Change search
Refine search result
12 1 - 50 of 86
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Adbo, Karina
    et al.
    Malmö University.
    Åkesson Nilsson, Gunilla
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mathematics and Natural Sciences.
    Moving beyond the language–Visualizing chemical concepts through one’s own creative expression2022In: Frontiers in Education, E-ISSN 2504-284X, Vol. 7, article id 1034140Article in journal (Refereed)
    Abstract [en]

    The aim of the study was to explore university students’ interpretations of chemical content in the form of physical constructions of atomic nuclei. Playdough was chosen as the means for expression, since it provided the students with the task of choosing the number, form, size, shape, and distance of particles. Data was collected in the form of photographs, written explanations as well as ad hoc notes. Data from 64 students was analyzed using the three levels of analysis as presented by Hedegaard and framed within the theories of models. Results show that students’ choices gave rise to 34 variations of the atomic nuclei. The analysis provided two different categories: models with close resemblance to the teaching model and models with less resemblance to the teaching model. Results show the limitations of verbal and written communication and add to the discussion concerning students’ interpretations of the multitude of atomic models used in teaching. The method was indeed a beneficial tool both for students, who could explore the composition of atomic nuclei and isotopes, and for teachers, who could connect their teaching to students’ interpretations of scientific content since the method brings a new level of detail to discussions. Copyright © 2022 Adbo and AAkesson-Nilsson.

    Download full text (pdf)
    fulltext
  • 2.
    Alégroth, Emil
    Blekinge Institute of Technology, Faculty of Computing, Department of Software Engineering.
    Extending the Boundaries of Higher Education through Digitalization: On the best practices of Onlineand Blended Learning2020Report (Other (popular science, discussion, etc.))
    Abstract [en]

    Accessibility of higher education has never been more important and using online teaching, or e-learning, is a suitable way of achieving this access. However, online education presents new challenges for teachers, which requires best practices to overcome.

    Download full text (pdf)
    Emil Alegroth_Extending the boundaries of Higher Education
    Download (pdf)
    Presentation_Extending the Boundaries of Higher Education through Digitalization
  • 3.
    Arnesson, Andreas
    Blekinge Institute of Technology, Faculty of Computing, Department of Computer Science.
    För- och nackdelar med automaträttning i kurser för introduktion till programmering2022Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    I LP1 varje år börjar mellan 200 och 300 studenter min kurs introduktion till problemlösning och programmering med python. I kursen har vi sju rättningstillfällen, vilket blir många rättningstimmar.   För att underlätta för vårt egna arbete och studenternas har vi genom åren utvecklat många små system för att automatisera eller förenkla olika processer. Förra året tog vi det ett steg längre och startade upp vårt egna automaträttningssytem Umbridge.  Var femte minut hämtar Umbridge alla orättade inlämmningar från Canvas och kör enhetstester på studenterna kod och baserat på resultatet sätts ett betyg i Canvas.   

    Download full text (pdf)
    fulltext
  • 4.
    Badampudi, Deepika
    Blekinge Institute of Technology, Faculty of Computing, Department of Software Engineering.
    Student generated test questions2022Report (Other (popular science, discussion, etc.))
    Abstract [en]

    Problem: Changes in the mode of education (remote/on-campus) due to the pandemic has emphasized existing challenges such as low attendance rate. In addition, active student participation is often challenging regardless of the education mode. 

    Potential intervention: Using student-generated questions for student-centered assessment. The type of assessment can influence students’ attitudes toward learning . Questions generated by students allow students to reflect on their learning. It also allows students to demonstrate an understanding of the learning outcomes. 

    Download full text (pdf)
    fulltext
  • 5. 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)
  • 6. Bertoni, Alessandro
    Reverse Engineering Role Play to teach Systems Engineering2019Report (Other (popular science, discussion, etc.))
    Abstract [en]

    Engage the students in a three-stage reverse engineering role-play to increase their awareness of the importance of correctly using systems engineering methods, by experiencing them “in real life”.

    Download full text (pdf)
    fulltext
  • 7.
    Bertoni, Marco
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mechanical Engineering.
    Involving Work Integration Social Enterprisesas case study providers for innovation projects to leverage social sustainability in engineering education.2019Report (Other (popular science, discussion, etc.))
    Abstract [en]

    Training engineering graduates in sustainable development literacy is an urgent task for aca-demic institutions. Even though environmental and social considerations are critical dimen-sions to be leveraged when designing quality advanced design-implement (D-I) experiences for students, sustainability is often confined to environmental protection and suffers from the under-development of the social dimemsion.

