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  • 51.
    Kjellgren, Björn
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Språk och kommunikation.
    Havtun, Hans
    KTH, Skolan för industriell teknik och management (ITM), Energiteknik, Tillämpad termodynamik och kylteknik.
    Wingård, Lasse
    KTH, Skolan för industriell teknik och management (ITM).
    Andersson, Magnus
    KTH, Skolan för teknikvetenskap (SCI), Tillämpad fysik, Material- och nanofysik.
    Hedin, Björn
    KTH, Skolan för elektroteknik och datavetenskap (EECS).
    Hjelm, Niclas
    KTH, Skolan för kemi, bioteknologi och hälsa (CBH).
    Berglund, Anders
    The Pedagogical Developers Initiative – Sustainable Impact of Falling into Oblivion?2018Inngår i: Proceedings of the 14th International CDIO Conference / [ed] Bean Bennedsen, Edström, Hugo, Roslöf, Songer & Yamamoto, Kanazawa: Kanazawa Institute of Technology , 2018, s. 738-747Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Between 2014-16, KTH Royal Institute of Technology set aside considerable resources in its biggest pedagogical project to date, the Pedagogical Developers Initiative. The project has been continuously reported on at recent CDIO conferences. While aimed primarily at CDIO Standard 10, enhancement of faculty teaching competence, the project managed, by design as much as through accident, to strengthen many CDIO standards and syllabus items. With the conclusion of the project, the constructive practices and ideas that emerged from the initiative were meant to be incorporated into the regular operations of the university, a task that was delegated to each of KTH’s ten schools. However, even though KTH officially labelled the project a success, the schools have taken a non-uniform approach to this endeavour, as they indeed had done to the project as a whole during its duration. Following up on our earlier reports, and primarily using data from interviews and our own observations, the paper looks at which of the initiative’s ideas and practices have survived the end of the project, in what forms, by what means, and what insights and lessons one can draw from this when designing mechanisms for continuous and sustainable improvement of pedagogical practices at a technical university.

  • 52.
    Louis Zapico, Jorge
    et al.
    Linnaeus university.
    Hedin, Björn
    KTH, Skolan för datavetenskap och kommunikation (CSC), Medieteknik och interaktionsdesign, MID.
    Energy Weight: Tangible Interface for Increasing Energy Literacy2017Inngår i: The Fifth IFIP Conference on Sustainable Internet and ICT for Sustainability, Funchal, Portugal – December  6-7, 2017, IEEE Computer Society, 2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Increasing energy literacy has been identified as an important topic in order to help people understand their energy use and thereby enabling them to reduce their energy use. We have developed a tangible interface for helping people learn about energy by using wooden blocks as representation of several common cases of energy use. These are then placed on a digital scale connected to a computer which visualizes how many solar panels are required to power these. 

  • 53.
    Pargman, Daniel
    et al.
    Skolan för datavetenskap och kommunikation (CSC), Centra, KTH, Skolan för arkitektur och samhällsbyggnad (ABE), Centra, Centre for Sustainable Communications, CESC.
    Hedin, Björn
    KTH, Skolan för datavetenskap och kommunikation (CSC), Medieteknik och interaktionsdesign, MID.
    Useless games for a sustainable world2017Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Many adults - not the least in the context their children’s gaming habits - think that computer games are a useless waste of time and money. Even gamers themselves can think that their gaming habit represents a less-than-useful activity and that they ought to do something else (or at least play less). We here make no normative judgements about the utility (or not) of games but instead analyse computer games from a sustainability perspective. Are computer games “useful” or are they “useless” when regarded through a sustainability lens and against a backdrop of problematising the relationship between sustainability and consumption?

     

    In the sustainability discourse it is clear that Westerners urgently need to decrease their consumption. Or, do they actually only need to decrease the material footprint of their consumption? Could it in fact be the case that high-and-increasing volumes of commerce around digital computer game artefacts (downloadable content, virtual objects and badges) could be framed as “environmentally beneficial”, since the money in question is not spent on other activities, products and services with a considerably higher materials footprint? That would mean that spending money for a “useless” virtual badge inside a computer game actually could be framed as “useful” act of anti-conspicuous consumption in a larger - non-digital - societal context[1] . Analysing the materials intensity of consuming digital content and services is however complicated by the fact that digital games can have tangible real-world material (rebound) effect. With this summer’s large-scale Pokémon Go craze, sales of powerbanks exploded and some half-jokingly referred to these as ‘Pokebanks’. This furthermore echoes last year’s increase in the sales of graphic cards then the computationally demanding game “Witcher 3” was released.

     

    We have, as researchers/lecturers in Media Technology and as parents thought about the sustainability impact of computer games for some time and look forward to having the opportunity to develop these ideas in a paper to your workshop on “Uselessness”.

    conspicuous consumption inside the computer game but anti-conspicuous consumption from the point of view of the larger society.

  • 54.
    Pargman, Daniel
    et al.
    KTH, Skolan för datavetenskap och kommunikation (CSC), Medieteknik och interaktionsdesign, MID. Skolan för datavetenskap och kommunikation (CSC), Centra, KTH, Skolan för arkitektur och samhällsbyggnad (ABE), Centra, Centre for Sustainable Communications, CESC.
    Hedin, Björn
    KTH, Skolan för datavetenskap och kommunikation (CSC), Medieteknik och interaktionsdesign, MID.
    Eriksson, Elina
    KTH, Skolan för datavetenskap och kommunikation (CSC), Medieteknik och interaktionsdesign, MID. Skolan för datavetenskap och kommunikation (CSC), Centra, KTH, Skolan för arkitektur och samhällsbyggnad (ABE), Centra, Centre for Sustainable Communications, CESC.
    Patterns of Engagement: Using a board game as a tool to address sustainability in engineering educations2016Inngår i: Proceedings of the 8th International Conference on Engineering Education for Sustainable Development / [ed] Mazijn, Bernard, Brugge, Belgium: Instituut vóór Duurzame Ontwikkeling vzw , 2016, s. 302-310Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The Global Dimension in Engineering Education (GDEE) refers to all non-technical topics that will impact the engineering profession at a global level over the next couple of decades. As teachers at a Media Technology engineering programme at the KTH Royal Institute of Technology, School of Computer Science and Communication, we have definitely felt that substantial amounts of ingenuity is required to make students interested in such topics, since many of the students regard them as non- central or of little interest when compared to their (non-GDEE) “core” interests, skills and aspirations.

    We here describe how we have worked to overcome students’ (potential) aversion to one particular GDEE topic, sustainability, by incorporating a board game, Gasuco, into the introductory module of a course about “Media Technology and Sustainability”. We describe and analyse our use of the game in terms of “pedagogical patterns for learning” (Laudrillard, 2012). 

  • 55.
    Pargman, Daniel
    et al.
    KTH, Skolan för datavetenskap och kommunikation (CSC), Medieteknik och interaktionsdesign, MID.
    Hedin, Björn
    KTH, Skolan för datavetenskap och kommunikation (CSC), Medieteknik och interaktionsdesign, MID.
    Hrastinski, Stefan
    KTH, Skolan för datavetenskap och kommunikation (CSC), Medieteknik och interaktionsdesign, MID.
    Using Group Supervision and Social Annotation Systems to Support Students’ Academic Writing2013Inngår i: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 3, nr 2, s. 129-134Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this best practice paper, we present how we have used a Social annotation system (SAS) in a bachelor’s thesis course in media technology to support students’ academic writing. In the paper, we reflect on both technical and social practices with using SAS. Despite limited instructional support and despite the fact that different groups used SAS in different ways, there have been a high completion rate, good quality of the theses and satisfied students. The combination of group supervision and the use of SAS has been successful, especially when taking into consideration that this was the first year we broadly introduced SAS in the bachelor’s thesis course. 

