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  • 1. Aarrevaara, Timo
    et al.
    Pinheiro, Rómulo
    Söderlind, Johan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Strategy as Dialogue and Engagement2019In: Reforms, Organizational Change and Performance in Higher Education: A Comparative Account from the Nordic Countries / [ed] Rómulo Pinheiro, Lars Geschwind, Hanne Foss Hansen, Kirsi Pulkkinen, Cham: Palgrave Macmillan, 2019, p. 211-234Chapter in book (Refereed)
  • 2.
    Ahlberg, Victor
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Frid, Julia
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Automation and Autonomy: Developing and Evaluating Open Learning Material on IR Cameras in Automation Applications2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This master thesis project was based on the development and evaluation of an open learning material in thermal imaging for automation applications. The outsourcer – FLIR Systems – wanted a three-day course covering all necessary topics for infrared cameras in automation applications. These topics include thermography, optics, detectors, networks, protocols, and more. The open learning material was designed to function as a three-day, self-paced, distance course, and it was based on theories of andragogy, self-directed learning and transformative learning. The master thesis process was essentially divided into two phases: the development phase and the evaluation phase. The method for the development phase was based on a literature study. The literature on creating open learning material included ways of compensating for the lack of social interaction in distance courses, such as a friendly, warm narrator using the pronoun “I”, encouraging phrases, and self-assessment questions (SAQs). An SAQ is a framing of question intended to guide the learner towards self-assessment of his or her learning and knowledge. The vital part of the SAQ is the response, where not only the correct answer is given, but feedback on the wrong choices too. The development of the open learning material was an iterative process where discussion with supervisors at FLIR Systems and KTH Royal Institute of Technology led to improvements of the material.

    The evaluation phase consisted of two tests with test subjects. The first test was conducted by sending a sample unit of the material to test subjects around the world along with a questionnaire. The main objective was to test the tone and style of the material. There were variations in the result, but the majority found the material friendly and readable. The second test was an in-house test with three participants. Three sample units of the material was used, and the main objective was to test the usability of the material and the test subjects’ perceived learning process. The usability of the material varied with the three test subjects and depended on their technological prerequisites and reading comprehension in English. All test subjects responded positively to their perceived learning outcome.

    The following conclusions were drawn: the open learning material has the potential to promote autonomous and self-directed learners and can be used as a basis for further development – such as web-based courses and teacher-led classes.

    The open learning material as a whole and the results and analysis from the tests are included as appendices.

  • 3. Alghamdi, F.
    et al.
    Pears, Arnold Neville
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Nylén, A.
    Computer science teachers perspectives on competencies - A case study in the Kingdom of Saudi Arabia2018In: 11th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2018, Saint-Petersburg, Russia, Springer, 2018, Vol. 11169, p. 129-140Conference paper (Refereed)
    Abstract [en]

    The Kingdom of Saudi Arabia (KSA) has recently adopted the Saudi Teaching Competencies Standard (STCS). This paper tries to answer how these competencies are achieved, how they are maintained, and what support exists to support teaching CS competently in the KSA. This paper presents the results of an investigation of teacher awareness of, and attitudes to, the STCS in the Kingdom. Through the study reported here, we address an urgent need in the Kingdom to understand teacher preparedness in terms of CS teaching competencies. The study draws on interviews with ten CS teachers in five different cities in the KSA. A thematic coding analysis approach was used. This study explores the CS teaching competencies held by teachers in three areas of CS teaching, focusing on connection to society, professional practice and professional development. The results of the study highlight the CS teaching competencies that CS teachers feel they currently grasp well in the KSA. By enhancing awareness of what teachers currently do well we contribute to the adjustment and improvement of the STCS and help to build a program which addresses the current in-service training needs of CS teachers. The outcomes also help to raise awareness of the challenges of implementing the Computer Education curriculum in KSA schools.

  • 4.
    Altayy, Fares
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Schmied, Fredrik
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Stimulering av kritiskt tänkande och kollaboration i en programmeringsorienterad fysik- och matematiklaboration: En fallstudie med studenter från programmet Teknisktbasår (KTH)2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This work aims to develop a proposal for educational material in the form of a programming-oriented Physics and Mathematics lab. The target group is mainly students from the second semester in the Technical Preparatory Year program (KTH), but also students of equivalent knowledge level (for example, students in the upper secondary school- natural science program). The lab was designed to create opportunity for students to:1) apply critical thinking, 2) demonstrate collaboration, 3) increase subject understanding. The proposed educational material comprises computational physics, where a non linear differential equation derived from a mathematical pendulum is solved using numerical methods. The exercises in the lab were formulated with critical thinking in mind and pair programming was used as the context for collaboration. In this paper 1) and 2) were investigated in an educational setting with students from the second semester of the Technical Preporatory Year (KTH). The conversations of four student groups were recorded and a content analysis was performed on the transcriptions of the audio recordings. A pattern matching method was used to strengthen the conclusions. Based on the results of the research project, we found that the theoretical proposition that the construction of the laboratory work has contributed to the collaboration and application of critical thinking by the students,has been strengthened.

  • 5.
    Andersson, Erika
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Kundutbildning från tre infallsvinklar: En fokusgruppstudie om hur utmaningar skulle kunna reduceras2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study is conducted as an assignment from Saab in Järfälla, Sweden. Saab wanted help to reduce the challenges in the customer training since the instructors had expressed they needed help to improve it. The purpose of this study is to map the challenging situations that an instructor at Saab can experience during the customer training, and analyse how the challenges could be reduced. The main focus is put on organisational culture, pedagogic competence, and specialist knowledge.

    The theoretical background describes the following theories: adult teaching, competence, and organisational culture. The development of the competence is discussed and the importance of how to use the right competence is stated. The organisational culture is discussed and what an organisation can do in order to strengthen the culture is presented. Theories for adult teaching are also presented.

    A qualitative approach, in the form of focus group interviews, are used to collect data. Four focus group interviews are analysed using thematic analysis where the different themes and codes are found using the theory.

    The results indicate that the different challenges that the instructors are facing in the customer training are linked and that they influence the organisation as a whole. An example of what Saab could do in order to reduce the challenges in the customer training is presented and discussed based on relevant theories. The things that Saab may do to reduce the challenges, according to this study, are: improve the communication, work as a team and try to create a strong organisational culture.

  • 6.
    Andersson, Kristina
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning. Centrum för genusvetenskap, Uppsala universitet.
    Gullberg, Annica
    Centrum för genusvetenskap, Uppsala universitet.
    Beyond biology – what is forefronted when biologists are shadowed?2019Conference paper (Refereed)
  • 7.
    Andersson, Lina
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Medborgarforskning: En miljöutbildning för allmänheten?2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to study the behavioral changes in participants in the citizen science project

    "Växtkalendern". The purpose is also to study how the citizen science project "Växtkalendern" can influence the gap between awareness and action in terms of climate change issues, so-called action gap, among the participants. The study is conducted based on an abductive approach, where the empiric material influences the literature study and vice-versa. The relevant empirical was collected through a survey sent out to all the participants in the project "Växtkalendern". In addition, interviews and discussions with specialists in the field of citizen science research have been conducted.

    The results shows that the citizen science project

    "Växtkalendern" has potential to influence participants. The survey revealed that the participants felt that the opportunity to assist research was clearly the most important reason for participation. Using the theoretical standing points and the empirical material, the citizen science project ability to create behavioral changes in the participants in terms of climate change issues was analyzed. The study shows that the gap between awareness and action can be reduced with the help of citizen science as participants experienced increased awareness and a changing behavior through participation in the project "Växtkalendern".

