This project is part of the digitization of engineering education at the Royal Institute of Technology (KTH). The digitization process of the observed undergraduate course in electrical engineering so far allows students to use the Learning Management System (LMS) to find course literature and notes, recorded lectures, theoretical exercises in the form of quizzes, and online interactive calculation exercises with built-in feedback for each question. What remains to be solved is the human-type contact that can answer a student’s question, for example: “How am I doing in the course?”. Usually, an experienced teacher would be able to answer that question with his own predictions.

A proposal for a new course design of our electro undergraduate courses with several different sets of interactive questions, based on Bloom’s Taxonomy, constructed in Möbius CW and integrated into the LMS Canvas will be presented. The presented work contains a brief account of students’ first reaction in two courses in two different programs and what the respective students think of the new online tools that the course is equipped with.

Learning Analytics (LA) is an emerging practice at a very early stage of adoption especially inEurope [10]. In particular, LA, which incorporates Predictive Analytics (PA), is dependent on large and rich datasets for accuracy. Most LA solutions use data available from Learning Management Systems (LMS), and Student Information Systems (SIS). As such, the data used is limited to the student’s activities and interactions with these systems. This data might in turn be inadequate forbasing analysis and predictions on. Many LA solutions are therefore looking beyond these systemsto include data from other sources as well. Data such as social media analysis, library use, studentbehaviour based on access card swipes and IP address as well as other multimodal data from avariety of sensors etc could be included.

There are several motivations for integrating data such as scaling up LA projects, enabling improvements of new educational technologies, and making more accurate and fine-grained analyses based on a wider set of data.Recent research points to the limited focus on technical details of integrating data and the very limited use of data integration specifications [8]. This study,therefore, aims to help close this gap in current research by identifying limitations and issues in data integration based on previous research efforts to inform and propose an architecture to enable further development and opportunities when scaling up LA projects.

The proposed architecture enables data integration of different data types from various educational technologies used in the learning environment. Drawing on principles of clean architecture[6] the decoupling of business rules is informing the architecture design. As such a component is also independent of other external “layers” such as user interface, frameworks and database.

Education at the Mechatronics Division is traditionally based on collaborative-constructivist theory of learning and attempts tointegrate theoretical studies with practical exercises (Grimheden, 2006). Most of our courses are characterized by Dewey’scatchphrase “learning by doing”, developed further in Community of Inquiry (Garrison, 2015) and reviewed by Stenbom(2018). In this digitalized era when technology is changing rapidly, especially electronics and computational technology, it isnot far-fetched to expect of our teaching methods to follow this development. Thus, we aim to develop technology enhancedlearning in our electro courses in accordance to current pedagogical and technological trends (Ismil, 2020). The main aim ofthis ongoing research is to examine how teaching presence designed with interactive assignments enhances our students’learning. 

In the present work, published experimental information has been evaluated to produce a self-consistent set of thermodynamic and phase diagram data for the Sn-Zr system. The thermodynamic evaluation for all stable phases is obtained by using the CALPHAD method. The calculated phase diagram and thermochemical properties are compared with the experimental data. Most of the available experimental data are satisfactorily accounted for by the present thermodynamic description. The need for new experimental work on the solid/solid transformation in the middle and on the Sn-rich side of the system is emphasised.