  • 56. Rehn, J.
    et al.
    Stenberg, Johan
    KTH, Skolan för datavetenskap och kommunikation (CSC), Medieteknik och interaktionsdesign.
    Hedin, Björn
    KTH, Skolan för datavetenskap och kommunikation (CSC).
    Improving Newspaper Distribution with Mobile Field Systems2001Konferansepaper (Fagfellevurdert)
  • 57. Rehn, J.
    et al.
    Stenberg, Johan
    KTH, Skolan för datavetenskap och kommunikation (CSC), Medieteknik och interaktionsdesign.
    Hedin, Björn
    KTH, Skolan för datavetenskap och kommunikation (CSC).
    Improving newspaper distribution with mobile field systems2001Inngår i: Acta Graphica, ISSN 0353-4707, E-ISSN 1848-3828, Vol. 13, nr 1-4, s. 23-36Artikkel i tidsskrift (Fagfellevurdert)
  • 58. Rehn, J.
    et al.
    Stenberg, Johan
    KTH, Skolan för datavetenskap och kommunikation (CSC), Medieteknik och interaktionsdesign.
    Hedin, Björn
    KTH, Skolan för datavetenskap och kommunikation (CSC).
    Fällström, F.
    Improving metropolitan newspaper home distribution2000Inngår i: TAGA 2000 Proceedings, 2000, s. 349-364Konferansepaper (Fagfellevurdert)
  • 59.
    Riese, Emma
    et al.
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Teoretisk datalogi, TCS.
    Bälter, Olle
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Medieteknik och interaktionsdesign, MID.
    Hedin, Björn
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Medieteknik och interaktionsdesign, MID.
    Kann, Viggo
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Teoretisk datalogi, TCS.
    Programme Integrating Courses Fighting to Get Engineers to Reflect on Non-technical Topics2019Inngår i: ITiCSE '19 Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, New York, NY, USA: ACM Digital Library, 2019, s. 133-139Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Programme Integrating Courses (PICs) aim to tie students, teachers and courses in education programmes closer together. In this study, we investigate three PICs, as part of engineering programmes in computer science and media technology. The purpose of this study was to gain a deeper understanding of how students and mentors experience the PICs with a focus on the assessment and the relationship between students, and students and mentors. We used a mixed method approach, interviewed 22 students and 6 mentors, and sent out questionnaires to all 25 mentors and all students from two of the three courses (630+470 students). The results showed that the students and mentors appreciated the social aspects of the courses, getting to know each other and share experiences. However, some were uncomfortable reflecting upon the given non-technical topics. On a general level, the students stated that their mentors assessed their reflections correctly but they were sceptical towards being graded on a scale other than pass/fail.

  • 60.
    Viberg, Olga
    et al.
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Medieteknik och interaktionsdesign, MID.
    Bälter, Olof
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Medieteknik och interaktionsdesign, MID.
    Hedin, Björn
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Medieteknik och interaktionsdesign, MID.
    Riese, Emma
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Teoretisk datalogi, TCS.
    Mavroudi, Anna
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Medieteknik och interaktionsdesign, MID.
    Faculty pedagogical developers as enablers of technology‐enhanced learning2018Inngår i: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, s. 1-14Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    As the integration of digital technologies in higher education continues to increase, there is a need to understand how to best support university teachers as designers of technology‐enhanced learning (TEL) in order to support students to achieve academic success. In this study, we have examined the Faculty Pedagogical Developer Initiative at KTH Royal Institute of Technology in Sweden, an innovative project to support a bottom‐up change process of teachers as designers of TEL, with the intent to strengthen the professional pedagogical development for the faculty. Data were collected from interviews and official documents. Actor–network theory was applied for the analysis. The results suggest that the initiative stimulated both practical implementation of digital technology in educational programmes and also spurred a debate about teachers as designers of TEL between these pedagogical developers and other teachers across different schools and subjects at KTH. However, there are important social, organisational and technical challenges that should be considered when developing support for university teachers as designers of TEL. This paper concludes that this process requires a deep understanding of four interrelated elements: information, technology, organisation and social arrangements.

12 51 - 60 of 60
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