  • 8.
    Andersson, Magnus
    et al.
    KTH, School of Engineering Sciences (SCI), Applied Physics, Materials and Nanophysics.
    Weurlander, Maria
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Peer review of laboratory reports for engineering students2018In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, p. 1-12Article in journal (Refereed)
    Abstract [en]

    Here, we present a module to introduce student peer review of laboratoryreports to engineering students. Our findings show that students werepositive and felt that they had learnt quite a lot from this experience.The most important part of the module was the classification scheme.The scheme was constructed to mimic the way an expert would arguewhen making a fair judgement of a laboratory report. Hence, our resultsmay suggest that the success of the module design comes from activelyengaging students in work that is more related to ‘arguing like anexpert’ than to only supply feedback to peers, which in such a casewould implicate a somewhat new direction for feedback research. Forpractitioners, our study suggests that important issues to consider in thedesign are (i) a clear and understandable evaluation framework, (ii)anonymity in the peer-review process and (iii) a small external motivation.

  • 9.
    Artjomenkov, Nikolai
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Laborativt arbete inom fourieranalys och motivation till matematikinlärning: Utvärdering och vidareutveckling av en laboration inom fourieranalys och ljudbehandling vid Vetenskapens Hus2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis investigates the ability of a lab exercise in House of Science (Vetenskapens Hus),Stockholm, to create bridges between upper-secondary school students’ knowledge, university mathematics and practical application of that knowledge, thus increasing their motivation and interest to learn more mathematics and physics. The topic of the lab exercise is Fourier analysis and its practical application in Digital Sound Processing (DSP). The lab exercise deals with mathematics, physics and IT-technology thus making the activity interdisciplinary.

    An important part of the work is also to improve this lab exercise based on the results of this study. The result is based on qualitative data from interviews, questionnaires filled by students and their teachers and also on literature studies. Some data is also collected through an iterative process of improving the lab exercise.

    This report starts with justification for conducting this work, setting the goals and objectives and formulating main questions. Then the methods, which were used in order to answer these questions, are described. The middle part of the report summarizes literature and research studies in education, interest and motivation of students and also summarizes a scientific basis for the content of the school program in Fourier analysis. Next, the development process of the school program is described. This is followed by a presentationof the results of testing the school program with upper secondary school students with regard to how their interest and motivation are affected by it. The report ends with a discussion of these results and its credibility.

    The result shows that the final version of the lab exercise, that is modified within the framework of this study, wakes students’ interest and motivation towards the topic of the exercise. The result also shows that some complex concepts (both new and those which are learned in school) become clearer for the students after the exercise which could potentiallylead to an increase in their motivation for learning the mathematics and physics in general. The problem is that the lab exercise was tested on too few classes for being able to generalize the result over the whole target group of the upper-secondary school students.

  • 10.
    Attorps, Simon
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Eng, Johanna
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Att undervisa om och för hållbar utveckling: Utveckling av ett ämnesövergripande övningsmaterial till gymnasiet om plast och intressekonflikter2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In Sweden, the development has gone from a fact-based environmental education to teachingon sustainable development that will not only deal with facts, but also values, feelings and the challenges facing the world. The complexity of teaching about sustainable development combined with what teachers are expected to include in their subjects puts great pressure on them, because many lack or believe they lack knowledge about sustainable development and how to teach about it. This contributes to teachers teaching about sustainable development to a lesser extent than expected from the global goals and curriculum.

    With that as a basis, this study aims to reduce that gap by developing an education material that can be used across subjects in high school. Important didactic aspects and knowledge aspects derived from interviews with active high school teachers and researchers in polymer technology. From the interviews with the teachers, it emerged that the students should be given the opportunity to discuss, see different perspectives, and that the teachers should include areas that the students care about and can relate to. The most central that emerged in the interviews with the researchers were the conflicts that revolves around plastic, such as how waste management is to be handled, distribution of land use and how responsibility for littering should be distributed. This, together with didactic research and current science onplastic, resulted in three exercises with conflicts of interest as a pervasive theme where students are given the opportunity to develop several important skills needed to achieve theglobal goals.

  • 11.
    Aue Andersson, Gabriela
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hjortsberg, Tobias
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Genusperspektiv på två av grundskolans teknikböcker: Två textanalyser2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Gender equality is a central topic and it is regulated through the Swedish parliament regulations, laws against discrimination and equality laws. Swedish parliament adopted goals for Swedish language policy, which says that language usage that conserves gender roles and obscuring women in, for example, the authorities' texts and in the language used in media, workplaces and schools should be counteracted. Gender equality is also found in the in the curriculum of the elementary school and it should permeate all of the school’s activities. According to Skolverket curriculum the school also has a responsibility to prevent traditional gender patterns. The purpose of this study is to determine whether two textbooks written for the course Technology in elementary school lives up to the requirements of gender equality as stipulated in the curriculum and by the Swedish law regulations. Based on gender and sociology theory, two textbooks have been analysed. The method used in the analysis of the two selected textbooks is text analysis, in the form of a quantitative content analysis and a qualitative discourse analysis, to distinguish and look at different parts of the text and examine different phenomena such as interpretation of messages, intentions or meaning structures. The textbooks are analysed both by means of comparing how often women and men are mentioned in the texts, as well as by evaluating the adjectives and participles by which women and men are described.

    The analysis shows that men are more frequently mentioned in the texts than women are. Moreover, positive adjectives and participles are more commonly associated with the male gender. The analysis also shows that men are usually linked to the public sector by association to their professional titles, where the personal names were mostly associated with well-known scientists and inventors, who historically were mostly men. Since the men were represented more in the texts more active participles were also found associated with men. In some cases, the women in the books are much more associated to their home and family roles than their professional titles. This study concludes that the reviewed textbooks cannot be said to meet the gender equality requirements in the curriculum for the elementary school. Men are in focus and the books confirm prejudice that exists in the society against women and men. However, these books do not need to be dismissed. Teachers can use these to show and discuss the relationship between women and men in today’s society with their students. This way norms can become more developed and contribute to a more permissive climate in the future.

  • 12.
    Azasu, Samuel
    et al.
    KTH, School of Architecture and the Built Environment (ABE), Real Estate and Construction Management.
    Hungria-Gunnelin, Rosane
    KTH, School of Architecture and the Built Environment (ABE), Real Estate and Construction Management.
    Edström, Kristina
    KTH, School of Education and Communication in Engineering Science (ECE), Department for Library services, Language and ARC, Learning Lab IKT. KTH, School of Industrial Engineering and Management (ITM), Learning.
    The role of assessment in managing student diversity2010In: Journal of European Real Estate Research, ISSN 1753-9269, E-ISSN 1753-9277, ISSN 17539269, Vol. 3, no 1, p. 59-70Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this paper is to demonstrate the use of assessment to manage some of the challenges diversity brings into the teaching and learning in international real estate degree programs. Design/methodology/approach: The paper is a multi-year case study of a course in real estate valuation in a Swedish University. The impact of assessment on student experience and performance was analyzed. Findings: Changes in the timing and rules of assessment have an appreciable impact on differences in student performance. However, some diversity problems must be addressed also at the program level. Practical implications: Real estate departments must exercise pedagogical leadership if they are to continue to effectively provide globally relevant education. Originality/value: This paper analyses one of the consequences of the expansion of international real estate education into a non-traditional destination for foreign students.

