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  • 1.
    Alves, Gustavo R.
    et al.
    Polytechnic of Porto, Portugal.
    Fidalgo, André V.
    Polytechnic of Porto, Portugal.
    Marques, Maria A.
    Polytechnic of Porto, Portugal.
    Viegas, Maria C.
    Polytechnic of Porto, Portugal.
    Felgueiras, Manuel C.
    Polytechnic of Porto, Portugal.
    Costa, Ricardo J.
    Polytechnic of Porto, Portugal.
    Lima, Natércia
    Polytechnic of Porto, Portugal.
    Castro, Manuel
    National Distance Education University, Spain.
    Díaz-Orueta, Gabriel
    National Distance Education University, Spain.
    SanCristóbal-Ruiz, Elio
    National Distance Education University, Spain.
    García-Loro, Felix
    National Distance Education University, Spain.
    García-Zubía, Javier
    University of Deusto, Spain.
    Hernández-Jayo, Unai
    University of Deusto, Spain.
    Kulesza, Wlodek
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mathematics and Natural Sciences.
    Gustavsson, Ingvar
    Blekinge Institute of Technology, Faculty of Engineering, Department of Applied Signal Processing.
    Nilsson, Kristian
    Blekinge Institute of Technology, Faculty of Computing, Department of Technology and Aesthetics.
    Zackrisson, Johan
    Blekinge Institute of Technology, Faculty of Engineering, Department of Applied Signal Processing.
    Pester, Andreas
    Carinthia University of Applied Sciences, Austria.
    Zutin, Danilo G.
    Carinthia University of Applied Sciences, Austria.
    Schlichting, Luis C.
    Federal Institute of Education, Science and Technology of Santa Catarina, Brazil.
    Ferreira, Golberi
    Federal Institute of Education, Science and Technology of Santa Catarina, Brazil.
    de Bona, Daniel D.
    Federal Institute of Education, Science and Technology of Santa Catarina, Brazil.
    Pacheco, Fernando S.
    Federal Institute of Education, Science and Technology of Santa Catarina, Brazil.
    da Silva, Juarez B.
    Federal Institute of Education, Science and Technology of Santa Catarina, Brazil.
    Alves, João B.
    Federal Institute of Education, Science and Technology of Santa Catarina, Brazil.
    Biléssimo, Simone
    Federal Institute of Education, Science and Technology of Santa Catarina, Brazil.
    Pavani, Ana M.
    Pontifical Catholic University of Rio de Janeiro, Brazil.
    Lima, Delberis A.
    Pontifical Catholic University of Rio de Janeiro, Brazil.
    Temporão, Guilherme
    Pontifical Catholic University of Rio de Janeiro, Brazil.
    Marchisio, Susana
    National University of Rosario, Argentina.
    Concari, Sonia B.
    National University of Rosario, Argentina.
    Lerro, Federico
    National University of Rosario, Argentina.
    de Arregui, Gaston S.
    National University of Rosario, Argentina.
    Merendino, Claudio
    National University of Rosario, Argentina.
    Plano, Miguel
    National University of Rosario, Argentina.
    Fernández, Rubén A.
    National University of Santiago del Estero, Argentina.
    Paz, Héctor R.
    National University of Santiago del Estero, Argentina.
    Soria, Mario F.
    National University of Santiago del Estero, Argentina.
    Gómez, Mario J.
    National University of Santiago del Estero, Argentina.
    de Almeida, Nival N.
    Brazilian Association of Engineering Education, Brazil.
    de Oliveira, Vanderli F.
    Brazilian Association of Engineering Education, Brazil.
    Pozzo, María I.
    Research Institute of Rosario in Educational Sciences, Argentina.
    Dobboletta, Elsa
    Research Institute of Rosario in Educational Sciences, Argentina.
    Bertramo, Brenda
    Research Institute of Rosario in Educational Sciences, Argentina.
    International Cooperation for Remote Laboratory Use2018In: Contributions to Higher Engineering Education / [ed] Maria M. Nascimento, Gustavo R. Alves, Eva Virgínia Araújo Morais, Springer, 2018, p. 1-31Chapter in book (Refereed)
    Abstract [en]

    Experimenting is fundamental to the training process of all scientists and engineers. While experiments have been traditionally done inside laboratories, the emergence of Information and Communication Technologies added two alternatives accessible anytime, anywhere. These two alternatives are known as virtual and remote laboratories and are sometimes indistinguishably referred as online laboratories. Similarly to other instructional technologies, virtual and remote laboratories require some effort from teachers in integrating them into curricula, taking into consideration several factors that affect their adoption (i.e., cost) and their educational effectiveness (i.e., benefit). This chapter analyzes these two dimensions and sustains the case where only through international cooperation it is possible to serve the large number of teachers and students involved in engineering education. It presents an example in the area of electrical and electronics engineering, based on a remote laboratory named Virtual Instruments System in Reality, and it then describes how a number of European and Latin American institutions have been cooperating under the scope of an Erasmus+ project, for spreading its use in Brazil and Argentina.

