academic)
  • 4.
    Edström, Kristina
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Lärande.
    El Gaidi, Khalid
    KTH, School of Education and Communication in Engineering Science (ECE), Lärande.
    Hallström, Stefan
    KTH, School of Engineering Sciences (SCI), Aeronautical and Vehicle Engineering, Lightweight Structures.
    Kuttenkeuler, Jakob
    KTH, School of Engineering Sciences (SCI), Aeronautical and Vehicle Engineering, Naval Systems.
    Integrated Assessment of Diciplinary, Personal and Interpersonal Skills in a Design-Build Course2005In: 1st CDIO Conference, 2005Conference paper (Other academic)
  • 5.
    El Gaidi, Khalid
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Lärarens yrkeskunnande: bildning och reflekterade erfarenheter2007Doctoral thesis, monograph (Other scientific)
    Abstract [en]

    The Teacher’s Skills – Liberal Education and Reflected Experience is a case study of the practical skills of teachers, in which the responsible action is central. This is an action which, while informed by science, cannot be fully determined by it, since the circumstances that relate to the interaction between teacher and students cannot always be fully predicted. With Liberal Education, reflection on experience, and trained intuition, the teacher bridges the gap between scientific knowledge and the unforeseen and immediate demands of the situation.

    The role of Liberal Education in this ambition cannot be overestimated. To be a part of such a practice is to dedicate one’s life to a struggle with language. Therefore, insights into the theory of knowledge and the philosophy of language, as well as analogies with literature and other professional fields, help us examine the glasses through which we observe and interpret reality in order gain greater knowledge.

    It is in the reflective dialogue, where we meet others with whom we are not always in agreement, that we can see ourselves, our knowledge and our prejudices. The interpretation and re-interpretation of our experience in the light of the experience of others is the bridge across which we can escape from our imprisonment on the island of convenience. Once the teacher has developed a consistency in his actions, his skills can be acknowledged. When these skills are raised to the level of a style, they become an art.

    The main purpose of this case study is to describe the teacher’s skills; how it can be developed, and the conditions required for its assessment. A possible assumption is that reflection on our own experience and the experience of others can give us insights into ourselves, an essential prerequisite to striking the spark that motivates the investment of time and resources in the development of one’s skills as a teacher

  • 6.
    El Gaidi, Khalid
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Ekholm, Tomas
    KTH, School of Engineering Sciences (SCI), Mathematics (Dept.), Mathematics (Div.).
    Contextualizing calculus with everyday examples to enhance conceptual learning2015In: ASEE Annual Conference and Exposition, Conference Proceedings, 2015, Vol. 122, no 122nd ASEE Annual Conference and Exposition: Making Value for SocietyConference paper (Refereed)
    Abstract [en]

    Many engineering students in Sweden have difficulty passing the initial mathematics courses. Teachers complain that students are ill-prepared in pre-calculus and even the best students can only solve standard problems using standard procedures. The aim of teaching in mathematics at university is to develop deep understanding of the subject and to produce conceptually trained students who can then creatively solve unforeseen problems. But how should we educate such students’ We hypothesize that the root of the problem lies in decontextualized abstract teaching. The approach adopted in this study is to introduce contextualized teaching of mathematics through concrete examples and to focus students’ attention on the role of definitions in mathematics in order to scaffold their development of conceptual understanding. The general idea is to start from the most concrete, everyday examples and work towards more abstract mathematics. By everyday examples, we mean those that can instantly be understood by the students with reference solely to their life experience. Each new concept in the course is introduced verbally, numerically, graphically, and algebraically when applicable. Everyday examples are introduced in the verbal phase of the sequence. Application examples are also used to boost the students’ motivation. Quantitative data were gathered from both a diagnostic test and the exam, and qualitative data come from a student questionnaire. The exam results show that the students in the intervention group succeeded better than the control groups. They also became more motivated and had a better grasp of abstract thinking in mathematics.

1 - 6 of 6
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