  • 13.
    Barman, Linda
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Josephsson, Staffan
    Karolinska Institutet.
    Silén, Charlotte
    Karolinska Institutet.
    Bolander-Laksov, Klara
    Stockholm University.
    How education policy is made meaningful - a narrative exploration of how teachers show autonomy in the development of teaching and learning2016In: Higher Education Resarch and Development, ISSN 0729-4360, Vol. 35, no 6, p. 1111-1124Article in journal (Refereed)
    Abstract [en]

    This study addresses how the autonomy of teachers in higher education, in relation to education policy and reform, can be understood. By taking a narrative-in-action approach, we studied health profession teachers' activities and reasoning within their ongoing practice during one year. The findings show how the teachers created their own policies and in what way these policies became meaningful. As teachers in this study continuously made changes, the joint creation of policies contributed to their sense of togetherness and the re-building of a community of practice. In parallel, they increased the evidence-based standards related to their discipline and experienced a shift in perspective concerning teaching and learning. The importance of their jointly made policies can be explained by how they learned a student-learning view together, and built on their own ideas of what educational matters needed to be developed. At the same time, their activities and reasoning mirror a debated but yet prevailing view' on the discourse of quality and a number of ideals thereof such as transparency and standardisation, effective teaching and increased academisation.

  • 14.
    Bellander, Erika
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Manolopoulos, Dimitrios
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hållbar utveckling i teknikämnet: Analys av läroböcker i teknik förgrundskolans åk 7–9och teknik 1 för gymnasiet2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The thesis is about examining how certain current textbooks in technology at the lower secondary school and technology 1 in the upper secondary school address sustainable development (SD). The textbooks have been compared with current curricula for both Lgr11and Gy2011 as well as some external sources, the UN's 17 Global Goals and the magazine Nyteknik.

    As a method, a thematic analysis has been chosen according to Brown and Clark (2008), fromthe contextual perspective. The different themes have been analyzed and counted with regard to occurrences in the various sources, which has resulted in both a quantitative and qualitative analysis.

    The analyses have been linked to literature on research in three main areas; technical subject and HU, teacher - student and knowledge and textbook perspective.

    It can be stated that the textbooks do not contain as much percentage (%) of SD text mass, paragraphs, which the course and subject plans contain. The textbooks do not adhere specifically to the direction of the curricula, but SD seems to have been added to the existing content of previous editions, rather than having been worked in from scratch in new editions.This means that SD is sometimes regarded as an optional complementary activity in the teaching.

    The curricula do not follow the 17 new global goals for SD. This is because they are at different levels and synchronization with the global goals is done with a great delay. First, synchronization is made to the national level, then to the institutional level and last to the course and subject level (curricula).

    As it is now, the technical subject in the curricula seems to emphasize the importance of thinking about SD, rather than highlighting technologies relating to sustainable development and sustainable products.

    The conclusion is that textbooks and curricula need to be updated and the technology topics would integrate SD in a more concrete and genuine way, not as today, at a generally educational level. This is to emphasize the importance of SD in society and to achieve a current and equivalent teaching and acquiring knowledge and skill.

  • 15.
    Berggren, Ebba
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning. Högskolan i Gävle.
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Weurlander, Maria
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Master students’ experiences of using Design Thinking for solving an authentic challenge2019Conference paper (Refereed)
  • 16.
    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.
    Hedin, Björn
    KTH, School of Electrical Engineering and Computer Science (EECS), Media Technology and Interaction Design, MID.
    Kjellgren, Björn
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Will this be on the exam?: Or, How to Motivate your Students to Learn2017In: KTH SoTL 2017, 2017Conference paper (Refereed)
  • 17.
    Bern, Caroline
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Bedömning av kompetens i tekniska karriärspår: En fallstudie om hur föreställningar om kompetens, kompetensbedömning och karriär påverkar organisationers möjlighet att skapa inkludering och mångfald2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Having a diverse workforce has become an important issue in today’s organizations in order to capture a wide range of competence, skills and abilities. Today many companies encourage work with diversity and inclusion since they argue that it increases creativity and, in extent, company profit. However, many companies struggle to manage such work in a successful way. A method of creating the prerequisites for diversity and inclusion is to study the perception of competence and assessment processes. Assessment of competence is, for example, the basis for decision making in career advancement. The assessment requires one to decide on what competence is and in turn who is competent. The complexity of the concept of competence and norms being a part of the assessment process complicates such decisions. As an attempt to ensure that competence is assessed objectively, many companies apply different formalized procedures for inclusion and diversity work. This study aims to provide a deeper understanding of how career, assessment of competence and formalized procedures interact.

    A case study has been carried out in an engineering industry, which is referred to in the report as Organization A. The purpose of the study was to examine how formalized technical careers affect organizations' ability to create inclusion and diversity, based on perceptions of competence, competence assessment and career. To fulfil the purpose, the following two questions were stated.

    1. How are technical careers structured?
    2. What conditions do technical careers create for equal assessment of competence?

    In the study, a technical career path has been investigated within Organization A. The thesis is part of a MSc in Engineering and Education at KTH. The engineering part of the work is reflected in the technical point of view of the work where an organization with technology-intensive activities has been placed in focus. The educational part of my degree is applied by relating the organization's technical career paths to similar organizations in education, discussing similarities and differences in assessment processes. In order to answer the research questions, interviews with employees and focus groups with managers within Organization A have been conducted. The study shows how technical careers are organized based on formal and informal structures related to assessment of competence and norms affecting assessment processes. The observed technical career path within Organization A is based on an informal pyramid structure that allows for subjective perceptions of the purpose and goals of the career. This enables a view of employees' different capabilities to reach higher levels and is therefore problematized from a diversity and inclusion perspective.

    The assessment criteria of the career path provide room for interpretation and there is no education or support for managers how the criteria should be interpreted and applied. It is a result of a lack of management required to ensure that the career process is used the intended way. The shortcoming contributes to the fact that norms and prejudices can continue to influence the assessment process. The organization's implemented diversity and inclusion work provide some management but is done without caution. Processes of change requires follow-up and evaluation which is lacking. The organization can learn from what in learning research is addressed as formative assessment. The study shows a shortcoming in all three key parts included in formative assessment. Based on stated conclusions, recommendations are given to Organization A to question the purpose of the pyramid structure and to apply clearer management in terms of education and forums for collaboration. Additionally, recommendations are given for how the organization can apply formative assessment in career assessment processes.

  • 18.
    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. KTH, School of Industrial Engineering and Management (ITM), 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.

  • 19.
    Berntsen, Jens
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Bäckström, Jonathan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Viktiga komponenter i e-lektioner: Implementation och evaluering av redigeringsverktyg för att skapa e-lektioner2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Throughout the ages, major technical breakthroughs have on several occasions been integrated into education, but each new technology has its strengths and weaknesses. With the development of the computer and its increased accessibility to the public, the amount of available teaching material (Clark & Mayer, 2016) and the number of students who are studying courses in e-learning has increased (Statista, 2015). E-learning is then, according to Clark & Mayer’s (2016) definition, learning that takes place through a digital medium. One possibility that arises with e-learning is that there are many ways of presenting material. One problem that arises then is to know which components should be used to create good e-lessons that promote student learning. The aim of the study is to identify which components are important for content creators to use in e-lessons and then, based on these components, develop an editing tool designed to create new e-lessons. To identify the appropriate components, a thematic analysis was first carried out on e-lessons from a learning platform in order to examine which components the instructional designers use to present material. Qualitative interviews were conducted to capture the instructional designers’ ideas and opinions regarding the components. These ideas and opinions were used together with the results of the thematic analysis to make didactic choices about which components are suitable for use in e-lessons. The development of the editing tool was done by creating multiple prototypes and discussing them with the instructional designers to determine the appearance of the components in the tool. From the thematic analysis, 7 themes emerged with a total of 22 sub-themes. The results of the didactic choices were 12 main components, for instance: text, image, video, quiz and examples. The editing tool that was built contains all 12 main components, but some components still lack some parts described in the didactic choices. The tool was evaluated by instructional designers who thought it worked but had some shortcomings that needs to be addressed.For the instructional designer to be able to use the editing tool to create and publish new e-lessons on the platform, the tool needs to be integrated into the platform, all components need to be completed and user experience improved.