  • 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.

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    Emil Alegroth_Extending the boundaries of Higher Education
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    Presentation_Extending the Boundaries of Higher Education through Digitalization
  • 3.
    Ambele, Raiton Malema
    et al.
    Nelson Mandela African Institution of Science and Technology, TZA.
    Kaijage, Shubi Felix
    Nelson Mandela African Institution of Science and Technology, TZA.
    Dida, Mussa Ally
    Nelson Mandela African Institution of Science and Technology, TZA.
    Trojer, Lena
    Lund University, SWE.
    Kyando, Newton M.
    Open University of Tanzania, TZA.
    A review of the Development Trend of Personalized learning Technologies and its Applications2022In: International Journal of Advances in Scientific Research and Engineering, E-ISSN 2454-8006, Vol. 8, no 11, p. 75-91Article in journal (Refereed)
    Abstract [en]

    Personalized learning tailors material and strategy to student requirements, interests, and goals in e-learning. These developments help educational institutions and other organizations to keep up with the fast pace of information technology, communications, and computing power. Studies show that self-adaptive learning and relevant learning information improve study efficiency. Compared to traditional teaching methods, the practice of online education is well in its infancy. On the other hand, the pedagogy and evaluation of students in online courses have a large gap that has to be filled, necessitating significant improvements in e-learning. We call this approach to education "personalized learning," which is a central focus of today's leading online education platforms. Several studies have been conducted on e-learning and personalized learning, but few investigated the development trend of personalized learning technologies and applications. Therefore this study examines the literature to close the gap and promote the development trend for personalized learning technologies and applications in higher education from 2010 to 2021 by analyzing related journal articles. The pivotal studies used inclusion criteria after a search generated 372 complete research articles and reduced them to 146 publications based on their proposed learning domains and research themes. Through carefully reviewing current trends and successes in numerous aspects of personalized learning, this discussion analyzes prospective future research directions in the field of personalized learning. 

  • 4.
    Andersson, Ewa K.
    et al.
    Linnaeus University.
    Moraes, Ana Luiza Dallora
    Blekinge Institute of Technology, Faculty of Engineering, Department of Health.
    Marcinowicz, Ludmila
    Medical University of Bialystok, Poland.
    Stjernberg, Louise
    Malmö University.
    Björling, Gunilla
    Jönköping University.
    Anderberg, Peter
    Blekinge Institute of Technology, Faculty of Engineering, Department of Health.
    Bohman, Doris
    Blekinge Institute of Technology, Faculty of Engineering, Department of Health.
    Self-Reported eHealth literacy among nursing students in Sweden and Poland: The eNursEd cross-sectional multicentre study2023In: Health Informatics Journal, ISSN 1460-4582, E-ISSN 1741-2811, Vol. 29, no 4Article in journal (Refereed)
    Abstract [en]

    This study aimed to provide an understanding of nursing students’ self-reported eHealth literacy in Sweden and Poland. This cross-sectional multicentre study collected data via a questionnaire in three universities in Sweden and Poland. Descriptive statistics, the Spearman’s Rank Correlation Coefficient, Mann–Whitney U, and Kruskal–Wallis tests were used to analyse different data types. Age (in the Polish sample), semester, perceived computer or laptop skills, and frequency of health-related Internet searches were associated with eHealth literacy. No gender differences were evidenced in regard to the eHealth literacy. Regarding attitudes about eHealth, students generally agreed on the importance of eHealth and technical aspects of their education. The importance of integrating eHealth literacy skills in the curricula and the need to encourage the improvement of these skills for both students and personnel are highlighted, as is the importance of identifying students with lacking computer skills. © The Author(s) 2023.

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  • 5.
    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.   