    Download full text (pdf)
    fulltext
    Download (pdf)
    Presentation
  • 8.
    Boldt, Martin
    Blekinge Institute of Technology, Faculty of Computing, Department of Computer Science.
    Utökad samverkan bortom våra traditionella studentprojekt2023Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna presentation handlar om ett samverkansinitiativ för studenterna på Civilingenjörsprogrammet i AI och Maskininlärning tillsammans med regionala aktörer inom privat och offentlig sektor. Syftet är att genom samverkan mellan våra studenter och företag/myndigheter i Blekinge nå en rad synergieffekter för såväl studenterna som BTH och de medverkande regionala aktörerna. Nyckeln till framgång är få studenter och företag-/myndigheter att diskutera konkreta AI-case med varandra.

    Download full text (pdf)
    Utökad samverkan Martin Boldt BP2023
    Download full text (pdf)
    Utökad samverkan presentation BP2023
  • 9.
    Borg, Christel
    Blekinge Institute of Technology, Faculty of Engineering, Department of Health.
    Lärande ska vara roligt: Problembaserat lärande (PBL) i ett Activity learning classroom(ALC-klassrum). Möjligheter och utmaningar.2019Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Problembaserat lärande (PBL) i ett Activity learning classroom(ALC-klassrum). Möjligheter och utmaningar.

    Download full text (pdf)
    fulltext
  • 10.
    Bryant, Jayne
    Blekinge Institute of Technology, Faculty of Engineering, Department of Strategic Sustainable Development.
    Our Learning Community2022Report (Other (popular science, discussion, etc.))
    Abstract [en]

    Students of the Masters in Strategic Leadership towards Sustainability come from diverse and varied backgrounds, cultures, professions and countries from all around the world. The MSLS Core Team creates the learning container for the students, and works collaboratively to weave the courses of the program into an integrated and synergistic whole. 

    Download full text (pdf)
    fulltext
  • 11.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Classes or Objects? CRC-cards Considered Harmful: Extended Abstract2004Conference paper (Refereed)
  • 12.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    CRC-Cards and Roleplay Diagrams--Informal Tools to Teach OO Thinking2007Conference paper (Refereed)
  • 13.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Improving CRC-Card Role-Play with Role-Play Diagrams2005Conference paper (Refereed)
  • 14.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Killer Examples Workshop: Expression of Interest2005Conference paper (Other academic)
  • 15.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Object-Oriented Analysis and Design Through Scenario Role-Play2004Report (Other academic)
  • 16.
    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)
  • 17.
    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.

  • 18.
    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.

  • 19.
    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.

  • 20.
    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)
  • 21.
    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)
  • 22.
    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.

  • 23.
    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.

  • 24.
    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)
  • 25.
    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.

    Download full text (pdf)
    fulltext
  • 26.
    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.

    Download full text (pdf)
    fulltext
  • 27.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Michiels, Isabel
    ECOOP 2004 Workshop Report: Eigth Workshop on Pedagogies and Tools for the Teaching and Learning of Object-Oriented Concepts2004In: Object-Oriented Technology: ECOOP 2004 Workshop Reader, Springer , 2004, p. 36-48Chapter in book (Other academic)
  • 28.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Michiels, Isabel
    Bruce, Kim
    Lindholm, Morten
    Ninth Workshop on Pedagogies and Tools for the Teaching and Learning of Object-Oriented Concepts2006In: ECOOP 2005 Workshop Reader, Springer , 2006Chapter in book (Other academic)
  • 29.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Nordström, Marie
    Umeå universitet, Institutionen för datavetenskap.
    Kallin Westin, Lena
    Umeå universitet, Institutionen för datavetenskap.
    Moström, Jan Erik
    Umeå universitet, Institutionen för datavetenskap.
    Christensen, Henrik B.
    Bennedsen, Jens
    An Evaluation Instrument for Object-Oriented Example Programs for Novices2008Report (Other academic)
  • 30.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Nordström, Marie
    Umeå universitet, Institutionen för datavetenskap.
    Kallin Westin, Lena
    Umeå universitet, Institutionen för datavetenskap.
    Moström, Jan Erik
    Umeå universitet, Institutionen för datavetenskap.
    Eliasson, Johan
    Umeå universitet, Institutionen för datavetenskap.
    Transitioning to OOP/Java: A never ending story2008In: Reflections on the teaching of programming, Springer , 2008, p. 80-97Chapter in book (Refereed)
    Download full text (pdf)
    Transitioning to OOP/Java A never ending story
  • 31.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Nordström, Marie
    Umeå universitet, Institutionen för datavetenskap.
    Paterson, James H
    Glasgow Caledonian University, Scotland, UK.
    On the quality of examples in introductory Java textbooks2011In: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 11, no 1, p. 1-21, article id 3Article in journal (Refereed)
    Abstract [en]