  • 20.
    Berzell, Love
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hamlin, Magdalena
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Undervisning om hållbar utveckling: Utveckling, implementering och utvärdering av ett lärarstöd2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Sustainable development has a prominent role in the curriculum for Swedish primary school and the ambition is that sustainable development will permeate the school’s work. Though it has been showed that teachers think that implementation of sustainable development is difficult to execute in practice. Perceived obstacles are, for instance, lack of time, knowledge within the area and inspiring examples and that sustainable development is fragmentedly presented in the curriculum. This leads to the fact that sustainable development is in practice either dealt with as small, separate units which in turns leads to the fact that students do not see the context, or with transdisciplinary teaching in specific themes that demands much time that teachers have difficulties to find time to teach all other matter in the curriculum.

    In this study a set-up of two teaching tutorials have been developed and evaluated in order to give a basis for a new teaching support, “Rädda vattnet – Rädda världen” (Swedish, “Save the water – Save the world”). The support can contribute to give the students a more holistic understanding of sustainable development, that is to say a more interdisciplinary understanding, if the teaching support is further developed. The two teaching tutorials were developed within the water-, chemistry- and technology related areas “plastics in the oceans” and “acidification”. They were then evaluated with help of a focus group interview consisting of teachers for grade 4-6 who had tested the teaching tutorials with their students.

    Four aspects that the teachers thought were significant for the applicability were identified, namely that the teaching support:

    • Make the students think it is fun

    • Is teaching content that are authentic and/or exists in the curriculum

    • Is simple for the teacher to use

    • Take time consumed and other frame factors into consideration (for example size of the student group).

  • 21.
    Björkholm, Eva
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Sammanfogning av material i eget konstruktionsarbete: Kunnande och elevuppgifter i tidig teknikundervisning2018In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 6, no 2, p. 5-22Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to explore what the ability to join materials in working with own constructions in primary technology education consists of, as well as how knowing is developed when students work with specific tasks. Interventions were made in four groups of students in second grade (7 and 8-year-old students). Data collection mainly consisted of video observation. The phenomenographic analysis of the students’ actions resulted in seven categories, describing qualitatively different ways of knowing related to joining materials. The categories were related to aspects of function, such as analyzing the duration of the joining; and construction, such as selecting joining materials. The student tasks, in terms of educational materials, instructions or task design, were then related to the identified ways of knowing. The study contributes to the specification of which knowledge students can develop, and what kind of student tasks in early technology education that can contribute to it.

  • 22.
    Björkholm, Eva
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Engström, Susanne
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    DISCOURSES OF PROGRAMMING TEACHING WITHIN COMPULSORY EDUCATION–FIXED OR CHANGEABLE?2018In: Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017) / [ed] Odilla Finlayson, Eilish McLoughlin, Sibel Erduran and Peter Childs, Ireland, 2018, p. 1953-1960Conference paper (Refereed)
    Abstract [en]

    Knowledge linked to programming has recently been extensively strengthened in curricula and

    syllabi in the Swedish compulsory school. The introduction of this new content requires that

    teachers have to be trained in programming and programming teaching. Th

    e aim of this study

    is to investigate what content and values that emerge as important in a professional

    development course and in the participating teachers’ teaching in their classrooms. Data was

    collected by observation of the teaching sessions within t

    he course as well as in three of the

    teachers ́ teaching, where notes were made continuously. By using a discourse analytical

    perspective, content and values that emerged as important within the teaching were identified.

    The findings show that

    the content k

    nowledge in the teacher training course is taken for granted

    within the school context, as well as in itself. In addition, normative values and steering

    strategies have been identified within the teacher training course. In the classroom studies,

    similar v

    alues were identified among the teachers. A potential problem within the teaching

    practice was found in terms of a lack of progression of the content related to programming, as

    well as difficulties in relating the use of programming to relevant contexts.

  • 23.
    Björkman, Anna
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Joelsson, Yuri
    The Technical Innovation System of Self-Driving Vehicles in Road Freight Transport: Towards an understanding of Actor Dynamics, Sustainability Outcomes & New Competencies2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Over the last decade, advancements in connectivity, driving automation technology and electrification in combination with changing customer demands have started to rapidly transform the way in which goods are being transported. Following this fast rate of development, self-driving vehicles (SDVs) in road freight transport are anticipated to operate on public streets within the next couple of decades.

     

    The road freight transport sector is particularly feasible and attractive for driving automation technology. In this sector, there are strong economic incentives and rationales to implement SDVs in road freight transport as it presents possibilities to eliminate or drastically reduce driver costs, optimize vehicle usage rates and improve energy efficiency. Widespread adoption of SDVs is especially feasible for so called node-to-node freight transport flows, carried out between important logistics hubs. Node-to-node road freight transport is characterised by repetitive and predictive flows of goods, conducted in less complex driving environments such as highways and industrial areas.

     

    Although SDVs are predicted to bring significant impacts to the transport system and society, research on the potential influence of commercial use cases of SDVs in road freight transport is scarce. Research aiming to provide an overview of how different type of actors are involved in shaping the development, deployment and future operations of SDVs in road freight transport is also limited.

     

    This paper provides an understanding of system-level impacts of SDVs in node-to-node road freight transportation. It also provides a synthesized view of opportunities and barriers that actors are facing in relation to a large scale use of SDVs in road freight transport.  This understanding makes it possible for stakeholders to identify expectations, needs, policies and strategies to govern a sustainable transitions of the transport system. In addition, the paper provides an investigation of requirements for new knowledge and competencies along with development.

     

    By using technical innovation systems (TIS) as a theoretical approach for the study, different components and aspects of the Swedish freight transport system are described and analysed in relation to SDV development and innovations. The TIS framework consists of a set of system components involved in the generation, diffusion and utilisation of a technology, and the relationships between the components. TIS components include actors, institutions, and networks, where networks describe the relationships between actors and institutions.  In the paper, Sweden is used as case study. The results are based on 19 qualitative interviews with representatives from a broad spectrum of actors all being part of, or expected to be part of, a road freight transport system where SDVs is a central component.

     

    By analysing the interview results using the TIS framework, one of the main findings is that the public sector together with truck manufacturers are key actors in governing and enabling a commercialization of SDVs in road freight transport. Truck manufacturers have a great power in shaping the system by driving the technical development of SDVs, while government agencies are responsible for regulations and guidelines influencing the direction of development.

     

    The results further indicate that the introduction of SDVs in road freight transport would imply changing dynamics between the actors and other components of the TIS. One example is the role of road carriers and freight forwarders who are currently two of the most central actors in the freight transport system. In a transport system with SDVs, those actors may become less influential. Likewise, actors that are currently not having a central role in the freight transport system may become more influential. For instance, SDVs can catalyse a development towards electrification. This is a way of expanding the system boundaries and implies that new actors, such as energy companies and fuel retailing companies, begin to investigate how they could develop their business models to become a part of an evolving market. This is important in order to be able to compete and engage in a system with SDVs.

     

    Another finding is that there is a consensus among interviewed actors that SDVs must be adapted to the existing road infrastructure system rather than the other way around. At the same time, a completely new digital infrastructure system is being created around SDVs, which is necessary to handle the large amounts of data required for SDVs to operate. Furthermore, the connection between electrification and automation is somewhat ambiguous - some claim that there is clear symbiosis between the two technologies while others argue that they just happen coincided in time.

     

    Finally, the results indicate a lack of holistic and systematic perspectives among the actors on how the development and deployment of SDVs could contribute to sustainability in the freight transport system. It is critical to at this early state of implementation govern and shape technological development and business models in a direction that ensures a sustainable path for a future transport system with SDVs.

