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  • 1. Aceijas, Carmen
    et al.
    Brall, Caroline
    Schröder-Bäck, Peter
    Otok, Robert
    Maeckelberghe, Els
    Stjernberg, Louise
    Blekinge Institute of Technology, School of Health Science.
    Strech, Daniel
    Tulchinsky, Theodore H
    Teaching Ethics in Schools of Public Health in the European Region: Findings from a Screening Survey2012In: Public Health Reviews, ISSN 0301-0422, E-ISSN 2107-6952, Vol. 34, no 1Article in journal (Refereed)
    Abstract [en]

    A survey targeting ASPHER members was launched in 2010/11, being a first initiative in improving ethics education in European Schools of Public Health. An 8-items questionnaire collected information on teaching of ethics in public health. A 52% response rate (43/82) revealed that almost all of the schools (95% out of 40 respondents with valid data) included the teaching of ethics in at least one of its programmes. They also expressed the need of support, (e.g.: a model curriculum (n=25), case studies (n=24)), which indicates further work to be met by the ASPHER Working Group on Ethics and Values in Public Health.

  • 2. Adams, Liz
    et al.
    Börstler, Jürgen
    What It's Like to Participate in an ITiCSE Working Group2011In: ACM SIGCSE Bulletin, Vol. 43, no 1Article in journal (Other academic)
  • 3. Adams, R.
    et al.
    Fincher, S.
    Pears, A.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Bousted, J.
    Dalenius, P.
    Eken, G.
    Heyer, T.
    Jacobsson, A.
    Lindberg, V.
    Molin, B.
    Moström, J.-E.
    Umeå universitet, Institutionen för datavetenskap.
    Wiggberg, M.
    What is the Word for Engineering in Swedish: Swedish Students' Conceptions of their Discipline2007Report (Other academic)
  • 4. Adams, R
    et al.
    Lindberg, Vanja
    What is the word for engineering in Swedish: students conception of their discipline2007Other (Other academic)
    Abstract [en]

    Engineering education in Sweden as in the rest of the world is experiencing a decline in student interest. There are concerns about the ways in which students think about engineering education, why they join an academic programme in engineering, and why they persist in their studies. In this context the aims of the Nationellt ämnesdidaktiskt Centrum för Teknikutbildning i Studenternas Sammanhang project (CeTUSS) is to investigate the student experience and to identify and support a continuing network of interested researchers, as well as in building capacity for disciplinary pedagogic investigation. The Stepping Stones project brings together these interests in a multi-researcher, multi-institutional study that investigates how students and academic staff perceive engineering in Sweden and in Swedish education. The first results of that project are reported here. As this study is situated uniquely in Swedish education, it allows for exploration of a Swedish perspective on conceptions of engineering. The Stepping Stones project was based on a model of research capacity-building previously instantiated in the USA and Australia (Fincher & Tenenberg, 2006).

  • 5.
    Albinsson, Gunilla
    Blekinge Institute of Technology, Faculty of Engineering, Department of Industrial Economics.
    Lärande utvärdering: ESF-projektet Klara Livet : Implementeringsfasen 2013-20142014Report (Refereed)
    Abstract [en]

    Projekt Klara Livet har initierats av de problem och utvecklingsbehov som finns inom arbetslivet. Särskilt bekymmersamt är de människor som inte kommer in på arbetsmarknaden och att de individer som är eller har varit sjukskrivna kommer att bli/har blivit utförsäkrade från Försäkringskassan och inskrivna på Arbetsförmedlingen. Denna grupp arbetssökande har inte möjlighet att få tillträde till arbetsmarknaden på samma villkor som andra och har andra behov än friska arbetslösa. I Blekinge finns ett stort antal människor som befinner sig i denna situation. Under april 2010 hade 875 personer tidsbegränsad sjukersättning, fördelat på 656 kvinnor och 219 män. Vid årsskiftet 2009/2010 lämnade 212 personer sjukförsäkringen, något som resulterade i 187 arbetssökande. Efter tre månaders karens ansökte cirka hälften om förnyad sjukpenning. I februari 2010 fanns i länet 448 pågående ärenden som påbörjats sedan mer än ett år tillbaka. Således finns i Blekinge en relativt stor grupp människor som är eller riskerar att hamna i långvarigt utanförskap. Många i denna grupp har dessutom synliga eller dolda funktionsnedsättningar.

  • 6.
    Albinsson, Gunilla
    Blekinge Institute of Technology, Faculty of Engineering, Department of Industrial Economics.
    Utvecklingsinriktat lärande inom ESF-projektet Klara Livet. Följeutvärderingsrapport2014Report (Other academic)
    Abstract [sv]

    Projekt Klara Livet riktar sig till individer med en svag ställning på arbetsmarknaden. Dessa väljs ut genom ett öppet ansökningsförfarande. Kärnverksamheten inom projektet är en intervention i form av en utbildningsinsats, som övergripande syftar till att stärka individens möjligheter och motivation att närma sig eller återgå till arbetet, fungera i vardagen och därigenom få ett större inflytande på sin upplevda hälsa. Projektets övergripande syfte är att genom otraditionellt samarbete mellan olika samverkansaktörer utarbeta och prova en alternativ modell för aktiv rehabilitering med arbetsförberedande insatser, som i förlängningen ska leda till sysselsättning för människor som riskerar att hamna i utanförskap. Ytterligare en målsättning är att individen ska närma sig arbetslivet och en egen försörjning, antingen genom arbetsplatspraktik eller genom introduktion till socialt eller kooperativt företagande. Generellt för den lärande utvärderingen i projekt Klara Livet är att evaluera projektets struktur, utfall och resultat av praktiskt arbete för att uppnå förändring, implementeringsprocesser och måluppfyllelse. Med denna utgångspunkt har en programlogisk teoribaserad utvärderingsmodell valts, som möjliggör en beskrivning av relationen mellan mål, aktiviteter, processer och effekter. Utvärderingsdesignen fokuserar på den lärande organisationen där gemensamt lärande, reflektion och kunskapsspridning i projekt Klara livet står i centrum och syftar till att skapa en utvecklad förståelse för användning och utveckling av den kunskap som projektet genererat. Ytterligare en ansats är att identifiera projektets programlogik och normativa teori med tonvikt på att tydliggöra kausaliteten mellan mål och aktiviteter, projektets framgångsfaktorer, nytänkande och innovativa idéer. En central fråga blir då om mål, verktyg och utfall hänger samman i logisk struktur. Rapporten bygger på cirka 200 sidor dokumentstudier, minnesanteckningar, processtöd till projektledare, kvalitetsansvarig och kursledare, 9 individuella intervjuer, 2 lärandeseminarier/dialog¬seminarier, 4 intervjuer i fokusgrupper, 1 workshop, 2 SWOT-analyser, 8 projektlednings¬möten, 1 styrgruppsmöte samt deltagande observationer i samband med möten och aktiviteter med kursledare och kursdeltagare. Resultatet visar att projektet följer de uppsatta direktiv från Europeiska Socialfonden och i väsentliga delar uppfyller projekt- och effektmålen. Projektets metodutveckling och de aktiviteter som genomförts inom projektet kan ses som ett mervärde till den arbetsmarknadspolitik som bedrivs av Arbetsförmedlingen och bör kunna medföra att den erfarenhet som finns inom projektet sprids till en strukturell nivå och på sikt bidrar till såväl systempåverkan, förändring och till offentlig debatt. Samtidigt finns en farhåga att Klara Livet inte implementeras, bedrivs för långt ifrån den reguljära verksamheten och därmed endast blir en tillfällig och tidsbegränsad lösning för en liten grupp individer. Fokus ligger på såväl individ som på samhällsnytta, sätter brukarperspektivet i centrum och har i princip nått ut till det antal kursdeltagare som planerats. En av projektets viktigaste framgångsfaktorer är den starka projektidén med utbildning och arbetsplatspraktik/socialt företagande, en kombination som bör stärka individens möjligheter att få ett arbete/närma sig arbetsmarknaden. Kursledarnas kompetens och engagemang, där många olika professioner och kompetenser samverkar, närhet till kursdeltagarna och individanpassning sammantaget med den metodutveckling som ägt rum i utbildningen är ytterligare framgångsfaktorer. Resultat och utfall på individnivå är i nuläget endast begränsade. Förbättringar i kategorierna allmän hälsa, psykisk hälsa, självkänsla, självförtroende, sovvanor, matvanor och hantering av symptom har påvisats med hjälp av Wilcoxon signed rank test. En svaghet är dock att mätningar vid baseline inte gjorts, varför dessa resultat måste betraktas som preliminära. Ytterligare en svaghet är att ingen forskning bedrivits inom projektet. Frågan om utbildningskonceptet leder till att de individer som deltagit i den riktade insatsen har närmat sig arbetslivet och fått större inflytande över sin upplevda hälsa bör därför fördjupas under den förlängda projekttiden september 2013-augusti 2014. En av utvärderingens viktigaste konklusioner är att för många deltagare har projektet varit en väg att komma vidare i en rehabiliteringsprocess med slutmålet att komma in på arbetsmarknaden. Innovativt är även de nya samarbetsformer som utvecklats under projekttiden. En utmaning inför den förlängda projekttiden är att ytterligare stärka och sedimentera den samverkan som byggts upp mellan myndigheter och andra aktörer, men även att pröva och ge alternativ till ordinarie strukturer och regelverk.

  • 7.
    Albinsson, Gunilla
    et al.
    Blekinge Institute of Technology, School of Management.
    Arnesson, Kerstin
    Blekinge Institute of Technology, School of Management.
    How Critical can you be as an Ongoing-evaluator?2010In: International Journal of Action Research, ISSN 1861-1303, E-ISSN 1861-9916, Vol. 6, no 2-3, p. 256-287Article in journal (Refereed)
    Abstract [en]

    This article discusses experiences of on-going evaluation within a project funded by the EU Structural Funds. A question that is particularly illustrated is how we as on-going evaluators have handled the dilemma between closeness and involvement in the project in relation to distance and a critical approach. This dilemma is standard within action- and interactive research and becomes particularly evident in a concrete reality within a project. The problem is important to illustrate, especially considering the fact that the on-going evaluation task is politically governed, that is, the EU requires that the customary evaluation be replaced with an on-going evaluation. Furthermore, on-going evaluation finds itself in a developmental phase where discussions are carried on about how to define the concept and also on how the role as an on-going evaluator should be worked out. A possible outcome of this could be that the on-going evaluation becomes far too uncritical, or critical, and with that not come up to the expectations that are placed. In this article the point of departure is that the task of the on-going evaluator is to follow the development in a project vis-á-vis established goals with the purpose of creating practice-relevant knowledge. We also discuss the balancing that exists between being supportive of progress, giving constructive criticism and not being regarded as far too critical. After having worked in an innovative development project for two years, we have been strengthened in our understanding that the interactive research approach, concept usage, theoretical connection and methodological knowledge constitute imperative demands in order to handle the changing between closeness and distance

  • 8.
    Albinsson, Gunilla
    et al.
    Blekinge Institute of Technology, School of Management.
    Arnesson, Kerstin
    Blekinge Institute of Technology, School of Management.
    Team learning activities: Reciprocal learning through the development of a mediating tool for sustainable learning2012In: Learning Organization, ISSN 0969-6474, E-ISSN 1758-7905, Vol. 19, no 6, p. 456-468Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this article is to show how a model for sustainable learning has been formed in the meetings between practitioners and researchers. Design/methodology/approach: With the point of departure in an interactive research approach, the authors have worked with learning and common knowledge development. Empirical data were collected from nine learning seminars, which were carried out within the framework of an EU project. Findings: It is shown by means of empirical examples from an ongoing EU project how the pedagogic method of learning seminars came to be a mediating tool for reciprocal learning between researchers, project leaders and project participants. Originality/value: The learning seminars constituted an important part of a reflexive learning process where the learning consists of both practicable and theoretically anchored knowledge. Together with the project participants, the authors developed a model for sustainable learning. This model consists of a reflection model, which rests on four fundamental conditions; pedagogic leadership, the learning group, problem areas/situation and time aspects. This article fills a significant knowledge gap in terms of the development of learning within organizations.

  • 9.
    Alipour, Meysam
    et al.
    Blekinge Institute of Technology, School of Management.
    Tapper, Jimmie
    Blekinge Institute of Technology, School of Management.
    Effekten av könshomogen idrottsundervisning för flickor i årskurs 52007Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Abstract Syftet med att studera detta är att undersöka anledningen till den könsuppdelade idrottsundervisningen samt vilka effekterna blivit med fokus på flickornas situation. Detta har vi gjort genom att bedriva observationer i två olika skolor i Blekinge, där en av skolorna fortfarande har gemensam idrott och den andra skolan övergått till könsuppdelad idrottsundervisning. För att bredda vårt material har vi även intervjuat inblandade parter, det vill säga elever, rektorer samt idrottslärare. Resultatet av observationerna och intervjuerna visade att flickornas situation förbättrats i den skola där man infört könsseparerad idrott. Flickorna tar för sig, lever ut och tycker det är roligare med idrott där de kan vara för sig själva. Även i den skola där man fortfarande har gemensam idrott var läraren och eleverna av den uppfattningen att det hade varit bra med könsuppdelad idrott vid vissa tillfällen.

  • 10.
    Alves, G.
    et al.
    Polytech Porto, PRT.
    Fidalgo, A.
    Polytech Porto, PRT.
    Marques, M.
    Polytech Porto, PRT.
    Viegas, M.
    Polytech Porto, PRT.
    Felgueiras, M.
    Polytech Porto, PRT.
    Costa, R.
    Polytech Porto, PRT.
    Lima, N.
    Polytech Porto, PRT.
    Kulesza, Wlodek
    Blekinge Institute of Technology, Faculty of Engineering, Department of Applied Signal Processing. Blekinge Inst Technol, Karlskrona, Sweden..
    Zubia, J.
    Univ Deusto, ESP.
    Castro, M.
    Natl Distance Educ Univ, ESP.
    Pester, A.
    Carinthia Univ Appl Sci, AUT.
    Pavani, A.
    Pontifical Catholic Univ Rio de Janeiro, BRA.
    Silva, J.
    Univ Fed Santa Catarina, BRA.
    Schlichting, L.
    Fed Inst Santa Catarina, BRA.
    Marchisio, S.
    Natl Univ Rosario, ARG.
    Fernandez, R.
    Natl Univ Santiago del Estero, ARG.
    Oliveira, V.
    Brazilian Assoc Engn Educ, BRA.
    Pozzo, M.
    Inst Rosario Invest Ciencias Educ, ARG..
    USING A 3-TIER TRAINING MODEL FOR EFFECTIVE EXCHANGE OF GOOD PRACTICES IN AN ERASMUS plus PROJECT2018In: 12TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED) / [ed] Chova, LG Martinez, AL Torres, IC, IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT , 2018, p. 6392-6400Conference paper (Refereed)
    Abstract [en]

    VISIR+ is an Erasmus+ project that aims to develop educational modules for electric and electronic circuits theory and practice following an enquiry-based teaching and learning methodology. The project has installed five new VISIR remote labs in Higher Education Institutions located in Argentina and Brazil, to allow students doing more experiments and hence acquire better experimental skills, through a combination of traditional (hands-on), remote and virtual laboratories. A key aspect for the success of this project was to motivate and train teachers in the underpinning educational methodology. As such, VISIR+ adopted a 3-tier training process to effectively support the use of VISIR in the Institutions that received it. This process is based on the "train the trainer" approach, which required the participating partner institutions to identify and engage a number of associated partners, interested in using their newly installed remote lab. To measure the quality of the training process, the same satisfaction questionnaire was used in all training actions. This paper presents a detailed description of the training actions along with the analysis of the satisfaction questionnaire results. Major conclusions are that the quality level of the training process remained practically the same across all training actions and that trainees sometimes considered the practical use of the VISIR remote lab as difficult, irrespectively of where and when the training action took place.

  • 11. Alves, G.R.
    et al.
    Marques, M.A.
    Viegas, C
    Lobo, M.C. Costa
    Barral, R.G.
    Couto, R.J.
    Jaob, F.L.
    Ramos, C.A.
    Vilao, G.M.
    Gustavsson, Ingvar
    Using VISIR in a large undergraduate course: Preliminary assessment results2011Conference paper (Refereed)
    Abstract [en]

    The use of remote labs in undergraduate courses has been reported in literature several times since the mid 90's. Nevertheless, very few articles present results about the learning gains obtained by students using them, especially with a large number of students, thus suggesting a lack of data concerning their pedagogical effectiveness. This paper addresses such a gap by presenting some preliminary results concerning the use of a remote laboratory, known as VISIR, in a large undergraduate course on Applied Physics, with over 500 students enrolled.

  • 12.
    Annelie, Neuwirth
    et al.
    Blekinge Institute of Technology, School of Management.
    Jenny, Nemes
    Blekinge Institute of Technology, School of Management.
    Dialog och delaktighet: en studie om balanserad stryrning i praktiken och dess påverkan på verksamheters lärande och utveckling2011Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur en balanserad styrning i praktiken påverkar verksamheters lärande och utveckling, samt hur en balanserad styrning i praktiken påverkar verksamheters förutsättningar att bli en lärande organisation. Balanserad styrning är en svensköversatt modell av balanced scorecard, en amerikansk styrform. Det teoretiska perspektivet i studien är miljöpedagogik och lärande organisation. Studien bygger på en hermeneutisk tolkande ansats, vilket syftar till att här skapa förståelse för hur en balanserad styrning fungerar i praktiken avseende lärande och utveckling samt hur den skapar förutsättningar för att bli en lärande organisation. Intervjuer har använts som datainsamlingsmetod, respondenter från två kommuner har intervjuats, och i varje kommun har en enhetschef och två medarbetare intervjuats. Resultatet visar att dialog och delaktighet i en balanserad styrning påverkar såväl lärande och utveckling samt verksamheters förutsättning att bli en lärande organisation. En balanserad styrning skapar struktur och tydlighet i verksamheten, där chefen har en betydande roll.

  • 13.
    Arguedas-Matarrita, Carlos
    et al.
    Universidad Estatal a Distancia, Escuela de Ciencias Exactas y Naturales. CRI.
    Beatriz Concari, Sonia
    Universidad Nacional de Rosario, ARG.
    García-Zubía, Javier
    Universidad de Deusto, ESP.
    Marchisio, Susana Teresa
    Universidad Nacional de Rosario, ARG.
    Hernández-Jayo, Unai
    Universidad de Deusto, ESP.
    Alves, Gustavo
    IPP, Felgueiras, PRT.
    Uriarte-Canivell, Iñigo
    Universidad de Deusto, ESP.
    Villalobos, Marco Conejo
    Universidad Estatal a Distancia, Escuela de Ciencias Exactas y Naturales. CRI.
    Gustavsson, Ingvar
    Blekinge Institute of Technology, Faculty of Engineering, Department of Applied Signal Processing.
    Elizondo, Fernando Ureña
    Universidad Estatal a Distancia, Escuela de Ciencias Exactas y Naturales. CRI.
    A teacher training workshop to promote the use of the VISIR remote laboratory for electrical circuits teaching2017In: Proceedings of 2017 4th Experiment at International Conference: Online Experimentation, exp.at 2017, Institute of Electrical and Electronics Engineers Inc. , 2017, p. 1-6Conference paper (Refereed)
    Abstract [en]

    The learning of Physics involves building up and using lab experiments. In turn, teachers must be trained in experimenting and using several resources that enable them to design valuable teaching strategies and learning activities. Thanks to Information and Communication Technologies (ICT), virtual and remote labs can provide a framework where physical experiments can be developed. Altough remote labs have been in use for over a decade now in several countries and levels of education, its use at secondary schools in Latin America has not been reported yet. The Virtual Instruments System in Reality (VISIR) is one of these remote labs, suitable to practice in the area of electrical circuits. This paper aims at describing how this remote lab was used in a training workshop for secondary school level teachers of Physics in Costa Rica. © 2017 IEEE.

  • 14.
    Arnesson, Kerstin
    Blekinge Institute of Technology, Faculty of Engineering, Department of Industrial Economics.
    Lärande utvärdering i ESF-projektet Kompetens i vård och omsorg, KIVO. Slutrapport.2014Report (Other academic)
    Abstract [en]

    Projektet ”Kompetens i vård och omsorg”, KIVO är ett Europeiskt socialfondsprojekt (ESF) som genomfördes under tiden 2011-10-01 till 2013-09-30. Projektägare är Landstinget Blekinge och chefen för Blekinge kompetenscentrum är projektägarens ombud. Inom projektet finns samarbetsavtal mellan Landstinget Blekinge, Äldre förvaltningen, Karlskrona kommun och Hälsohuset för alla AB. Den totala projektbudgeten var 8749 920 SEK.1 KIVO är ett tvåårigt projekt som har haft en lång startsträcka. Det innebär att aktiviteterna inom projektet startade på allvar först i november 2012 och genomfördes under 11 månader. En förklaring är att flera inom nuvarande projektledningsgruppen började arbeta med projektet i slutet av år 2012 eller i början av år 2013. I föreliggande slutrapport redogörs för den lärande utvärdering som bedrivits inom KIVO under tiden 2013-01-01 och 2013-09-30. Syftet var att följa projektets arbete mot uppsatta mål. Centralt i den lärande utvärderingen har varit dialogen med projektledarna, projektledningsgruppen och projektägarens representant. Min roll har varit stödjande, men också störande under processen det vill säga ifrågasättande och kritisk. Rapporten är indelad i fem delar. Första delen beskriver bakgrunden till projektet, dess syfte och mål. I den andra delen presenteras metodologiska utgångspunkter för den lärande utvärderingen. Den tredje delen fokuserar på arbetet med hållbart lärande och hållbar jämställdhet. Analys och resultat av den lärande utvärderingen redovisas i del fyra. Slutligen i del fem förs ett framåtsyftande resonemang om vilka hållbara effekter som projektet bidragit med. Förhoppningen är att denna slutrapport kan bidra till reflektion och lärande kring förutsättningar för att ett projekt som KIVO ska uppnå långsiktiga effekter, samtidigt som den lyfter fram den faktiska måluppfyllelsen som projektet har uppnått.

  • 15.
    Arnesson, Kerstin
    et al.
    Blekinge Institute of Technology, School of Management.
    Albinsson, Gunilla
    Blekinge Institute of Technology, School of Management.
    Integration of theory and practice in higher education2012In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 53, p. 370-380Article, review/survey (Refereed)
    Abstract [en]

    ABSTRACT. This article discusses how theoretical and practical knowledge is integrated in higher education. With the point of departure in an interactive research approach we have worked with the formalizing of knowledge exchange and with common knowledge development. The overall purpose of the research project was to describe and analyze a learning process where both practicable and theoretically anchored knowledge is in the forefront. By following the education in a social-science programme, a model for sustainable learning was developed. In the centre of the model is a learning process for the integration of theory and practice where the intended learning outcomes, general skills, course literature and time constitute the established framework. Different forms of interaction and workplace-related studies became mediating tools, that is, they created opportunities for learning departing from dialogue, questioning, reflection and analysis.

  • 16.
    Astifan, Talia
    Blekinge Institute of Technology, School of Management.
    Verbal kommunikation och lärande på arbetsplatsen2014Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    Syftet med denna undersökning är att söka förstå chefens och medarbetarens upplevelser av faktorer som påverkar den verbala kommunikationen mellan parterna samt att synliggöra om dessa faktorer kan skapa förutsättningar för lärande. Jag har använt en hermeneutisk tolkande ansats. Intervjuerna gjordes på två avdelningar i samma organisation. Jag har tolkat resultatet med hjälp av Illeris’ teori om lärande samt med hjälp av teorier om dialog och dialogkompetens. Resultatet visar att faktorer såsom tillgänglighet, tydlighet, lyhördhet, ansvar, socialt samspel och öppenhet i kommunikation är några av dessa faktorer som enligt informanterna påverkar kommunikationen på arbetsplatsen. Tolkningen av resultatet visat att faktorer ger förutsättningar för lärande.

  • 17. A.V., Fidalgo
    et al.
    G.R., Alves
    M.A., Marques
    M.C, Viegas
    M.C, Costa-Lobo
    U., Henandez-Jayo
    J., Garcia-Zúbia
    Ingvar, Gustavsson
    Blekinge Institute of Technology, School of Engineering, Department of Electrical Engineering.
    Adapting remote labs to learning scenarios: Case studies using VISIR and remotElectLab2014In: Revista Iberoamericana de Tecnologias del Aprendizaje, ISSN 1932-8540, Vol. 9, no 1, p. 33-39Article in journal (Refereed)
    Abstract [en]

    Remote laboratories are an emergent technological and pedagogical tool at all education levels, and their widespread use is an important part of their own improvement and evolution. This paper describes several issues encountered on laboratorial classes, on higher education courses, when using remote laboratories based on PXI systems, either using the VISIR system or an alternate in-house solution. Three main issues are presented and explained, all reported by teachers, that gave support to students' use of remote laboratories. The first issue deals with the need to allow students to select the actual place where an ammeter is to be inserted on electric circuits, even incorrectly, therefore emulating real-world difficulties. The second one deals with problems with timing when several measurements are required at short intervals, as in the discharge cycle of a capacitor. In addition, the last issue deals with the use of a multimeter in dc mode when reading ac values, a use that collides with the lab settings. All scenarios are presented and discussed, including the solution found for each case. The conclusion derived from the described work is that the remote laboratories area is an expanding field, where practical use leads to improvement and evolution of the available solutions, requiring a strict cooperation and information-sharing between all actors, i.e., developers, teachers, and students.

  • 18.
    Bakhtyar, Shoaib
    et al.
    Blekinge Institute of Technology, Faculty of Computing, Department of Computer Science and Engineering.
    Ghazi, Ahmad Nauman
    Blekinge Institute of Technology, Faculty of Computing, Department of Software Engineering.
    On Improving Research Methodology Course at Blekinge Institute of Technology2016Conference paper (Refereed)
    Abstract [en]

    The Research Methodology in Software Engineering and Computer Science (RM) is a compulsory course that must be studied by graduate students at Blekinge Institute of Technology (BTH) prior to undertaking their theses work. The course is focused on teaching research methods and techniques for data collection and analysis in the fields of Computer Science and Software Engineering. It is intended that the course should help students in practically applying appropriate research methods in different courses (in addition to the RM course) including their Master’s theses. However, it is believed that there exist deficiencies in the course due to which the course implementation (learning and assessment activities) as well as the performance of different participants (students, teachers, and evaluators) are affected negatively. In this article our aim is to investigate potential deficiencies in the RM course at BTH in order to provide a concrete evidence on the deficiencies faced by students, evaluators, and teachers in the course. Additionally, we suggest recommendations for resolving the identified deficiencies. Our findings gathered through semi-structured interviews with students, teachers, and evaluators in the course are presented in this article. By identifying a total of twenty-one deficiencies from different perspectives, we found that there exist critical deficiencies at different levels within the course. Furthermore, in order to overcome the identified deficiencies, we suggest seven recommendations that may be implemented at different levels within the course and the study program. Our suggested recommendations, if implemented, will help in resolving deficiencies in the course, which may lead to achieving an improved teaching and learning in the RM course at BTH. 

  • 19.
    Bengtsson, Lars
    Blekinge Institute of Technology, School of Management.
    Educational Collaboration at Nordic Technical Universities: howe is it Performed and does it Affect Innovation and Entrepreneurship?2013Conference paper (Refereed)
    Abstract [en]

    In order to shed light on the role of higher education and its importance for innovation and entrepreneurship this paper presents the results of a survey of the four major technical universities in the Nordic countries; Aalto University in Helsinki, Finland; Chalmers Technical University in Gothenburg, Sweden; the Danish Technical University in Copenhagen, Denmark; and the Norwegian Technical University in Trondheim, Norway. Through the survey we have investigated what forms or tools the four technical universities use to collaborate with industry in education and to what extent these forms affect innovation in companies and entrepreneurship. The survey results show that there are five main forms of educational collaboration for innovation and entrepreneurship: 1) Thesis and project assignments, 2) Internships, 3) Executive and continuing education, 4) Entrepreneurship education, 5) Meeting spaces for innovation, platforms or arenas, between companies and students. All four technical universities use all five forms but with varying intensity. In terms of volume of activities and an innovation perspective thesis and project assignments by engineering students in their finishing year seems to be the most important form. From an entrepreneurship perspective the entrepreneurship education and related facilities such as incubators seem be most important.

  • 20. Bengtsson, Lars
    et al.
    Asplund, Carl-Johan
    Case Writing Projects in Co-Operation with Companies and Organizations2008In: International Journal of Case Method Research & Application, ISSN 1554-7752, Vol. 10, no 4, p. 387-397Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to present the process and evaluation of case writing projects in co-operation with companies and organizations in a course for engineering students. The case writing projects could provide an illustration and example framework for working with companies in constructing cases. Normally cases are constructed for teaching purposes in higher education. However, in order to get closer co-operation and more interest from the companies the authors encouraged the students and the companies to construct cases on issues that the companies felt were especially relevant for them. Drawing on previous research on case writing in teaching case writing projects were set up. The companies who worked closely with the students were very satisfied with both the case writing process and the final cases. These companies expressed several benefits like getting a good public reputation, getting an analysis by a third party, a free look on possible future employees, maintaining good relations with higher education and also getting material for internal development purposes. The companies that had a more distant relationship to the projects or were the process had been problematic had a more critical view of the process and outcome. They saw few benefits with the case writing projects besides maintaining a good image.

  • 21.
    Berg, Jonna
    Blekinge Institute of Technology, School of Management.
    Projektledares uppfattningar av lärande i projektarbete2006Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Studien behandlar projektledares uppfattningar av lärande i projektarbete. Valet av yrkesgrupp projektledare, beror på att projektledare ofta tilldelas nya projekt vilka de snabbt är tvungna att sätta sig in i. För att ett projekt ska fungera och lärande ska uppstå är det ett måste att alla deltagare har goda relationer och ett bra samspel. Syftet med studien är att nå en ökad förståelse av projektledares uppfattningar av lärande inom projektarbete. Fenomenografiska ansatsen valdes då variation är viktigt för att fånga så olika uppfattningar som möjligt. Utifrån intervjumaterialet kategoriserades de olika uppfattningarna i beskrivningskategorier. Resultatet visade att projektledare och övriga projektdeltagare lär sig ny kunskap på en mängd olika sätt i olika situationer. Samspel, interaktion och relationer är mycket vikiga faktorer för hur projektledare och övriga projektdeltagare lär.

  • 22. Berglund, Anders
    et al.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Dagiéne, Valentina
    Forword to the Special Section on the ECOOP'06 Workshop on Pedagogies and Tools for the Teaching and Learning of Object-Oriented Concepts2007In: Informatics in Education, Vol. 6, no 1, p. 3-4Article in journal (Other academic)
  • 23.
    Bertoni, Alessandro
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mechanical Engineering.
    A Reverse Engineering Role-Play to Teach Systems Engineering Methods2019In: Education Sciences, ISSN 2227-7102, Vol. 9, no 1, article id 30Article in journal (Refereed)
    Abstract [en]

    Students engaged in systems engineering education typically lack experience and understanding of the multidisciplinary complexity of systems engineering projects. Consequently, students struggle to understand the value, rationale, and usefulness of established systems engineering methods, often perceiving them as banal or trivial. The paper presents a learning activity based on a three-stage reverse engineering role-play developed to increase students’ awareness of the importance of correctly using systems engineering methods. The activity was developed and integrated in the Systems Engineering course given at Blekinge Institute of Technology. Its effectiveness was analyzed through semistructured self-reflection reports along with two editions of the course. The results showed the development of students’ understanding of how to use systems engineering methods. In particular, the students realized the need to deliver detailed and easy-to-read models to the decision makers. This result was in line with the achievement of some of the intended learning outcomes of the course.

  • 24.
    Bertoni, Alessandro
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mechanical Engineering.
    Introducing value driven design in engineering education: teaching the use of value models in preliminary designIn: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    Abstract [en]

    Methods and approaches for teaching engineering disciplines are evolving to adapt to the

    needs of companies and society. Engineering Design is one of the areas most influenced by

    such changes and constantly striving to develop more effective and efficient strategies to

    prepare the soon-to-be engineers to face the challenges of a real working environment. This

    paper presents an approach used to teach the use of value models for concept trade-off in

    the preliminary design phase, in line with the industrial challenges highlighted by the literature

    on Value Driven Design. The approach is based on realistic design sessions assigning

    to master students a value assessment challenge. The paper describes the rationale of the

    approach, its set-up, and a validation activity run to compare the performances of the students

    with those of industrial practitioners. The results of the study show that the students

    taking part in the design sessions can produce results that do not statistically differ from

    those of industrial practitioners. Moreover, the students’ self-reflection on the achievement

    of the intended learning outcomes show a high satisfaction toward the achievement of the

    educational objectives.

  • 25. Björkman, Christina
    et al.
    Nissen, Jörgen
    Social Sciences and Humanities Engage and Motivate Engineering Students2006Conference paper (Refereed)
    Abstract [en]

    In the year 2000 a new interdisciplinary M.Sc. Engineering Programme started at Uppsala University, Sweden. The programme, named Systems in Technology and Society, combines science and technology with studies in humanities and social science. Of the 4.5 year long programme (all MSc Engineering education in Sweden are 4.5 years), one third (a total of 1.5 year, spread over the first 4 years) of the curricula consists of courses in humanities and social science. The courses are based in different disciplines such as economic history, social and economic geography, business studies, political science, philosophy, history and history of ideas and science. The courses are integrated with each other, in order to stimulate a deeper knowledge within the interdisciplinary academic field of Science and Technology Studies (STS). The students of this new programme are more active in discussing the relevance of different content, in order to understand why they should study this. We see this as a result of the training in critical analysis and reflection that they obtain in the courses within humanities and social science.

  • 26.
    Björkman, Jan
    et al.
    Blekinge Institute of Technology, School of Planning and Media Design.
    Elovaara, Pirjo
    Blekinge Institute of Technology, School of Planning and Media Design.
    Fredriksson, Eva
    Blekinge Institute of Technology, School of Planning and Media Design.
    Stille, Björn
    Blekinge Institute of Technology, School of Planning and Media Design.
    Sutter, Berthel
    Blekinge Institute of Technology, School of Planning and Media Design.
    FoU vid MAM (3). I närkamp med "tredje uppgiften".2012Report (Refereed)
    Abstract [en]

    Ur förordet: Högskolans ”tredje uppgift” är att samverka med aktörer utanför högskolan och göra det som ett nytt sätt att bedriva undervisning och forskning och inte som någon extra pålagd vid-sidan-uppgift. De tre artiklarna i detta nummer av FoU vid MAM har vi samlat under titeln I närkamp med den ”tredje uppgiften”. De är exempel på hur samverkan med utomakademiska aktörer kan se ut i praktiken. Denna praktik är förstås olikartad. Här i förordet lyfter jag fram två teman i artiklarna. Ett tema är vad för slags samverkan det är fråga om. Det andra temat är att samverkan kan vara konfliktfylld. Sammantaget säger dessa teman något viktigt om samverkansuppgiften: Vilka samhällsaktörer är inblandade och hur ska de olika intressen de representerar hanteras produktivt när nya utvecklingsgrupperingar skapas i FoU-arbetet?

  • 27.
    Borglin, Gunilla
    Blekinge Institute of Technology, School of Health Science.
    Promoting Critical Thinking and Academic Writing Skills in Nurse Education2012In: Nurse Education Today, ISSN 0260-6917, Vol. 32, no 5, p. 611-3Article in journal (Refereed)
    Abstract [en]

    Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively ‘young’ academic discipline, the ‘theory–practice’ divide, a knowledge bed lying on a complex intersection of two ‘antithetical sciences’ and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching fromtheoretical educational models, such as Lea and Street's ‘academic literacies model,’ including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account.

  • 28.
    Borglin, Gunilla
    et al.
    Blekinge Institute of Technology, School of Health Science.
    Fagerström, Cecilia
    Blekinge Institute of Technology, School of Health Science.
    Nursing students understanding of critical thinking and appraisal and academic writing: A descriptive qualitative study2012In: Nurse Education in Practice, ISSN 0260-6917, Vol. 12, no 6, p. 356-360Article in journal (Refereed)
    Abstract [en]

    In Sweden, regulations from the National Agency for Higher Education advocate an education that equips students with independence as well as critical, problem-based thinking, i.e. academic literacy skills. However, some research findings indicate that students may leave higher education without mastering these skills effectively. As part of quality-assuring a nursing programme at a university college in south-east Sweden we explored the nursing student's view of crucial academic literacy skills, such as critical thinking and appraisal and academic writing, by conducting a descriptive, qualitative study. Informants were recruited through an advertisement posted on the university's e-learning tool. Eight focused interviews were conducted during autumn 2010. The transcribed interviews were analysed – inspired by content analysis – and two categories became apparent: constantly questioning and formality before substance. The latter revealed a gap between the student's perception of academic writing and that of the educators, thus implying that nursing students might not be equipped with the tools they need to develop within academia. We suggest that students could benefit in their academic endeavours from theoretical educational models that integrate several academic skills simultaneously and which could be incorporated into the development of syllabuses and curriculums.

  • 29.
    Branco, Matheus
    et al.
    950 - Centro, Federal Institute of Santa Catarina, BRA.
    Coelho, Leticia
    Federal Institute of Santa Catarina, BRA.
    Schlichting, Louis
    950 - Centro, Federal Institute of Santa Catarina, BRA.
    Gustavsson, Ingvar
    Blekinge Institute of Technology, Faculty of Engineering, Department of Applied Signal Processing.
    Marques, Maria Arcelina
    Instituto Politcnico do Porto, PRT.
    Alves, Gustavo
    Research Centre in Industrial Technology and Engineering (CIETI), PRT.
    Differentiating simulations and real (remote) experiments2017In: ACM International Conference Proceeding Series, Association for Computing Machinery , 2017Conference paper (Refereed)
    Abstract [en]

    The more recent emergence of remote laboratories caused some discussions about their real educational value, when compared to traditional hands-on and virtual laboratories. This discussion is relevant because remote labs rely on computer-mediated access to real instruments and apparatus, being sometimes difficult to explain the difference between values obtained from real (remote) measurements and values obtained from computer simulations. This paper aims to evidence aspects that differentiate remote and virtual laboratories, by presenting two very simple experiments dealing with the characteristics of real instruments (limited bandwidth) and real circuits (electromagnetic interference). © 2017 Association for Computing Machinery.

  • 30.
    Brinck, Jacqueline
    et al.
    Blekinge Institute of Technology, Faculty of Engineering, Department of Industrial Economics.
    Stridh, Josefine
    Blekinge Institute of Technology, Faculty of Engineering, Department of Industrial Economics.
    LEDARSKAPETS PÅVERKAN PÅ LÄRANDEPROCESSER AV TYST KUNSKAP: FYRA ANSTÄLLDAS UPPLEVELSER2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This qualitative study’s purpose was to increase the knowledge of and if so how the interaction between employees and managers could develop employees' tacit knowledge. The study was based on the question of how the employees experienced that leaders influenced and supported the learning processes of tacit knowledge. In order to achieve the objectives of the study profund semi-structured interviews were carried out with four employees with different job roles from four different companies. The interviews were conducted face to face with the support of a mind map with room for follow-up questions to obtain as reliable answers as possible. The analysis showed that the participants experienced that the leaders influenced and supported the learning processes of tacit knowledge within the five themes; work team building, dialogue and reflection, concrete activites, work role and concept formation and autonomy and also room to take initiative. Together they formed a whole which created a picture of the experience of support and influence on the learning process of tacit knowledge at their workplaces. 

  • 31.
    Broman, Göran
    et al.
    Blekinge Institute of Technology, Department of Mechanical Engineering.
    Byggeth, Sophie
    Blekinge Institute of Technology, Department of Mechanical Engineering.
    Robèrt, Karl-Henrik
    Blekinge Institute of Technology, Department of Mechanical Engineering.
    Integrating Environmental Aspects in Engineering Education2002In: International journal of engineering education, ISSN 0949-149X, Vol. 18, no 6, p. 717-724Article in journal (Refereed)
    Abstract [en]

    The key role of engineers for the transformation of society towards sustainability is a strong motivation for increasing the environmental knowledge within engineering education. Doing this by the concept of integration is presently considered more appropriate than to develop more new education programmes for environmental specialists. This paper describes the integration of environmental aspects into a mechanical engineering education programme. The Natural Step Framework has been used as a basis for this integration. It has been possible to include environmental knowledge without compromising the engineering quality of the programme.

  • 32. Börrefors, Johanna
    Det ickerationella: en aspekt på lärande att räkna med2011In: Forskningsrapport Blekinge Tekniska Högskola / [ed] Sutter, Berthel, Karlskrona: Blekinge Tekniska Högskola , 2011, p. 64-78Chapter in book (Refereed)
  • 33.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Classes or Objects? CRC-cards Considered Harmful: Extended Abstract2004Conference paper (Refereed)
  • 34.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    CRC-Cards and Roleplay Diagrams--Informal Tools to Teach OO Thinking2007Conference paper (Refereed)
  • 35.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Improving CRC-Card Role-Play with Role-Play Diagrams2005Conference paper (Refereed)
  • 36.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Killer Examples Workshop: Expression of Interest2005Conference paper (Other academic)
  • 37.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Object-Oriented Analysis and Design Through Scenario Role-Play2004Report (Other academic)
  • 38.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Objektorientiertes Programmieren--Machen wir irgendwas falsch?2007In: Didaktik der Informatik in Theorie und Praxis / [ed] Sigrid Schubert, 2007, p. 9-20Conference paper (Refereed)
  • 39.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Tenth workshop on pedagogies and tools for the teaching and learning of object-oriented concepts2007In: Object-oriented technology: ECOOP 2006 workshop reader / [ed] Mario Südholt & Charles Consel, Berlin: Springer Berlin/Heidelberg , 2007, p. 147-157Chapter in book (Other academic)
    Abstract [en]

    This report summarizes the results of the tenth workshop on pedagogies and tools for the teaching and learning of object-oriented concepts. The focus of this year’s workshop was on examples, modelling and abstraction. Participants agreed that carefully developed scaffolded examples are a key element for learning to program. For the teaching of modelling and abstraction this area, however, seems badly neglected. The workshop gathered 12 participants, all from academia, from 10 different countries.

  • 40.
    Börstler, Jürgen
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten.
    Using Role-Play Diagrams to Improve Scenario Role-Play2010In: Graph Transformations and Model-Driven Engineering: Essays Dedicated to Manfred Nagl on the Occasion of his 65th Birthday / [ed] Gregor Engels, Claus Lewerentz, Wilhelm Schäfer, Andy Schürr, Bernhard Westfechtel, Springer Berlin/Heidelberg , 2010, p. 309-334Chapter in book (Refereed)
    Abstract [en]

    CRC-cards are a common lightweight approach to collaborative object-oriented analysis and design. They have been adopted by many educators and trainers to teach object-oriented modelling. In our experience, we have noticed many subtle problems and issues that have largely gone unnoticed in the literature. Two of the major issues are related to the CRC-card role-play as described in the literature. Although CRC-cards are representing classes, they are also utilized as substitutes for the actual objects during the scenario role-play. Furthermore; it is quite difficult to document or trace the scenario role-play. We propose using Role-Play Diagrams (RPDs) to overcome these problems. Our experience so far is quite positive. Novices have fewer problems with role-play activities when using these diagrams. Teaching and learning the new type of diagram adds only little overhead to the overall CRC-approach. Although our improvements specifically target the teaching and learning of object-oriented modelling, we believe that RPDs can be successfully applied in professional software development.

  • 41.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Bay, Omer Faruk
    Baturay, Meltem
    Trapp, Sonja
    Heintz, Matthias
    Weber, Sebastian
    embed4Auto-A PLE for Software Modelling2010In: ITICSE 2010: proceedings of the 2010 ACM SIGCSE annual conference on innovation and technology in computer science education, Association for Computing Machinery (ACM) , 2010, p. 322-322Conference paper (Refereed)
    Abstract [en]

    We have developed courseware for UML/SysML modelling based on the needs of the European embedded/automotive industry. The courseware supports interactive modelling exercises. First evaluations show promising results.

  • 42.
    Börstler, Jürgen
    et al.
    Blekinge Institute of Technology, Faculty of Computing, Department of Software Engineering.
    Caspersen, Michael E.
    Nordström, Marie
    Beauty and the Beast: on the readability of object-oriented example programs2016In: Software quality journal, ISSN 0963-9314, E-ISSN 1573-1367, Vol. 24, no 2, p. 231-246Article in journal (Refereed)
    Abstract [en]

    Some solutions to a programming problem are more elegant or more simple than others and thus more understandable for students. We review desirable properties of example programs from a cognitive and a measurement point of view. Certain cognitive aspects of example programs are captured by common software measures, but they are not sufficient to capture a key aspect of understandability: readability. We propose and discuss a simple readability measure for software, SRES, and apply it to object-oriented textbook examples. Our results show that readability measures correlate well with human perceptions of quality. Compared with other readability measures, SRES is less sensitive to commenting and white-space. These results also have implications for software maintainability measures.

  • 43.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Caspersen, Michael E.
    Nordström, Marie
    Umeå universitet, Institutionen för datavetenskap.
    Beauty and the Beast--Toward a Measurement Framework for Example Program Quality2007Report (Other academic)
  • 44.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Christensen, Henrik B
    Nordström, Marie
    Umeå universitet, Institutionen för datavetenskap.
    Kallin Westin, Lena
    Umeå universitet, Institutionen för datavetenskap.
    Moström, Jan Erik
    Umeå universitet, Institutionen för datavetenskap.
    Caspersen, Michael E
    Evaluating OO Example Programs for CS12008Conference paper (Refereed)
  • 45.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Dranidis, Dimitris
    Ramollari, Ervin
    Trapp, Sonja
    Heintz, Matthias
    Weber, Sebastian
    Sharing and discussing UML modeling exercises in a PLE2010Conference paper (Refereed)
    Abstract [en]

    We present courseware for UML/SysML modelling that supports collaborative learning at a distance. Learners can solve interactive modelling exercises and discuss their solutions. First evaluations show promising results.

  • 46.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Hadar, Irit
    Eleventh workshop on pedagogies and tools for the teaching and learning of object-oriented concepts2008In: Object-oriented technology. ECOOP 2007 workshop reader: ECOOP 2007 workshops, Berlin, Germany, July 30-31, 2007, final reports / [ed] Michael Cebulla, Berlin: Springer , 2008, p. 182-192Chapter in book (Other academic)
    Abstract [en]

    This report summarizes the results of the eleventh workshop on pedagogies and tools for the teaching and learning of object-oriented concepts. The focus of this year's workshop was on desirable properties of examples and the usage of simple tools. The workshop gathered 17 participants, all from academia, from 7 different countries.

  • 47.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Hall, Mark S
    University of Wisconsin.
    Nordström, Marie
    Umeå universitet, Institutionen för datavetenskap.
    Paterson, James H
    Glasgow Caledonian University.
    Sanders, Kate
    Rhode Island College.
    Schulte, Carsten
    Freie Universität Berlin.
    Thomas, Lynda
    Aberystwyth University.
    An evaluation of object oriented example programs in introductory programming textbooks2009In: SIGCSE Bulletin inroads, ISSN 0097-8418, Vol. 41, no 4, p. 126-143Article in journal (Refereed)
  • 48.
    Börstler, Jürgen
    et al.
    Blekinge Institute of Technology, Faculty of Computing, Department of Software Engineering.
    Hilburn, Thomas B.
    Team Projects in Computing Education2015In: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 15, no 4, p. 16:1-16:4, article id 16Article, review/survey (Refereed)
    Abstract [en]

    Team projects are a way to expose students to conflicting project objectives, and "[t]here should be a strong real-world element … to ensure that the experience is realistic" [ACM/IEEE-CS 2015b]. Team projects provide students an opportunity to put their education into practice and prepare them for their professional careers. The aim of this special issue is to collect and share evidence about the state-of-practice of team projects in computing education and to help educators in designing and running team projects. From a record number of 69 submitted abstracts, 19 were invited to submit a full paper. Finally, nine papers were accepted for publication in this and a subsequent issue. The articles presented in the present issue cover the following topics: real projects for real clients, open source projects, multidisciplinary team projects, student and team assessment, and cognitive and psychological aspects of team projects.

  • 49.
    Börstler, Jürgen
    et al.
    Blekinge Institute of Technology, Faculty of Computing, Department of Software Engineering.
    Hilburn, Thomas B.
    Team Projects in Computing Education II2016In: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 16, no 2, p. 4:1-4:4, article id 4Article, review/survey (Refereed)
    Abstract [en]

    Team projects are a way to expose students to conflicting project objectives, and "[t]here should be a strong real-world element … to ensure that the experience is realistic" [ACM/IEEE-CS 2015b]. Team projects provide students an opportunity to put their education into practice and prepare them for their professional careers. The aim of this special issue is to collect and share evidence about the state-of-practice of team projects in computing education and to help educators in designing and running team projects. From a record number of 69 submitted abstracts, 19 were invited to submit a full paper. Finally, nine papers were accepted for publication in this and a subsequent issue. The articles presented in the present issue cover the following topics: real projects for real clients, open source projects, multidisciplinary team projects, student and team assessment, and cognitive and psychological aspects of team projects.

  • 50.
    Börstler, Jürgen
    et al.
    Blekinge Institute of Technology, School of Computing.
    Kuzniarz, Ludwik
    Blekinge Institute of Technology, School of Computing.
    Alphonse, Carl
    Sanders, Bill
    Smialek, Michal
    Teaching Software Modeling in Computing Curricula2012Conference paper (Refereed)
    Abstract [en]

    Modeling is a key skill in software development. The ability to develop, manipulate and understand models for software is therefore an important learning objective in many CS/SE courses. In this working group, we investigated how and when (software) modeling is taught to help us better understand the key issues in teaching (software) modeling. Several shortcomings were found in common curricula, both in their understanding of the term "modeling" and in how they address its teaching. This WG report summarizes the fi ndings and formulates recommendations on the inclusion of software modeling courses in future CS/SE curricula.

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