    Example programs play an important role in the teaching and learning of programming. Students as well as teachers rank examples as the most important resources for learning to program. Ex- ample programs work as role models and must therefore always be consistent with the principles and rules we are teaching.

    However, it is difficult to find or develop examples that are fully faithful to all principles and guidelines of the object-oriented paradigm and also follow general pedagogical principles and practices. Unless students are able to engage with good examples, they will not be able to tell desirable from undesirable properties in their own and others’ programs.

    In this paper we report on a study in which experienced educators evaluated the quality of object-oriented example programs for novices from popular Java textbooks. The evaluation was accomplished using an on-line checklist that elicited responses on the technical, object-oriented, and didactic quality of examples.

    In total 25 reviewers contributed 215 reviews to our data set, based on 38 example programs from 13 common introductory programming textbooks. Results show that the evaluation instru- ment is reliable in terms of inter-rater agreement. Overall, example quality was not as good as one might expect from common textbooks, in particular regarding certain object-oriented properties.

    We conclude that educators should be careful when taking examples straight out of a textbook.

  • 32.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Schulte, Carsten
    Teaching Object Oriented Modelling with CRC Cards and Roleplaying Games2005Conference paper (Refereed)
  • 33.
    Claesson, Lena
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mathematics and Natural Sciences.
    Remote laboratories in STEM education: Strategies and methods for implementation2023Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    During a substantial part of their time young people of today live in an online world. The medial evolution has also influenced education and today much research work concerns the transfer of the physical world into the online one. One example is laboratories in science, technology, engineering, and mathematics (STEM) education that are available in online rooms. They enable students to be at home in front of a computer and on-screen watch and operate the physical equipment in the laboratory at school. 

    It is a general agreement that laboratory lessons are necessary in subjects such as physics, chemistry and biology. Physical experiments provide a great way for students to learn more about nature and its possibilities as well as limitations. Experimental work can be provided by laboratories in three different categories; 1) hands-on, 2) remote and 3) simulated.

    This thesis addresses how to implement remote laboratories as a teaching methodology. It presents examples of upper secondary school students’ experimental work and their evaluation of remote laboratories regarding usability, sense of reality and technical problems. 

    In order to gain a better understanding of the situation and needs regarding laboratory activities in an upper secondary school, eight physics teachers were interviewed at six different schools. Furthermore, 165 upper secondary school students answered a questionnaire survey regarding subject preferences, program choices, views on technology and self-ability, and their approach to technology and technology-related situations. This thesis also describes another education approach where academia, industry, and research institutes cooperate around the development and implementation of master level courses. The pedagogical approach utilized in these master level courses has been flipped classroom.

    In this thesis, the usage of remotely controlled laboratories in physics education at an upper secondary school and a university are addressed. The main objective of this project is to investigate the feasibility of using the Virtual Instruments System in Reality (VISIR) technology for remotely controlled laboratories, developed at Blekinge Institute of Technology, in upper secondary schools. The laboratory setup can be shared and utilized almost 24/7, thus reducing the associated costs and eliminating time restrictions.

    Download full text (pdf)
    fulltext
  • 34.
    Claesson, Lena
    et al.
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mathematics and Natural Sciences.
    Skytt, Kristian
    Blekinge Institute of Technology, Faculty of Computing, Department of Technology and Aesthetics.
    Zackrisson, Johan
    Gustavsson, Ingvar
    Håkansson, Lars
    Remote laboratory experiments at the Upper Secondary School Katedralskolan in LUND2010In: International Conference on Remote Engineering and Virtual Instrumentation (REV2010), 2010Conference paper (Refereed)
    Abstract [en]

    This paper is intended for people who are interested in using online remote laboratories in education. Blekinge Institute of Technology (BTH) have started a cooperation together with the Upper Secondary School, Katedralskolan, in Lund, Sweden. The purpose of the cooperation is to introduce remote laboratory environment for students at Katedralskolan. A remote laboratory (RL) in electronic is used as a complement to the traditional workbench. It is open 24/7 and the students can carry out laboratory assignments without any risks of damaging any equipment. When a student is familiar with the instruments and components in a laboratory assignment, and carried out parts of the experiments in the hands-on laboratory in school she/he may use the RL to finish the laboratory assignment. The students may also carry out additional experiments remote laboratory or use it to prepare for an exam. 