  • 24.
    Björlin Svozil, Louise
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Beslutsgrund: en studie av utbildningsval bland kvinnliga elever på gymnasieskolans Naturvetenskaps- och Teknikprogram2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Education in engineering sciences in Sweden have for the past hundred years gone from solely recruiting men to a 36 percentage of female students. Even though the number of women is progressing in some fields, other fields still have as low proportion as 16 percent. The largest base for recruiting engineering students is the Swedish gymnasium programs in Sciences (NV) and in Technology (TE). The research method grounded theory (GT) was used when female students in NV and TE were interviewed to investigate the main concern of these students making choices about present and future studies. A broad spectrum of reasons, summarized in the core category Reasons for Decision (Beslutsgrund), showed that the students took into consideration the labour market, eligibility to university, the ranking of an education, expectations for social belonging, self-efficacy, grades, avoidance of a school subject, if the education led to the desired career, work load and work load in relation to eligibility. The execution of GT showed that this method could be used within the frame of a master thesis and that there are challenges and advantages in the combination.

  • 25.
    Blomqvist, Jonas
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Dahlberg, Victor
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Undersökning av direktuppspelning som pedagogiskt verktyg inom MOOC2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Self-paced massive open online courses, MOOCs, provide individual learners with

    the opportunity to take control of their learning. However, MOOCs require learners

    to be able to fulfil the course with limited help from teachers and peers - something

    that is highlighted as an essential factor to enhance the learning experience in distance

    education. Therefore this study aims to explore the use of live streaming as

    a pedagogic tool in self-paced MOOCs to enhance communication between learners

    and between learners and the teacher.

    Based on a systematic literature study, a live streaming event was designed and

    conducted via Twitch in a self-paced MOOC given by KTH Royal Institute of Technology.

    To evaluate the event surveys were handed out to the learners and the teacher

    was interviewd. An interview was also conducted with another teacher at KTH who

    had experience with planning and executing live streaming events.

    Since MOOCs are characterized as being accessible to everyone a user-friendly and

    free platform plus software were selected. Due to the fact that a live streaming

    event in MOOCs must be able to support a large number of learners, we chose to

    allow learners to communicate only via chat while the teacher was able to communicate

    via chat, audio and video. The study showed that both the learners and the

    teacher perceived this moment as a rewarding complement to the opportunities for

    communication already provided in self-paced MOOCs but that the teacher has a

    major responsibility in enabling the interactions that live streaming allows. The

    teacher also felt that live streaming provided a personal contact and could therefore

    be a means to minimize the sense of isolation that is often associated with self-paced

    MOOCs. The study further designed a manual to facilitate implementation in future

    courses.

  • 26.
    Borck Janeheim, Sofie
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    How to Improve Learning at Work?: A Case Study of an Interactive Learning Activity with Virtual Knowledge Sharing2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This project is a case study conducted at Ericsson where a new type of learning activity has been tested. The reason for conducting this study is that Ericsson together with other companies within the technology field faces a significant challenge to acquire knowledge fast enough to keep up with new trends and technological developments.

    The main research questions in this study are how the participants experience these learning activities and what the most important factors are for successful learning within this context. Further, it is investigated how these learning activities are affected when they are scaled from one to many locations with interactive video conferencing rooms.

    Data were collected in a four-month period, and the data consisted of qualitative interviews, observations, questionnaires and impressions perceived during the time spent in Ericsson’s office. Given this collected data, the direction of the study changed during the study’s duration, since new questions arose that needed to be answered.

    The results indicate that the interaction changes when video conferencing tools are used, the number of interaction decreases; however, there are indications that the quality of content increases. The participants believe that interaction is an essential part of learning, and to create a safe environment for having discussions and for asking questions. Further, motivation and expectations seem to be crucial factors for successful learning activities.

    The analysis of these results implies that clear information, planning and a high level of structure in the implementation is required for a truly interactive learning environment to exist, in particular, if more than one location is participating. To make it possible for the participants to prior their personal development, it seems to help them to set the right expectations in prior is important. Furthermore, the social aspect regarding relations and the possibility to build personal networks seems to become the ground for motivation and attitude when it comes to participating.

    In conclusion, the studied activity of interactive learning seems to be a way forward for Ericsson to face technical development and new trends in the market since this is a way of creating awareness and giving a broader perspective. This activity can, with support from the theoretical perspectives, be seen as a starting point for learning, where the process for each continues afterwards.

    For Ericsson to continue to develop this interactive learning activity, recommendations are given at the end of this report for further improvements.

  • 27.
    Borgemo, Joakim
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Roth, Richard
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Gymnasiefysikens meteorologiinnehåll: En metodkombinationsstudie om hur klimat och väder implementerats i fysikundervisningen2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study examined the implementation and teaching of climate and weather which was added in the year 2011 under Physics 1 in the Swedish upper secondary school. The study performed a mixed-methods approach consisting of teacher interviews supplemented with an interview with an official at the Swedish National Agency for Education and with text analysis of course books. The teacher’s experienced some problems related to what the new subject area would contain. The uncertainty about what the area would contain was also seen in the course books. The interviewees’ opinion that the important issues in the subject area were the greenhouse effect and global warming were shared among the teachers. The greenhouse effect and global warming also had prominent roles in the course books. From the interviews it was found that teachers were positive to include Socio-Scientific Issues (SSI) into their teaching, but when assessing students learning the concepts of physics were emphasized. Cross-disciplinary cooperation was described by the teachers as desirable and often occurring.

  • 28.
    Borglund, Dan
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Carlsson, Ulf
    KTH, School of Engineering Sciences (SCI).
    Colarieti-Tosti, Massimiliano
    KTH, School of Engineering Sciences in Chemistry, Biotechnology and Health (CBH).
    Edström, Simon
    Havtun, Hans
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Applied Thermodynamics and Refrigeration.
    Henriksson, Ann-Sofie
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hjelm, Niclas
    KTH, School of Engineering Sciences in Chemistry, Biotechnology and Health (CBH), Biomedical Engineering and Health Systems, Basic Science.
    Naimi-Akbar, Ida
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Collaborative Course Evaluation and Development at KTH: Progress, Lessons Learned and Way Forward2017In: 6th USIU Conference, 2017, article id 68Conference paper (Refereed)
  • 29.
    Borglund, Dan
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Carlsson, Ulf
    KTH, School of Engineering Sciences (SCI).
    Colarieti-Tosti, Massimiliano
    KTH, School of Engineering Sciences in Chemistry, Biotechnology and Health (CBH).
    Edström, Simon
    Havtun, Hans
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Applied Thermodynamics and Refrigeration.
    Hjelm, Niclas
    KTH, School of Engineering Sciences in Chemistry, Biotechnology and Health (CBH).
    Naimi-Akbar, Ida
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Collaborative course analysis and development at KTH: What's the next step and who needs to do what to make it happen?2017In: KTH SoTL, 2017Conference paper (Refereed)
  • 30.
    Bouvin, Sofia
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Mattsson, Patrik
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Språkdidaktiska metoder i programmeringsundervisning: En undersökning av möjligheten att anpassa språkdidaktik till programmeringsundervisningen i den svenska gymnasieskolan2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    From 2018, programming courses will be made available for all students in upper secondary school (Sweden). This highlights the need for working and well-defined teaching methods that are adapted for students with different background and experiences in technology. Programming is a formal language unlike Swedish or English that are natural languages. Research shows that when we interpret programming code, the language center of our brain is more active in comparison with regions of the brain that are more connected with logical and mathematical thinking. In this report we investigate the relationship between formal and natural languages in order to evaluate the extent to which language leaching methods can be applied to programming education. To get an overview of how programming education is currently structured, we conducted interviews which were then analyzed from a qualitative perspective. These interviews make it possible to understand the conditions of learning situations in computer education, and what the main difficulties in today's programming classroom are. The scope of this study is limited to introductory programming, more specifically in the Swedish upper secondary school. The result shows that the biggest difficulty for students in introductory programming, is to program without syntax becoming too much of a time-consuming struggle. In addition, the interviews show that teachers in programming courses have little research-based methods to use in their teaching in order to address these difficulties. In our study we find that only a subset of the syllabus of introductory programming can be dealt with using language teaching methods. To increase students' understanding of programming language syntax, the student should be exposed to many examples of programming code. Through these code examples the students are enabled to process the programming language in order to extract the syntax rules of the current language. An obvious step in this process consists of the students' memorizing these lines of code. This way the students' syntax error rate can be reduced.