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  • 6.
    Ayers, James
    Blekinge Institute of Technology, Faculty of Engineering, Department of Strategic Sustainable Development.
    Competence literate but context lacking?: Investigating the potential of study abroad programs to promote sustainability competence acquisition in students2020In: Sustainability, E-ISSN 2071-1050, Vol. 12, no 13, article id 5389Article in journal (Refereed)
    Abstract [en]

    The examination of pedagogies that promote effective sustainability learning has led to vigorous academic discussion, as has research regarding the role of competence-based learning for sustainability. This paper investigates the role of a study abroad program, the Engineers without Borders Design Summit, in promoting the acquisition of sustainability competencies in its students. This study analysed both content of the program pedagogy and the written learning reflections of 137 student participants to examine if the program resulted in sustainability competence acquisition. The study's findings suggested that students did acquire sustainability competencies during the program, but also that students may become competence-literate but context-lacking as they acquire competency skillsets without understanding their purpose for use as sustainability tools or to promote sustainability outcomes. Therefore, this study recommends that competence-based education for sustainability requires situation of competence acquisition within sustainability contextualisation to ensure full competence potential is fulfilled. This study suggests that contextualisation can occur in a number of ways, including the use of defined sustainability principles as boundary conditions to frame learning environments, the use of sustainability epistemic teachers as "guides" to connect learning to sustainability and the facilitation of student experiences with unsustainability to promote personally motivated action towards sustainability. © 2020 by the author.

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    Competence literate but context lacking?
  • 7.
    Ayers, James
    et al.
    Blekinge Institute of Technology, Faculty of Engineering, Department of Strategic Sustainable Development.
    Missimer, Merlina
    Blekinge Institute of Technology, Faculty of Engineering, Department of Strategic Sustainable Development.
    Bryant, Jayne
    Blekinge Institute of Technology, Faculty of Engineering, Department of Strategic Sustainable Development.
    Intrapersonal capacities for sustainability: a change agent perspective on the ‘inner dimension’ of sustainability work2023In: Sustainability Science, ISSN 1862-4065, E-ISSN 1862-4057, Vol. 18, no 3, p. 1181-1197Article in journal (Refereed)
    Abstract [en]

    An ongoing discussion in education for sustainable development (ESD) research has focused on defining a list of agreed upon sustainability competencies required for the work of sustainability change agents. This discussion has included the consideration of an ‘Intrapersonal’ perspective that considers the role of inner qualities in change agents and how this impacts their ability to implement sustainability. While many researchers have looked at the ‘inner dimension’ of sustainability work, the identification and function of an ‘Intrapersonal’ competence remains in question. Utilizing practitioner responses, this paper identifies eight Intrapersonal capacities that change agents described as beneficial to their implementation of sustainability. These capacities are the ability to: Hold complexity, Foster a learner’s mindset, Deeply value others, Let be, Show up as one’s full self, Regulate and manage the self, Persist with lightness and Ensure one’s wellbeing. The study provides insights into the identification of the capacities and their relationship to a wider Intrapersonal research field. It also discusses the implications this perspective has on education for sustainable development should it consider incorporating such capacities into teaching and learning. While much literature in the field is of conceptual nature, this paper offers an empirical contribution by including the voice and perspective of change agents to the Intrapersonal discussion. © 2023, The Author(s).

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  • 8.
    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. 

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  • 9. 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”.

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  • 10.
    Bertoni, Alessandro
    et al.
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mechanical Engineering.
    Bertoni, Marco
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mechanical Engineering.
    A 10-year teachers' journey toward CDIO: lessons learned for dealing with students, companies, and yourself2023In: Bidrag från den 9:e utvecklingskonferensen för Sveriges ingenjörsutbildningar / [ed] Joel Midemalm, Amir Vadiee, Elisabeth Uhlemann, Fredrik Georgsson, Gunilla Carlsson- Kvarnlöf, Jonas Månsson, Kristina Edström, Lennart Pettersson, Pedher Johansson, Mälardalens universitet, 2023, p. 211-220Conference paper (Refereed)
    Abstract [en]

    The paper summarizes the experiences of working for a decade to promote the transition of courses toward the CDIO framework. It presents a list of lessons learned when applying the CDIO principles in master-level classes in the field of Mechanical Engineering. The paper aims to formalize operational guidelines, serving as a platform for further discussion and as a set of practical recommendations for teachers and educators initially redesigning their courses toward a more CDIO-oriented structure. The paper initially presents the rationale formoving toward CDIO and describes where and how data were collected. Further, it lists several lessons learned for teachers on (1) how to support students in maximizing their learning opportunities in a CDIO context, (2) how to manage the relationship and engagement with company partners, dealing with expectations, trust, flexibility, and visibility.

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  • 11.
    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.

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    Download (pdf)
    Presentation
  • 12.
    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.

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    Utökad samverkan Martin Boldt BP2023
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    Utökad samverkan presentation BP2023
  • 13.
    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.