    Download full text (pdf)
    fulltext
  • 35.
    Daly, Elaine
    et al.
    Blekinge Institute of Technology, Faculty of Engineering, Department of Strategic Sustainable Development.
    Johnson, Pierre
    Blekinge Institute of Technology, Faculty of Engineering, Department of Strategic Sustainable Development.
    Reflections on teaching a transdisciplinary introduction to sustainability course online2020Report (Other (popular science, discussion, etc.))
    Abstract [en]

    We discuss our online course which we have been running together for 5+ years now.

    In the course Foundations for Strategic Sustainable Development, we teach about the global sustainability challenge and a science-based framework that has been developed and improved over a 30-year period.

    Download full text (pdf)
    E.Daly-P.Johnson_reflections on teaching
    Download (pdf)
    Distance Course_ Foundations for Strategic Sustainable Development
    Download (pdf)
    Slides_sustainability course
  • 36.
    Dzamashvili Fogelström, Nina
    Blekinge Institute of Technology, Faculty of Computing, Department of Software Engineering.
    How to develop student´s skills in indepedent learning and enquiry2021Report (Other (popular science, discussion, etc.))
    Abstract [en]

    We live in the age of rapid technological innovations, with intelligent technology on the front and capable to perform tasks normally solely conducted by humans. This creates need for universities to focus on developing student’s skills in independent learning and readiness to orient in ever changing technological landscape. The need is well recognized by many universities, BTH included. If we look at program goals of our engineering programs, most of the programs have clearly defined goals to produce independent problem solvers.

    Download full text (pdf)
    N.Dzamashvili Fogelström_How to develop students skills
  • 37. Edwards, S. H.
    et al.
    Börstler, Jürgen
    Umeå universitet, Institutionen för datavetenskap.
    Cassel, L. N.
    Hall, Mark
    Hollingsworth, S.
    Developing a Common Format for Sharing Assignments2008In: SIGCSE Bulletin inroads, ISSN 0097-8418, Vol. 40, no 4, p. 167-182Article in journal (Refereed)
  • 38.
    Elovaara, Pirjo
    Blekinge Institute of Technology, Faculty of Computing, Department of Technology and Aesthetics.
    Medieteknik möter hållbarhet eller hållbarhet möter medieteknik2019Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    En av BTH:s profiler handlar om hållbarhet. Men hur skulle kurser i medieteknik kunna arbeta med hållbarhet? Hur koppla kurser i digital bildproduktion, digital ljudproduktion och digitala spel till hållbar-het? Är hållbarhetsfrågorna ens relevanta för medieteknik? Det var dessa ut-maningar som ledde till utvecklingen och genomförandet av kursen Designpers-pektiv och – metoder för medieteknik med explicit fokus på hållbarhet. Uppstod det någon kärlek mellan medieteknik och hållbarhet?

    Download full text (pdf)
    fulltext
    Download (pdf)
    Presentation
  • 39.
    Fiedler, Markus
    Blekinge Institute of Technology, Faculty of Computing, Department of Technology and Aesthetics.
    Årets lärare 2022: Fördern & fordern / Att stödja & kräva2023Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    1.    ”Fördern” (att stödja) på tyska används på många sätt inom lärande: för att ta hand om högbegåvade eller om de som har inlärningssvårigheter, eller för att möjliggöra studier överhuvudtaget (genom CSN). Här ser jag min ena roll som influencer och coach.

    2.    ”Fordern” (att kräva) går ut på att studenterna får visa vad de går för, under olika ändamålsenliga examinationsformer, men med stor respekt för studenternas prestationer. Här ser jag min andra roll som examinator.

    Download full text (pdf)
    Årets lärare 2022 Markus Fiedler BP2023
    Download full text (pdf)
    Årets lärare 2022 presentation BP2023
  • 40.
    Folino, Emil
    Blekinge Institute of Technology, Faculty of Computing, Department of Computer Science.
    Answering by asking questions2021Report (Other (popular science, discussion, etc.))
    Abstract [en]

    When teaching programming we focus on for-loops, if-statements and execution times of the implemented algorithms. These aspects are all important parts of becoming a good programmer, but in the students future occupation all of this need to be applied within a team setting (Faja, 2011). An important and critical component of team activities is knowledge sharing within the team.