    An additional challenge when teaching in introductory programming is the confusion of concepts that can occur in a conflict between the Swedish and English languages. It is therefore important to allow the students to reflect upon the semantic meaning of keywords, concepts and commands in a programming language. Through reading of code examples, the students can also get a feeling of how programming code is best structured and commented in order to aid readability. With our proposed approach to teaching programming, we want to inspire to new ways of thinking about programming education, but we also want to leave a bit of space for practice and further research for those interested in the world of programming and computer education.

  • 31.
    Brennan, Robert
    et al.
    University of Calgary.
    Edström, KristinaKTH, School of Industrial Engineering and Management (ITM), Learning.Hugo, RonUniversity of Calgary.Roslöf, JanneTurku University of Applied Science.Songer, RobertKanazawa Technical College.Spooner, DanielÉcole Polytechnique, Montréal, Canada.
    Proceedings of the 13th International CDIO Conference2017Conference proceedings (editor) (Refereed)
  • 32.
    Broström, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Economics.
    Ekman Rising, Marianne
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Organization and management.
    Geschwind, Lars
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Lindgren, Monica
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Organization and management.
    Packendorff, Johann
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Organization and management. Sevenday.
    Instrumentalisation of academic work: Creeping, myopic and individualising processes and their consequences2019Conference paper (Other academic)
  • 33.
    Brunday, Helene
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Imitera mera: nyttan av färdiga exempellösningar i matematikundervisning2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study has been conducted due to the need of a boost of the Swedish school's mathematics education. The aim has been to be able to show an idea of how high school mathematics education can be customized as a result of an extended and more targeted use of sample solutions. This has been done by introducing an alternative teaching method into two classes at a secondary school in Stockholm. The students has then performed mathematical tests with and/or without the alternative teaching method. In addition to mathematical tests, interviews and surveys have been conducted. The results of the study indicate that students' performance increase when teaching with sample solutions. Furthermore, the study points out that those who are most successful in raising their mathematical results often are the students who usually perform the weakest in regular education. The study also shows that students with different academic background appreciate to work with sample solutions, and can find their own way in how to use them. To summarize, this work indicates that sample solutions can be used as an element in mathematics education, for example, when introducing new procedures or theories in order to easier and less time-consuming provide students with the support they need and require.

  • 34.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM).
    Hyland, Tomás
    University of Limerick.
    Seery, Niall
    Athlone Institute of Technology.
    Pears, Arnold
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    A comparison of Swedish and Irish secondary students’ conceptions of engineers and engineering using the Draw-an-Engineer Test2019In: 126th ASEE Annual Conference and Exposition, 2019Conference paper (Refereed)
  • 35.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.
    Hyland, Tomás
    University of Limerick.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM).
    Seery, Niall
    Athlone Institute of Technology.
    Pears, Arnold
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Engineering education research methods to determine conceptions of engineers and of engineering2019Conference paper (Refereed)
  • 36.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.
    Hyland, Tomás
    University of Limerick.
    Seery, Niall
    Athlone Institute of Technology.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM).
    Pears, Arnold
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Investigating perceptions of intelligence as an approach to understanding female representation in technology and engineering education2019Conference paper (Refereed)
  • 37.
    Bälter, Olle
    et al.
    KTH, School of Electrical Engineering and Computer Science (EECS), Media Technology and Interaction Design, MID.
    Riese, Emma
    KTH, School of Electrical Engineering and Computer Science (EECS), Theoretical Computer Science, TCS.
    Enoksson, Fredrik
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hedin, Björn
    KTH, School of Electrical Engineering and Computer Science (EECS), Media Technology and Interaction Design, MID.
    Baltatzis, Alexander
    KTH, School of Electrical Engineering and Computer Science (EECS), Media Technology and Interaction Design, MID.
    Josefsson, Pernilla
    KTH, School of Electrical Engineering and Computer Science (EECS), Media Technology and Interaction Design, MID.
    The Challenge of Identifying the Importance of Drivers and Barriers for Implementation of Technology Enhanced Learning2018In: The 11th Pan-Hellenic and International Conference: ICT in Education, 2018, p. 283-290Conference paper (Refereed)
    Abstract [en]

    The potential of technology enhanced learning (TEL) can have both pedagogical and administrative benefits. In a previous study, we investigated the drivers and barriers for TEL in higher education using Force Field Analysis (FFA). In this follow-up study, we collected new data through a questionnaire to a group of pedagogical developers and at a presentation at a university internal conference for teachers. A Kruskal Wallis test was carried out to test if the groups filling out questionnaire deviated from each other in their ranking. A comparison was also done to the scores in the previous study. As a result of this triangulation, deviations were found between ratings for seven of the 20 identified forces. While the assessments of strengths in FFA is debated, we argue that each group’s view is an important component to understand the situation, and triangulation of data is helpful in understanding the different views.

  • 38.
    Bång, Olivia
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Teknik på Youtube: En diskursanalys av teknik i Youtubevideor2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Technology as a subject in Swedish high schools faces many problems. The subjects purpose and content has gone through significant changes over the years, and today (2018) less than half of all active teachers possess the right qualifications. There is therefore a need to aid these teachers in planning and executing their classes, to ensure a quality education for our pupils.

    With the assumption that a big part of learning is to be able to connect knowledge gathered outside of school to the academic knowledge acquired in school, the purpose of this paper was to analyse which technological discourses high school pupils could acquire outside of school. These discourses were then compared to the technological discourses that can be found in schools, to help aid the technology teachers’ planning of their classes.

    To find out where pupils are exposed to technology discourses on their free time, this paper looked to the social video-sharing platform, Youtube. Practically all Swedish kids between the ages of 12 to 15 use Youtube, and 86 % of them use it every day. At Swedish award shows the Swedish Youtuber and Influencer Therese Lindgren won titles such as Youtuber of the year and the Kids favourite vlogger. Therese Lindgrens Youtube series, “Therese testar teknik”, won the title of Series of the year. This seems to tell us that Therese Lindgren and her show “Therese testar teknik” are popular among kids and could potentially influence their view of technology.

    A selection of episodes from the series were picked to be analysed, to find out which technological discourse was represented in these videos, and how it compared to the discourses in schools. The results showed that the videos presented technology comparable to schools, but with some differences in focus. In the videos, technology was presented as the artefacts and systems of artefacts used in an activity to solve a problem or a task, that were affected by natural sciences and affected society.

    Aside from the parts of the technology discourse that was comparable to the ones in schools, the videos also presented emotions connected to technology, through non-verbal communication. The videos presented technology as something fun and exciting, something that can influence the viewers’ own attitude towards technology.

  • 39.
    Bårman, Sofia
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Den didaktiska formeln för(Matematik)Idrottselev: En diskursanalys på ett idrottsgymnasium2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish model of elite sports secondary schools consist of Riksidrottsgymnasium, RIG,and National Sports Education Programs, NIU, which offer a training program with specialized sports to student-athletes in order for them to combine sport and study. The underlying philosophy for the model is seen as creating “winners in the long run” in preparingstudent-athletes for a post-athletic career, as well as coping with current demands to optimise development in an elite sporting career. For young student-athletes to successfully combine elite sport and study, it is important tohave a holistic perspective. Previous research in “dual careers” is based on the holistic perspective that describes the importance of a balance between sport, school and private life. The studies point out that the student-athlete has a challenging life situation to manage andit is important for the young student-athlete to feel good to be able to perform both in sportand study. The various research studies are based on and emphasize the sport, the sportenvironments and coaches. They put focus on the importance of the education and theimportance of the holistic perspective of sport, school and private life but do not go into depthhow the teacher's teaching or the student's way of learning should be designed for best results.