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  • 14.
    Bryant, Jayne
    Blekinge Institute of Technology, Faculty of Engineering, Department of Strategic Sustainable Development.
    Creativity, Leadership and Education for Sustainability: A Creativity in Action Project to support student learning, action and impact for sustainability change2022In: PROCEEDINGS of the 28th Annual Conference, International Sustainable Development Research Society: Sustainable Development and Courage: Culture, Art and Human Rights / [ed] Dobers, P., Gawell, M., Gärde, J., & Silfverskiöld, S. (Eds.), Stockholm: Södertörns högskola, 2022Conference paper (Refereed)
    Abstract [en]

    The sustainability challenges of our time require engagement from all, and the potential for the arts and humanities to contribute has been undervalued and underutilized within sustainability science approaches. UNESCO sees education is seen as a key leverage point to shift society towards sustainability transformations however as with sustainability approaches in general, the potential of creativity and the arts remains untapped as a tool, topic, process, pedagogy and way of thinking. Inspired by a creativity assignment delivered in a Leadership in Sustainability course at Curtin University in Western Australia, this paper describes a Creativity in Action Project which was an assignment within the Advanced Leadership for Sustainability course at Blekinge Institute of Technology in Sweden. It was a year long course that ran through 2021. This paper articulates the purpose, design, pedagogy, content and learning process of the Creativity in Action Project and how it integrates the whole course. In brief, the students were invited to: “...explore the role creativity and/or the arts play, or could play, in expanding your thinking and in shifting paradigms that move people towards sustainability” and the intention of the project was to “...explore creative ways to enact change for sustainability in your lives or communities” through taking inspiration from artistic practices and processes. Through a feedback survey from the students, this study evaluates the project as a whole and identifies the key pedagogical elements that supported the students learning; what provided value and impact for the students; as well as discussing the challenges in doing such work. With permission from the students, this paper showcases some of the artistic and creative projects that the students completed. The intention of this paper is to provide educators and learning designers with inspiration and a practical, adaptable, and impactful creativity-based pedagogy for the development of sustainability leadership and key sustainability competencies that could be used and adapted to various contexts. It is hoped this will in turn support societal transition towards sustainability through empowering students to be sustainability change agents by applying their creativity to solve a sustainability challenge in real life.

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    Creativity, Leadership and Education for Sustainability
  • 15.
    Bryant, Jayne
    Blekinge Institute of Technology, Faculty of Engineering, Department of Strategic Sustainable Development.
    Education for Sustainability Leadership: Supporting and empowering agents for sustainability transformations2023Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The global challenges of our time are unprecedented and urgent action for transformation is needed of our systems, policies, institutions and ways of thinking. Education of sustainability leaders is one of the key leverage points to achieve this and many claim that learning on an individual, organisational and societal scale is required for society’s successful transitioning towards sustainability. 

    In this relatively new field, practitioners and scholars grapple with what best promotes development of sustainability leadership, and with what competencies, capacities and transformative outcomes educators should be aiming to develop. The aim of this work was therefore to establish an improved understanding of this and to find recommendations for educators with ambitions to create systems change for sustainability by building the capacity of people to be sustainability leaders. 

    As an educator and facilitator of sustainability work for over a decade, working at the crossroads of education for sustainability leadership; organisational  and community change, lecturing on leadership for sustainability in Australia and currently being Co-Director of the Master’s in Strategic Leadership towards Sustainability (MSLS) program in Sweden, I have rested this thesis firmly within an action-oriented transformation research paradigm in which the only way to understand a system is through a comprehensive attempt to change it. Seven cases of sustainability leadership education are presented. Methods include surveys with open questions; workshops; interviews; document analysis; and, ethnographic field work. 

    The thesis provides support for design of sustainability leadership education through the following outcomes: 

    • Recommendations and improvements on a Typology for Transformative Learning to guide educators in designing and assessing transformative sustainability leadership education; 
    • Eight Intrapersonal Capacities that may provide a map of the Intrapersonal Competence. These are: Hold complexity, Foster a learners mindset, Deeply value others, Let be, Show up as one’s full self, Regulate and manage the self, Persist with lightness and Ensure one’s wellbeing;
    • Suggestions that the integration of the components of community, place, content, pedagogy and disorientation with hope and agency can provide synergistic reinforcement of the sustainability transformation required;
    • Examples of reflection and dialogue as well as creativity and the arts as pedagogies and skills for sustainability leaders;
    • Added evidence that learning can be a key leverage point for sustainability transformations by presenting outcomes and impacts of sustainability education programs where students attempted to make change in their work or world through creativity projects;
    • Outcomes and impacts of an organisation change program within a local government which used education to empower sustainability leaders who then themselves created sustainability outcomes and impacts;
    • Identified challenges of education for sustainability leadership from the perspective of students, learning designers and facilitators of the studied education programs.
    • Challenges within sustainability education more broadly are also presented.

    With those outcomes, the thesis contributes to the body of knowledge concerned with building capacity of human beings to facilitate strategic sustainable development work. 

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  • 16.
    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. 

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  • 17.
    Bryant, Jayne
    et al.
    Blekinge Institute of Technology, Faculty of Engineering, Department of Strategic Sustainable Development.
    Ayers, James
    Blekinge Institute of Technology, Faculty of Engineering, Department of Strategic Sustainable Development.
    Missimer, Merlina
    Blekinge Institute of Technology, Faculty of Engineering, Department of Strategic Sustainable Development.
    What transforms? – Transformative learning in a sustainability leadership master’s program2023In: International Journal of Sustainability in Higher Education, ISSN 1467-6370, E-ISSN 1758-6739, Vol. 24, no 9, p. 231-251Article in journal (Refereed)
    Abstract [en]

    Purpose

    Transformative learning and leadership are key leverage points for supporting society’s transition towards sustainability. The purpose of this study was to identify the outcomes of transformational learning within an international sustainability leadership master’s program in Sweden. The study also prototypes a typology for transformative learning (TTL) in the context of sustainability leadership education.

    Design/methodology/approach

    Alumni spanning 15 cohorts provided answers to a survey, and the responses were used to identify the outcomes of the program. Graduates were asked to describe what transformed for them through the program. Empirical data was coded prototyping the use of the TTL in sustainability education context.

    Findings

    Graduates of the Master’s in Strategic Leadership towards Sustainability program, described transformation with regards to their Self-in-relation to Others and the World, their Self-knowledge, sense of Empowerment/Responsibility; their Worldview became More Comprehensive or Complex, and they gained New Awareness/New Understandings which transformed their Worldview. Many described transformations in their general Ways of Being in the world. Findings suggest the TTL learning as a good basis for analysis in the education for sustainable development (ESD) context. Suggestions for the TTL include further development of the process that articulates the relational, interdependent and perhaps a priori relationships between elements that transform.

    Research limitations/implications

    This study presents the outcomes of transformational learning within an international sustainability leadership master’s program. It prototypes the use of a TTL within the ESD context using empirical data. This combination provides practical insights to a dynamic, often theoretical and hard to articulate process.

    Originality/value

    This study presents the outcomes of transformational learning within an international sustainability leadership master’s program. It prototypes the use of a TTL in the ESD context and assesses the outcomes of a sustainability leadership program using empirical data. This combination provides practical insights to a dynamic, often theoretical and hard to articulate process.

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  • 18.
    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.

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    E.Daly-P.Johnson_reflections on teaching
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    Distance Course_ Foundations for Strategic Sustainable Development
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    Slides_sustainability course
  • 19.
    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.

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    N.Dzamashvili Fogelström_How to develop students skills
  • 20.
    Elfsberg, Jenny
    et al.
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mechanical Engineering.
    Johansson Askling, Christian
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mechanical Engineering.
    Frank, Martin
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mechanical Engineering.
    Larsson, Andreas
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mechanical Engineering.
    Larsson, Tobias
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mechanical Engineering.
    Leifer, Larry
    Stanford University, USA.
    How Covid-19 Enabled a Global Student Design Team to Achieve Breakthrough Innovation2021In: Proceedings of the Design Society 2021, Cambridge University Press, 2021, Vol. 1, p. 1705-1714Conference paper (Refereed)
    Abstract [en]

    This is a qualitative single case study of a geographically distributed student team that experienced a quite different graduate course, compared to previous year's. This was due to the restrictions placed upon them following coronavirus lockdowns. With already ongoing research, and continuous development of the course, the authors had documented individual reflections and identified patterns and behaviours that seemingly determined the quality of the end result, as well as the students expectations and experiences. Semi-structured interviews, surveys and the author's individual reflection notes were already in place as part of the larger research scope and when the student team during the covid-19 year showed unexpected performance and results, the authors decided to pause the larger research scope and focus on this unique single case and capture those learnings. Not knowing how the Covid-19 situation evolves and leaning on insights from previous years, as well as this unique year, the aim with this paper is to describe the unique Covid-19 year amd share knowledge that can help improve and evolve the development of this longlived collaborative graduate student course, and other similar distributed team contexts.

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  • 21.
    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?

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    fulltext
    Download (pdf)
    Presentation
  • 22.
    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.

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    Årets lärare 2022 Markus Fiedler BP2023
    Download full text (pdf)
    Årets lärare 2022 presentation BP2023
  • 23.
    Floderus, Sebastian
    et al.
    Blekinge Institute of Technology, Faculty of Computing, Department of Computer Science.
    Rosenholm, Linus
    Blekinge Institute of Technology, Faculty of Computing, Department of Computer Science.
    An educational experiment in discovering spear phishing attacks2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: Spear phishing attacks uses social engineering targeting a specific person to steal credential information or infect the users computer with malware. It is often done through emails and it can be very hard to spot the difference between a legitimate email and a scam email. Cybercrime is a growing problem and there is many ways to inform and educate individuals on the subject.Objectives: This study intends to perform an experiment to see if an educationalsupport tool can be used to better identify phishing emails. Furthermore see if there is a difference in susceptibility between students from different university programs. Methods: A qualitative research study was used to get the necessary understanding how to properly develop a phishing educational tool. A Pretest-Posttest experiment is done to see if there is an improvement in result between an experimental group that received education and the control group that did not. Results: The result shows an overall higher score for the technical program compared to the non-technical. Comparing the pretest with the posttest shows an increase in score for the non-technical program and a decrease in score for the technical program. Furthermore 58% of the non-technical students who started the test did not complete it. Conclusions: There is a noticeable difference in susceptibility between the programs for detecting scam emails for students. However further research is needed in order to explore to what extent the education process had an impact.

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    BTH2019FloderusRosenholm
  • 24.
    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.

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    Emil Folino_Answering by asking questions
  • 25.
    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. 

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    fulltext
  • 26.
    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.

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    Emil Folino_Practice what you teach
  • 27.
    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
  • 28.
    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.

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    fulltext
  • 29.
    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
  • 30.
    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. 

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    Enhancing student engagement through active learning
  • 31.
    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

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    Lärarlärdom, högkolepedagogisk konferens, 2019 - fulltext
  • 32.
    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).

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    fulltext
    Download (pdf)
    Prsentation
  • 33.
    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
  • 34.
    Hu, Yan
    et al.
    Blekinge Institute of Technology, Faculty of Computing, Department of Computer Science.
    Jiang, Zeting
    Blekinge Institute of Technology. student.
    Zhu, Kaicheng
    Blekinge Institute of Technology. student.
    An Optimized CNN Model for Engagement Recognition in an E-Learning Environment2022In: Applied Sciences, E-ISSN 2076-3417, Vol. 12, no 16, article id 8007Article in journal (Refereed)
    Abstract [en]

    In the wake of the restrictions imposed on social interactions due to the COVID-19 pandemic, traditional classroom education was replaced by distance education in many universities. Under the changed circumstances, students are required to learn more independently. The challenge for teachers has been to duly ascertain students’ learning efficiency and engagement during online lectures. This paper proposes an optimized lightweight convolutional neural network (CNN) model for engagement recognition within a distance-learning setup through facial expressions. The ShuffleNet v2 architecture was selected, as this model can easily adapt to mobile platforms and deliver outstanding performance compared to other lightweight models. The proposed model was trained, tested, evaluated and compared with other CNN models. The results of our experiment showed that an optimized model based on the ShuffleNet v2 architecture with a change of activation function and the introduction of an attention mechanism provides the best performance concerning engagement recognition. Further, our proposed model outperforms many existing works in engagement recognition on the same database. Finally, this model is suitable for student engagement recognition for distance learning on mobile platforms. © 2022 by the authors.

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    fulltext
  • 35.
    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.
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    fulltext
  • 36.
    Javadi, Saleh
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mathematics and Natural Sciences.
    Increasing motivation2022Report (Other (popular science, discussion, etc.))
    Abstract [en]

    It is no secret that the engagement of the students in any course is necessary for their learning process. Therefore, it is worth focusing on increasing their motivation and engagement during their studies. In addition, it may be more crucial in distance courses to increase engagement where in-person interactions are minimized. Needless to say that different courses may require different approaches to reach this common goal. In my experience in teaching both in-person and distance courses, I noticed two simple ways to enhance students’ engagement: giving examples from real-world applications and providing constructive feedback.

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    fulltext
  • 37.
    Johansson Askling, Christian
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mechanical Engineering.
    Undervisa användarorienterad produktutveckling på distans: Online- och blandat lärande i en kurs som inte naturligt lämpar sig för distansundervisning2020Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Min Best Practice kommer behandla hur jag har planerat och genomförtkursen Design Thinking. Kursen syftar till att ge studenter kunskap och färdigheter i hur tekniska innovationer skapas genom att implementera en användarcentrerad produktutvecklingsprocess med inslag av behovsanalys, kreativ idégenerering och prototypframtagning; fokus ligger på ”learning by doing”. Genom att omsätta teori till verklighet i skarpa projektutmaningar får studenterna underlag för sina reflektioner och därigenom utvecklas som designers.

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    Christian Johansson Askling_Undervisa användarorienterat
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    Presentation_Design Thinking på distans
  • 38.
    Johansson, Gorana
    Blekinge Institute of Technology, Faculty of Engineering, Department of Industrial Economics.
    En etnografisk resa inom sårvården: Mötet med specialiserad vård av svårläkta sår inom hemsjukvården2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is an empirical work about healthcare in the process of transformation. The speciic healthcare concerns foot and leg wound care within the homecare. The theoretical frame of the study relies on the Activity theory applied onto the healthcare workers involved into the wound care of the hard healing leg and foot ulcers. The transformation process involving this activity is seen as the example of the expansive learning and which is part of the activity theory. The method used is known, according to the Engeström (the leading figure within the currunt Activity research) as "etnography of trouble". The focus is on identifying conflicts which take place within the work activity. The purpose of the study was to increase understanding of how the wound care business is performed in home care in light of expansive learning theory. Results show the need for the wound care within the homecare to develop at the subject level as much as the system level. There are two specific developmental areas in concern, the tehnical-instrumental (development of digital assistance) and interaction-communication dmension (development of a new communication channel on vertical level). Both solutions liberate individuals competens. In the question of communication channel connected to the leadership this would create conditions for tehnical solutions to appear quicker.

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    BTH2015Johansson
  • 39.
    Khamitova, Raisa
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mathematics and Natural Sciences.
    Ett aktivt och hållbart lärande i matematik2019Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Undvik att lära ut metoder som endast fungerar i speciella fall, utan lär hellre ut generella metoder. Det ger studenterna en mer hållbar grund att bygga vidare på i sina fortsatta studier.

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    fulltext
  • 40. Klintenberg, Patrik
    Nätbaserad distansutbildning,  framtidens högre utbildning?: Digitalisering, ökande behov av livslångt lärande, önskemål om mer flexibla undervisnings och studieformer har resulterat i ett ökat intresse för nätbaserad distansundervisning. Nya utmaningar kräver nya lösningar: vad krävs för att vi ska lyckas med nätbaserad utbildning?2022Report (Other (popular science, discussion, etc.))
    Abstract [sv]
    • Varför vill fler studera på distans?
    • Utmaningar vid nätbaserad distansutbildning
    • Lösningar som fungerat i praktiken
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    fulltext
    Download (pdf)
    bilaga
  • 41.
    Kransberg, Lena
    Blekinge Institute of Technology, Faculty of Engineering, Department of Health.
    Problembaserat lärande2019Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Sedan några år tillbaka arbetar jag i sjuksköterskeprogrammet på Institutionen

    för Hälsa. Institutionen har gjort ett aktivt val av pedagogisk utgångspunkt

    med problembaserat lärande (PBL). Att arbeta med studenterna i basgruppsarbetet

    är både givande och utmanande.

    Download full text (pdf)
    fulltext
  • 42.
    Linde, Peter
    Blekinge Institute of Technology, The Library.
    BTH Newsletter on Science Publishing and Open Access Issues: June 20192019Other (Other (popular science, discussion, etc.))
    Download full text (pdf)
    fulltext
  • 43.
    Linde, Peter
    Blekinge Institute of Technology, The Library.
    BTH Newsletter on Science Publishing and Open Access Issues: March20192019Other (Other (popular science, discussion, etc.))
    Download full text (pdf)
    fulltext
  • 44.
    Magnevall, Martin
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mechanical Engineering.
    Omställning från Campus till Distansundervisning2020Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Min presentation kommer handla om hur vi hanterade omställningen till distansundervisning, dels vad gäller kursupplägget men framförallt hur vi använde tillgängliga verktyg för att få laborationsmomenten så funktionella som möjligt. Det visade sig att vissa moment till och med var enklare att genomföra på distans...

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    Martin Magnevall_Omställning från Campus till Distansundervisning
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    Presentation_ Omställning från Campus till Distansundervisning.pdf
  • 45.
    Mattsson, Linda
    et al.
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mathematics and Natural Sciences.
    Nyqvist, Robert
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mathematics and Natural Sciences.
    Filmade interaktioner mellan novis och expert: En alternativ metod för att undervisa ämnesinnehåll och studieteknik2021Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Som en del i undervisningen i såväl programmering som matematik använder vi oss av filmade interaktioner mellan novis och expert inom respektive område. I programmering ersätter filmerna konventionella föreläsningar och ligger till grund för ett upplägg med blended learning.

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    fulltext
  • 46.
    Momen, Nurul
    et al.
    Blekinge Institute of Technology, Faculty of Computing, Department of Computer Science.
    Kebande, Victor R.
    Blekinge Institute of Technology, Faculty of Computing, Department of Computer Science.
    Constructivism in second life: Fostering active learning through teacher - assisted virtualized virtual environments2023Report (Other (popular science, discussion, etc.))
    Download full text (pdf)
    Constructivism in second life: Fostering active learning through teacher - assisted virtualized virtual environments
  • 47.
    Nasir, Usman
    Blekinge Institute of Technology, Faculty of Computing, Department of Software Engineering.
    Brief the CEO’ Assignment: Blending problem-based learning with policy brief writing2023Report (Other (popular science, discussion, etc.))
    Abstract [en]

    The course assessments are designed to assess student’s abilities to identify risks associated with global software development projects and critically evaluate risk mitigation strategies. Project and risk management are interdisciplinary subjects that require engineering students to acquire knowledge of management principles. ‘Brief the CEO’ assessment was designed to support and assess their learning about management.  

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    Brief the CEO’ Assignment: Blending problem-based learning with policy brief writing. 
  • 48.
    Nasir, Usman
    Blekinge Institute of Technology, Faculty of Computing, Department of Software Engineering.
    Using Architectural Kata in Software Architecture Course: An Experience Report2023In: ACM International Conference Proceeding Series, Association for Computing Machinery (ACM), 2023, p. 215-219Conference paper (Refereed)
    Abstract [en]

    Software Architecture Courses in Software Engineering curricula often involve project-based group assignments where students have to design and document software architectures and evaluate other architectures. This paper presents the design and implementation of the Architectural Kata workshop conducted in the Software Architecture course as a group exercise to teach designing, documenting, and evaluating software architecture. Feedback on the workshop was collected from students using a survey questionnaire after the conclusion of the course. The results showed that besides acquiring skills to design and evaluate architectural designs, the workshop also supported skills to identify non-functional requirements, elaborate assumptions, and collaborate with their peers. Observations and lessons learned from the workshop about students' feedback, planning, and workshop moderation are shared. Possible future improvements are also suggested. © 2023 Owner/Author.

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    fulltext
  • 49.
    Ning, Huansheng
    et al.
    University of Science and Technology Beijing, CHN.
    Wang, Hang
    University of Science and Technology Beijing, CHN.
    Wang, Wenxi
    University of Science and Technology Beijing, CHN.
    Ye, Xiaozhen
    University of Science and Technology Beijing, CHN.
    Ding, Jianguo
    Blekinge Institute of Technology, Faculty of Computing, Department of Computer Science.
    Backlund, Per
    University of Skovde, SWE.
    A Review on Serious Games in E-learning2021In: 2021 IEEE Symposium Series on Computational Intelligence, SSCI, IEEE, 2021Conference paper (Refereed)
    Abstract [en]

    E-Iearning is a widely used learning method, but with the development of society, traditional E-learning method has exposed some shortcomings, such as the boring way of teaching, so that it is difficult to increase the enthusiasm of students and raise their attention in class. The application of serious games in E-learning can make up for these shortcomings and effectively improve the quality of teaching. When applying serious games to E-learning, there are two main considerations: educational goals and game design. A successful serious game should organically combine the two aspects and balance the educational and entertaining nature of serious games. This paper mainly discusses the role of serious games in E-learning, various elements of game design, the classification of the educational goals of serious games and the relationship between educational goals and game design. In addition, we try to classify serious games and match educational goals with game types to provide guidance and assistance in the design of serious games. This paper also summarizes some shortcomings that serious games may have in the application of E-learning. © 2021 IEEE.

  • 50.
    Nyqvist, Robert
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mathematics and Natural Sciences.
    Automatiserad rättning av beräknings och programmeringsuppgifter2020Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Molntjänsten CoCalc erbjuder en smidig administration av inlämnings-

    och laborationsuppgifter direkt i den miljö där studenterna ska

    använda vid problemlösning. CoCalc kombinerar ett stort antal fria

    matematikprogram och programmeringsspråk tillsammans med en Linuxterminal.

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    Robert Nykvist_Automatiserad rättning av beräknings och programmeringsuppgifter
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    Presentation_Automatiserad rättning av beräknings och programmeringsuppgifter
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