    Download full text (pdf)
    Emil Folino_Answering by asking questions
  • 41.
    Folino, Emil
    Blekinge Institute of Technology, Faculty of Computing, Department of Computer Science.
    Cozy - Coding2023Report (Other (popular science, discussion, etc.))
    Abstract [en]

    When learning programming students need to learn a lot of different concepts and constructs which normally goes quite easily with a lot of training and repetition. As a teacher I have experienced that students despite knowing the concepts struggle with integrating them into larger programs. In Web-applications for mobile devices given to first-year web programming students I introduced a new concept of Cozy-Coding to show how experienced programmers solve problems and integrate known concepts into larger applications. 

    Download full text (pdf)
    fulltext
  • 42.
    Folino, Emil
    Blekinge Institute of Technology, Faculty of Computing, Department of Computer Science.
    Practice What You Teach2020Report (Other (popular science, discussion, etc.))
    Abstract [en]

    In traditional Computer Science education labs is the holy-grail of practical teaching methods. Students come to the lab and together with a lecturer or teaching assistants practical assignments are completed at a specific time and place. In distance education this notion of time and place should in an ideal world disappear or at least be somewhat blurred. To achieve the practical aspects of a course in distance education I designed the course Web applications for mobile devices to revolve around industry specific technologies. To accomplish this I created a JSON Application Programming Interface that the students use throughout the course.

    Download full text (pdf)
    Emil Folino_Practice what you teach
  • 43.
    Folino, Emil
    Blekinge Institute of Technology, Faculty of Computing, Department of Computer Science.
    Självrättande programmeringstenta2019Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Hur kan vi på bästa sätt examinera grundläggande programmeringskunskaper

    i en inledande programmeringskurs? Vi skapade en självrättande

    examinationsform där studenterna under tentan kan få feedback och

    ökade genomströmningen med 20%.

    Download full text (pdf)
    fulltext
  • 44.
    Folino, Emil
    Blekinge Institute of Technology, Faculty of Computing, Department of Computer Science.
    Understanding - Practice -  Assessment - Reflection2022Report (Other (popular science, discussion, etc.))
    Abstract [en]

    UPAR is a method used for designing and structuring course content into repetitive course chunks. The method or adaptations of the method is currently used in both campus and hybrid courses. The UPAR-method has evolved as the primary method for structuring course content into weekly chunks in the web programming education cluster. The method provides a clear and recognisable structure throughout programs and in the individual courses.

    Download full text (pdf)
    fulltext
  • 45.
    Frattini, Julian
    Blekinge Institute of Technology, Faculty of Computing, Department of Software Engineering.
    Embracing the Silence2023Report (Other (popular science, discussion, etc.))
    Abstract [en]

    One major challenge in an online classroom is students' engagement. Despite university guidelines, teachers have experienced students' aversion against turning on their camera during a lecture and against speaking up at all. This results in a very unidirectional interaction in which teachers receive little direct feedback about students perception of the course, particularly of their struggles.

    Instead of tediously encouraging students to turn on their cameras, we chose to embrace the silence and accommodate the new way of participating in online courses.

    Download full text (pdf)
    Embracing the silence Julian Fruttini BP2023 pdf
    Download full text (pdf)
    Embracing the silence Presentation BP2023
  • 46.
    Ghazi, Ahmad Nauman
    Blekinge Institute of Technology, Faculty of Computing, Department of Software Engineering.
    Enhancing student engagement through active learning2023Report (Other (popular science, discussion, etc.))
    Abstract [en]

    Teaching research methodologies to graduate students is important to help them succeed in their degree programs. At Blekinge Institute of Technology (BTH), research methodologies in software engineering and computer science is a critical course, as it provides the students with the skills and knowledge necessary to conduct high-quality research for their master's thesis. More importantly, this course is mandatory in most degree programs at BTH, and the students are required to successfully complete this course as a pre-requisite for their master's thesis.  Over the years, this course has been delivered using traditional teaching methods, such as lectures, assignments, readings, and feedback sessions. During the past years, as the course responsible, I observed that there had been a decline in the success rate for students in this course and a lack of student engagement. We identified that traditional teaching methods may not be the most effective way to engage students in this course. To this end, I introduced the concept of flipped classrooms and active learning classrooms (ALCs). During the ALCs, the students were asked to complete different tasks related to the concepts acquired through pre-recorded lectures and mandatory reading assignments. These tasks are done in student groups, and teachers promote open discussions between the students by problematizing the concepts. 