    This discourse analysis is defined as “mathematics at an elite sport secondary school”. The research question which shapes the given discourse reads: “What are the didactic perspectives in the student-athlete's educational environment, especially in mathematics teaching, seen as discourse?” The math teachers and the student-athletes are put into focus and the study investigates how they describe the math education at the RIG-school. The study is based onthe didactic perspective/teaching perspective in the student-athlete's educational environment. Data for the study was collected through interviews with math teachers and a questionnairefor student-athletes, at a RIG-school with approximately 60 student-athletes, during thespring of 2019.In the results of the analysis, the norms of the discourse, highly valued positions and dilemmaappear as five themes: “the important math-subject”, “the good student-athlete”, “thedilemma of the student-athlete's absence”, “strategies for support” and “the ambiguity of theform of the mathematics education”.

    These findings point to the fact that an ideal image of a successful student-athlete is clearly presented, that the math-subject is valued important and difficult based on its tradition and that the specific study form for mathematics education for student-athletes lacks a clear form. The model that is applied for the mathematics education at the RIG-school can be describedas teacher-led classroom education supplemented with various adaptations to facilitate the student-athletes' self-studies. In this study the discursive analysis also point out the success factors, which are summarized as the student-athletes' high responsibility, motivation and ability to plan and carry out self studies as well as the math teachers' various adaptations and support to facilitate the student athletes' self-studies.

  • 40.
    Bölin, Andreas
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Tingsborg, Erik
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Matematiklärares användning av lärplattformar vid bedömning: En undersökning av gymnasielärares arbete2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The Swedish school is being digitized and many schools use digital learning platforms to manage everything from administrative tasks to communication of specific tasks between teachers and students. However, these platforms do not follow any government directives or requirement specifications. Instead the platforms’ design is governed by the school management's expressed needs. This can lead to less fair and equivalent grades on a national scale since the platform dictates how grading is performed and structured to some extent. The goal of this study is twofold. First, it aims to create a deeper understanding of i) how mathematics teachers at the upper secondary school work with assessment in their current teaching practices and ii) teachers experiences of how digital platforms fit into their work with assessment. This study also aims to investigate whether the teachers’ work with assessment follows Skolverket’s (the National Agency for Education in Sweden) directives for assessment. This study limits itself to only examining the work and experiences of teachers in mathematics.

    To investigate teacher’s opinions and experiences of grading, six upper secondary teachers in mathematics were interviewed. Based on the interviews, a questionnaire survey was developed to quantify collected qualitative data. The questionnaire was created digitally and distributed online via social media to practicing teachers. 50 teachers answered the questionnaires. A comparison between the teachers' assessment process and Skolverket's directives and guidelines was performed to problematize structures within the assessment process.

    The study's results show that teachers to a greater extent let students assess their own work if the teachers have access to the tool Kunskapsmatrisen. Most teachers use private spreadsheets for documenting summative assessment. The guidelines set by Skolverket are followed to a wide extent but this can be because the guidelines are designed to cover a broad range of teaching practices. Internal discussions is one of the guidelines that isn’t followed by 18% of teachers while increased discussions and training for teachers could be beneficial for their ability to implement platforms in their work with assessment.

    The study concludes that teachers for the most part are satisfied with their work regarding grading on learning platforms. They appreciate the ability to document results online but express that several improvements still have to be made. The results indicate that the responsibility for the platforms’ shortcomings is partially caused by the schools’ board whom is responsible for purchasing and implementation of platforms. This study offers new viewpoints worth investigating in order to further better the understanding of learning platforms and their role in assessment.

  • 41.
    Canty, Donal
    et al.
    University of Limerick.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM), Learning. Athlone Institute of Technology.
    Seery, Niall
    Athlone Institute of Technology.
    Research paper on features of skills development in technology education2019Report (Other academic)
  • 42.
    Crawley, Edward F
    et al.
    Massachusetts Institute of Technology.
    Edström, Kristina
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Stanko, Tanya
    Skolkovo Institute of Science and Technology.
    Educating Engineers for Research-based Innovation: Creating the learning outcomes framework2013In: Proceedings of the 9th International CDIO Conference, Cambridge, MA., 2013Conference paper (Refereed)
    Abstract [en]

    Skolkovo Institute of Science and Technology (Skoltech) is a newly established graduate university in Moscow, Russia, with the knowledge triangle mission to educate students, advance knowledge, and foster innovation in order to address critical scientific, technological, and innovation challenges and gaps facing Russia and the world. Educational programs will therefore be designed to foster the graduate qualities that are needed for research, innovation and entrepreneurship. In order to develop a broad consensus around the educational mission of Skoltech, we engaged stakeholders to better understand their needs and the appropriate mission of Skoltech education in the triple helix ecosystem. Preliminary high-level learning outcomes were formulated, drawing on a workshop with stakeholders and on reference frameworks, among them the CDIO Syllabus. The preliminary learning outcomes were discussed in depth with stakeholders from industry, universities, research institutes and governmental organizations in Russia, EU and USA. This paper analyses the input from 38 stakeholders and presents the resulting Skoltech Learning Outcomes Framework.

  • 43.
    Dalarsson, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    IT-inslag i matematikundervisningen i grundskolan och på gymnasiet: Kritisk analys av statsmaktens och lärarnas diskurser2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The introduction of Information Technology (IT) in mathematics teaching in primary and secondary schools, as well as in high schools, is an important area of concern, where some major efforts by the legislators and the responsible Swedish government bodies (Skolverket, Skolinspektionen etc.) are made. Legislators and government bodies have produced and implemented a number of governing documents and other supporting documents that define the guidelines for deployment, practical use and follow-up of the effects of introducing IT in mathematics teaching.

    The purpose of the present thesis work is to use critical discourse analysis (CDA) to investigate how the introduction of IT in mathematics teaching is described in the governing documents. Furthermore, the present thesis work aims to investigate how the governing documents' discourse relates to the professional teachers' discourse and social practices when using IT in mathematics teaching. The practicing teachers discourse on using IT in mathematics teaching is described based on a number of texts published by the two major unions that organize practicing teachers in Sweden. The work consisted of a systematic literature study and a critical discourse analysis of the relevant parts of a number of selected texts.

    The analysis results show that, regarding the use of IT in mathematics teaching, the discourse in the governing documents consists to a large extent of vague terms that in the framework of discourse analysis are also called the floating signifiers. When it comes to the practicing teachers discourse and thereby also their social practices in the schools, the analysis shows that the practicing teachers are not always positive towards the use of IT in mathematics teaching. Thereby the analysis identifies the important differences between the governing documents' discourse and the teachers' discourse and social practices in the schools.

  • 44.
    Doyle, Andrew
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Review of: Re-examining Pedagogical Content Knowledge in Science Education2018In: Australasian Journal of Technology Education, ISSN 2382-2007, Vol. 5Article, book review (Other academic)
  • 45.
    Doyle, Andrew
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hartell, Eva
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Björk, Helena
    Haninge kommun.
    Programmering i mellanstadiets teknikämne2019In: Beyond technology: Barns röst och digitala skolverkligheter / [ed] Helena Björk, Andrew Doyle, Eva Hartell, Riikka Hohti, Mathias Mose Olesen, Kathrin Otrell-Cass, Bjarne Paulsen, Olli Rekonen & Katariina Stenberg., Ålborg, Danmark: Aalborg University , 2019, p. 14-17Chapter in book (Other (popular science, discussion, etc.))
  • 46.
    Doyle, Andrew
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning. University of Limerick, Limerick, Ireland..
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM). University of Limerick, Limerick, Ireland..
    Canty, Donal
    University of Limerick, Limerick, Ireland..
    Exploring the relationship between technology teachers orientations towards teaching and their associated professional life phases2016In: PATT-32 Proceedings: Technology Education for 21st Century Skills / [ed] de Vries, Marc J; Bekker-Holtland, Arien; and van Dijk, Gerald, Utrecht, the Netherlands, 2016, p. 141-149Conference paper (Refereed)
    Abstract [en]

    It is widely agreed that developed pedagogical content knowledge (PCK) is a knowledge base unique to teachers. Therefore, the successful development of a teacher can be evaluated in terms of an evolved PCK. However, research has shown that teachers in later professional life phases (PLP’s) are at a greater risk of being less effective (Day & Gu, 2007). Given that the rational and grade point-orientated nature of the Irish education system hinders the development of an integrated pedagogy (Commission on the Points System, 1999; Hennessy, Hinchion, & Mcnamara, 2011), this paper explores the relationship between technology teachers’ PLP and their orientations towards teaching as a critical construct of PCK.The study cohort consisted of practicing technology teachers (n=9) ranging in experience from 4 to 31 years of classroom practice. An interpretive research methodology was employed whereby participants were involved in semi-structured interviews focused on eliciting an understanding of participants’ knowledge and beliefs around the purposes and goals of teaching technology. The findings suggest that technology teachers’ orientation towards teaching varies as teachers’ progress through their teaching career. It emerged that participants in earlier PLP’s are more likely to display a pupil-centred orientation towards teaching whereas teachers in later PLP’s are inclined to adopt transmission pedagogies suggesting a teacher-centred orientation towards teaching.

  • 47.
    Doyle, Andrew
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM), Learning. Athlone Institute of Technology, Athlone, Ireland..
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Operationalising pedagogical content knowledge research in technology education: Considerations for methodological approaches to exploring enacted practice2019In: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518Article in journal (Refereed)
    Abstract [en]

    Like many areas of curricula internationally, technology education has encountered difficulties in achieving continuity between the rhetoric of prevailing policy and the reality of enacted practices. In technology education, the conceptually oriented nature of curricular goals is theorised to play a significant part in influencing this relationship. One way in which investigations of this relationship have been approached is considering the application of pedagogical content knowledge (PCK) frameworks as a mechanism to understand the interaction of teachers’ knowledge and enacted practices. However, understanding from the philosophy of technology, and the technology education literature, suggests that technology education treats knowledge differently to many other disciplines. As a result of this, the interactions between teachers’ beliefs and knowledge are theorised to play a more significant role in influencing enacted practice in technology education. Building on this perspective, this article considers the need to investigate the roles of teachers’ knowledge and beliefs, and the interactions between these, in the investigation of enacted practice. Further to this, the article problematises the potential for a dominance of exploratory research, though acknowledging the need for research within different paradigms; a common frame of reference is advocated. In advocating a more holistic approach to investigating enacted practice, and the factors which may influence teachers’ enactment of teaching practice, it is envisioned that this article takes a step towards methodological coherence regarding the study of enacted practice in technology education.

  • 48.
    Doyle, Andrew
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. Athlone Institute of Technology, Athlone, Ireland..
    Gumaelius, Lena
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    University of Limerick, Limerick, Ireland..
    Hartell, Eva
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Reconceptualising PCK research in D&T education:proposing a methodological framework to investigateenacted practice2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    Abstract [en]

    Since first conceived, the concept of pedagogical content knowledge (PCK) hasattracted much attention. Despite being lauded by educationalists as the unique knowledgebase of teachers, research on the concept over the past 30 years has yet to result in a universallyaccepted definition being presented. Much of the contentions surrounding the lack ofan agreed upon conception appear to have stemmed from difficulties in understanding therelationship between PCK, other areas of teacher knowledge, teacher beliefs, and enactedpractice. This paper considers the application of PCK frameworks to design and technology(D&T) education, through an analysis of the nature of the discipline from an ontologicaland epistemological perspective and contemporary perspectives on the construct of PCK.It is theorised that the volition afforded to teachers in D&T through weakly framed subjectboundaries negates the effective application of PCK frameworks, as teachers’ beliefs have agreater impact on enacted practices. In an attempt to better understanding enacted practicein D&T education, the paper proposes a methodological framework centred on the interactionsbetween teachers’ beliefs and knowledge in the discipline, through synthesising theconcept of amplifiers and filters of practice with the nature of D&T education. The proposedframework outlines the need to recognise individual teachers’ conception of capabilityas a critical influence on enacted practice.

  • 49.
    Edelbro, Catrin
    et al.
    Luleå University of Technology.
    Eitzenberger, Andreas
    Luleå University of Technology.
    Edström, Kristina
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. KTH, School of Industrial Engineering and Management (ITM), Learning.
    Jonsson, Kristina
    LKAB.
    Svedberg, Erik
    LKAB.
    Engaging with Program Stakeholders to Support Program Development2017In: The 13th International CDIO Conference Proceedings - Full Papers / [ed] Brennon, R., Edström, K., Hugo, R., Roslöf, J., Songer, R., & Spooner, D., Calgary, 2017Conference paper (Refereed)
    Abstract [en]

    Luleå University of Technology (LTU) has adopted CDIO as the framework for developing its engineering programs. At the Department of Civil, Environmental and Natural Resources Engineering, there are two programs focusing on tunnelling, mining and rock excavation. Despite very positive prospects for professionals in the field, the number of students has decreased for the last two years. Further, program content might not reflect recent developments or new requirements in the industry. Therefore, the programs and their courses are taken under renewed consideration. Given the nature of the challenges facing the programs, it is in this case particularly important to inform of the planned development through a dialogue with stakeholders. Stakeholder dialogue is also a key feature of a CDIO curriculum development (CDIO Standard 2). This paper reports on a process of engagement with industry representatives, initiated through a meeting to discuss the competence of newly graduated from LTU as well as the future needs in the industry. The input will make it more visible what programme and course development work needs to be done in the nearest future. A continued support and feedback from the industry is warranted during the programme development.

  • 50.
    Edström, Kristina
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. KTH, School of Industrial Engineering and Management (ITM), Learning.
    Academic and Professional Values in Engineering Education: Engaging with History to Explore a Persistent Tension2018In: Engineering Studies, ISSN 1937-8629, E-ISSN 1940-8374, Vol. 10, no 1, p. 38-65Article in journal (Refereed)
    Abstract [en]

    The tension between academic and professional aims of engineering education is a remarkably consistent challenge facing engineering educators. Here, some historical roots of this issue are traced through the life and work of Carl Richard Söderberg (1895–1979), who emigrated from Sweden to the US for an illustrious industrial and academic career. While Söderberg was a proponent for a more science-based curriculum, his rationale was related to solving real professional problems, and he would come to criticise the distancing of engineering education from engineering practice. Söderberg's views are compared to a present-day reform concept for engineering education, the CDIO approach, founded by MIT and three Swedish universities. The similarities show the persistence of the issue, as many of Söderberg's ideals, arguments, and proposed strategies are fully recognisable in the current discussion. Further, Söderberg and CDIO share the ideal of mutually supporting professional and disciplinary preparation, implying that the tension should not be a zero-sum game. The paths to this ideal were different, however, as Söderberg wanted to integrate theoretical aspects to improve an overly practical education, while CDIO is about improving an overly theoretical education by integrating also other necessary professional aspects.

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