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  • 1.
    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 (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.

  • 2.
    Edström, Kristina
    et al.
    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.
    PBL and CDIO: Complementary models for engineering education development2014In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 39, no 5, p. 539-555Article in journal (Refereed)
    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.

  • 3.
    Edström, Kristina
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Kolmos, Anette
    Aalborg University, Denmark.
    Malmi, L.
    Bernhard, J.
    Andersson, P.
    A bottom-up strategy for establishment of EER in three Nordic countries – the role of networks2018In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 43, no 2, p. 219-234Article in journal (Refereed)
    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.

  • 4.
    Gumaelius, Lena
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Kolmos, Anette
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Outreach and attractiveness – a never ending story or a new approach?2016In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 41, no 6, p. 585-588Article in journal (Refereed)
  • 5.
    Kolmos, Anette
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. Aalborg University, Denmark.
    PBL in the School System2016In: Pre-university Engineering Education / [ed] de Vries, M. J.; Gumaelius, L.; Skogh, I.-B., Springer, 2016, p. 141-153Chapter in book (Other academic)
  • 6.
    Magnell, Marie
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Kolmos, Anette
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Faculty perspectives on the inclusion of work-related learning in engineering curricula2017In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 42, no 6, p. 1038-1047Article in journal (Refereed)
    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.

  • 7.
    Magnell, Marie
    et al.
    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.
    Employability and work-related learning activities in higher education: how strategies differ across academic environments2017In: Tertiary Education and Management, ISSN 1358-3883, E-ISSN 1573-1936, Vol. 23, no 2, p. 103-114Article in journal (Refereed)
    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.

1 - 7 of 7
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