    Download full text (pdf)
    Enhancing student engagement through active learning
  • 47.
    Hansson, Christina
    Blekinge Institute of Technology, Education Development Unit.
    Lärarlärdom: högskolepedagogisk konferens 20192019Collection (editor) (Refereed)
    Abstract [sv]

    Högskolepedagogisk utveckling har under senare år fått en tydligare och mer framträdande roll vid universitet och högskolor. Under senare år har också ett allt större fokus riktats mot utbildningars resultat. Frågor som rör kvaliteten i undervisningen blir därmed centrala. Att utveckla och stödja lärares pedagogiska skicklighet samt belysa villkoren för den undervisning som bedrivs inom högre utbildning är angeläget. Behovet är stort av en gemensam samlingspunkt för pedagogiska och didaktiska diskussioner där lärare och andra yrkeskategorier som är intresserade av av ämnet kan träffas och föra dessa diskussioner tillsammans och över ämnesgränser. Blekinge Tekniska Högskola, Högskolan i Kristianstad och Malmö universitet samarrangerar därför den årliga högskolepedagogiska konferensen Läralärdom.

    Lärarlärdom 2019 gick av stapeln på Blekinge Tekniska Högskola i Karlskrona den 15 augusti och samlade ett sjuttiotal deltagare. Ett urval av konferensens presentationer finns på https://play.bth.se

    Download full text (pdf)
    Lärarlärdom, högkolepedagogisk konferens, 2019 - fulltext
  • 48.
    Helmisaari, Minnamari
    Blekinge Institute of Technology, Faculty of Computing, Department of Technology and Aesthetics.
    Bridging Theory and Practice in Media Technology2019Report (Other (popular science, discussion, etc.))
    Abstract [en]

    In a course focusing on visual storytelling, students explore the course content through an inquiry-pro-cess that consists of creating digital productions (such as short movies and animations) and writing a scientific text discussing the process. The balancing act between practice and theory has presented some challenges when designing a course that should both provide an aesthetic & technological founda-tion for further courses as well as encouraging students to explore the course content by undertaking inquiries and writing their own research questions. An issue of the first iteration of the course was also lack of alignment between examination activity (seminar) and course activities (projects & presentations).

    Download full text (pdf)
    fulltext
    Download (pdf)
    Prsentation
  • 49.
    Hosseini, Mojtaba
    Blekinge Institute of Technology, Faculty of Engineering, Department of Industrial Economics.
    A course as a journey2022Report (Other (popular science, discussion, etc.))
    Abstract [en]

    This model considers a course as a new journey for students, so teachers should design the journey to be more enjoyable and engaging and help students to reach their destination. Generally, there are three essential issues that should be at the center of attention: 

    • Student journey map
    • Course profile
    • Collaboration strategies
    Download full text (pdf)
    fulltext
  • 50.
    Hultgren, Anders
    et al.
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mathematics and Natural Sciences.
    Rashid, Ahmed
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mathematics and Natural Sciences.
    Laborationer i hemmiljö2021Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Närvaro av laborationer i våra civilingenjörsprogram är av vikt för att uppfylla följande:

    • Ge erfarenhet av hur förmedlade teorier kan användas i
    • praktiskt ingenjörsarbete.
    • Ge erfarenhet av hur väl förmedlade teorier kan beskriva
    • verkligheten.
    • Ge möjlighet att förstå förmedlade teorier från en praktisk
    • infallsvinkel.
    • Ge erfarenhet att hantera fysisk utrustning och hands on
    • lösa praktiska problem.
    • Ge erfarenheter av att använda industriella komponenter
    • och industriella utvecklingssystem.
    • Ge erfarenhet av att dokumentera praktiskt utvecklingsarbete.
    • Ge erfarenhet av ingenjörsarbete inkluderande Conceive,
    • Design, Implement and Operate.
    • När praktiska laborationer inte kan utföras på skolan
    • rekommenderar vi att försöka genomföra praktiska laborationer
    • i hemmiljö.
    • Flera av en laborationens viktiga uppgifter kan då realiseras,
    • dock inte alla.
    Download full text (pdf)
    fulltext
12 1 - 50 of 86
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf