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  • 201.
    Pedersen, Anja Panduro
    Blekinge Institute of Technology, Faculty of Engineering, Department of Industrial Economics.
    Jumping the tracks: capability of employeeship during a strategic change2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Employeeship is a growing organizational resource. Yet many organizations forget to focus on their employees during change processes. In modern society change has become an inherent feature in most organizations and employees are expected to be competent and adapt. They are expected to maintain their capability of practising employeeship during changes. The study aimed at gaining an understanding of how employees experience their capability of employeeship during a strategic organizational change. The study built on a recent development in Denmark as changes where implemented in the Danish public school system. Building on theories about employee capability and employeeship the study examined how teachers experienced their own capability of adapting to and performing during changes. The study examined how employees experience their own employeeship. To analyse the experienced employeeship a qualitative study was carried out with semi-structured interviews of six public school teachers. A hermeneutic approach was applied to the study in order to gain a holistic understanding of the experienced capability of employeeship. The result shows that strategic changes in organizations not only involves changes to organizational structures. It also involves changes to how employees experience their own capability of employeeship. It changes the balance of their lived worlds.

  • 202.
    Peng, Cong
    Blekinge Institute of Technology, Faculty of Computing, Department of Computer Science.
    What Can Teachers Do to Make the Group Work Learning Effective: a Literature ReviewManuscript (preprint) (Other academic)
    Abstract [en]

    Group work-based learning is encouraged in higher education on account of both ped-agogical benefits and industrial employers’s requirements. However, although a plenty ofstudies have been performed, there are still various factors that will affect students’ groupwork-based learning in practice. It is important for the teachers to understand which fac-tors are influenceable and what can be done to influence. This paper performs a literaturereview to identify the factors that has been investigated and reported in journal articles. Fif-teen journal articles were found relevant and fifteen factors were identified, which could beinfluenced by instructors directly or indirectly. However, more evidence is needed to sup-port the conclusion of some studies since they were performed only in one single course.Therefore, more studies are required on this topic to investigate the factors in differentsubject areas. 

  • 203.
    Persson, Ingrid
    Blekinge Institute of Technology, School of Planning and Media Design.
    "Offentligt" grupprov: en studie av alternativ examination i juridik för samhällsplanerare2012Conference paper (Refereed)
    Abstract [sv]

    Artikeln behandlar en alternativ examinationsform i en obligatorisk kurs i juridik på masterprogrammet i Fysisk Planering vid Blekinge Tekniska Högskola. Ett avslutande "offentligt" grupprov har ersatt en tidigare salstenta i kursen. Genom förändringen har examinationens genomförande också fått funktionen av en inlärningssituation. Studenterna förbereder teman i grupper. Ett syfte med detta är att underlätta den individuella inläsningen genom att strukturera stoffet. Ett annat syfte är att ge studenterna tillfälle till gemensam diskussion och reflektion även före det avslutande seminariet.

  • 204.
    Persson, ingrid
    Blekinge Institute of Technology, Faculty of Engineering, Department of Spatial Planning.
    Reflektera mera – erfarenheter från projektledning i professionsutbildning2014In: Lärarlärdom / [ed] Hansson, Christina, Karlskrona: Blekinge tekniska högskola , 2014, p. 12-22Chapter in book (Refereed)
    Abstract [sv]

    Artikeln behandlar erfarenheter från de tre första omgångarna av kursen Ledning och organisation (15 hp) på masterprogrammet i fysisk planering (120 hp). Lärarlaget består av en lärare från fysisk planering (kursansvarig) och en lärare från industriell ekonomi – ett exempel på samarbete inom fakulteten för teknikvetenskaper på Blekinge Tekniska Högskola. Med denna kurs kan projektledningens teori och praktik behandlas på ett systematiskt sätt i utbildningen. Syftet är att beskriva den högskolepedagogiska ansatsen i kursen och att diskutera om och i så fall hur upplägget kan bidra till studenternas lärande, utifrån målet att studenterna ska vara aktivt kunskapssökande och utveckla sitt kritiska tänkande. Masterprogrammet är en tvåårig utbildning på avancerad nivå som förbereder studenterna för kvalificerad yrkesverksamhet, där projektledning och projektarbete är vanligt förekommande. Ett viktigt pedagogiskt mål är därför att i kursen Ledning och Organisation systematiskt erbjuda fördjupade förutsättningar för studenternas utveckling i att hantera komplexiteten i projektsituationer utifrån det egna professionsfältet. Utgångspunkt för konstruktion av lärsituationer har varit Barnetts teoretiska perspektiv, presenterat i Improving Higher Education från 1992, med målet att utveckla studentens kritiska tänkande genom reflektion. Artikeln beskriver hur de av Barnett beskrivna fyra områdena för att utveckla kritiskt tänkande används i kursen; kommunikativ handling [action], ömsesidigt engagemang [interpersonal engagement], reflektion i handling [reflection-in-action] och kunskapsanvändning [knowledge-in-action]. Barnetts begrepp är en vidareutveckling av Schöns idéer om The reflectictive Practitioner från 1983. Exempel på studentreflektioner under kursens gång illustrerar hur studenterna har reagerat på kursupplägget.

  • 205. Persson, Ingrid
    "Är glad att det är över": studenters upplevelser av grupparbete och handledning2008Conference paper (Refereed)
    Abstract [en]

    Syftet är att undersöka studenternas upplevelser av grupparbete och handledning under kursen i planering på översiktlig nivå och att diskutera eventuella förbättringar av kursen utifrån studenternas lärande. Teoretiska utgångspunkter är bl.a. (Hedin, 2006), Nilsson (2005), Lindén (2005) och Lindberg-Sand (2005)

  • 206.
    Persson, Wille Kyrk & Daniel
    Blekinge Institute of Technology, School of Management.
    Förstagångsväljare i Karlskrona kommun2006Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Denna C – uppsats i sociologi syftar till att undersöka varifrån förstagångsväljare får sin påverkan till ett ställningstagande inför riksdagsvalet år 2006. Studien belyser även förstagångsväljarnas syn på vikten av att rösta. Våra frågeställningar är således; Varifrån kommer påverkan till störst del ifrån för förstagångsväljare till riksdagsvalet år 2006? Anser förstagångsväljaren att det är viktigt att rösta? Begrepp som socialisation och könssocialisation visar att påverkan hemifrån är av stor betydelse för förstagångsväljaren. Socialisationen delas upp i två faser, där den primära fasen äger rum i hemmet under de första åren och den sekundära fasen inträder när individen får kontakt med nya arenor. Med könssocialisation menas konstruktionen av de könsroller som pojkar respektive flickor tilldelas. Tidigare forskning visar dels att ungdomar idag har ett mindre förtroende för politiker, dels att påverkan hemifrån formar individens åsikter. Vi har använt en kvalitativ ansats i form av semistrukturerad intervju för att infria vårt syfte. Intervjuerna ägde rum på Thörnströmska gymnasiet och af Chapmangymnasiet. Totalt deltog 21 respondenter i studien, varav tolv kvinnor och 9 män. I resultatet framgår det att påverkan till ett ställningstagande till största del kommer ifrån hemmet. Både de som vet var de står politiskt idag och de som inte vet var de står politiskt idag hävdar att den faktorn till påverkan, är hemmet, det vill säga den primära socialisationen. I det enda fallet där den sekundära socialisationen visade sig starkare, var då männen förklarade var deras påverkan till ett ställningstagande kom ifrån. I detta fall var media den starkaste socialisationskanalen. Fyra av 21 respondenter ansåg inte det vara viktigt att utnyttja sin röst, medan resterande 17 fann detta viktigt.

  • 207. Petrakou, Alexandra
    Interacting through avatars: Virtual worlds as a context for online education2010In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 54, no 4, p. 1020-1027Article in journal (Refereed)
    Abstract [en]

    This paper studies how a virtual world is utilised as a learning environment in an online course in higher education. The aim is to explore how this setting currently facilitates online education, and to identify those issues of interactivity that are essential in this context. The study builds on an ethnographic approach and data were collected through observations, recordings and interviews. The most important finding from this study is that the virtual world provides enhanced interactivity because it allows for synchronous communication and places the student in a spatial dimension. In order to make full use of this enhanced interactivity, the users' technical skills must be improved and the technical problems associated with computer-generated environments must be resolved. As more and more students get acquainted with virtual world environments, new rules for social interaction emerge; when students have become used to interacting through avatars, we will be able to see the true potential of interaction in these settings.

  • 208.
    Popescu, Alexandru
    et al.
    Blekinge Institute of Technology, School of Computing.
    Lennerstad, Håkan
    Blekinge Institute of Technology, School of Engineering, Department of Mathematics and Natural Sciences.
    On Curriculum, Bildung and the Dialogue Seminar2009Conference paper (Refereed)
    Abstract [en]

    A teacher is in a sense a guide that points the way. By following the signs students are lead towards a goal. Obviously the students need to believe in their hearts that the signs are point-ing correctly and will take them to a destination worth while. Finding the correct signs is ef-fective pedagogy. It requires two way communication and a teacher that constantly wants to learn more about the art of sign design. We begin this paper with a brief overview of the his-tory of education, and focus particularly on the difference between the American-Saxon cur-riculum and the German Bildung (Didactic). We also describe the Dialogue Seminar as a means to enhance Bildung and teacher development and to enrich the educational process and teaching profes-sion.

  • 209. Rolf, Bertil
    KRITISKT TÄNKANDE. BAKGRUND, ÖVERSIKT OCH UTBILDNINGSMETODER2007Conference paper (Other academic)
    Abstract [sv]

    Att utreda och delvis besvara frågan: Vad är kritiskt tänkande? Redogöra för olika motiv att införa kritiskt tänkande i en utbildning eller att ta kurser i kritiskt tänkande för en student. Vikten av metakognitiv förmåga för att styra kunskapsprocesser, exempelvis vid inlärning. Ingredienser i utbildning för kritiskt tänkande. Förklaring av särskilt metakognitivt fokus hos kritiskt tänkande – frågor om begrepp, definitioner etc. Viktiga utbildningsproblem att hantera för kritiskt tänkande. Egen lösning: Athena programvara + semirealistiska spel där kritiska procedurer övas.

  • 210. Rolf, Bertil
    Validating Critical Thinking Software2008Conference paper (Refereed)
    Abstract [en]

    There is a problem of validation for the class of systems supporting critical thinking or informal logic including Araucaria, Athena, Belvedere and Rationale. Such software involves, for instance, heuristic simplification or short cuts of reasoning in relation to mathematical formalisms such as Bayesian networks. When and why can a user make such heuristic simplifications without losing much accuracy? This is the problem of validation stated. There has been made attempts at validating critical thinking software by communicative facilitation or by argument schemas. These attempts do not fully stand up to scrutiny. Here, I will propose a validation based on results from judgment analysis from cognitive psychology. Basically, it has been shown that when data are less than ideal and conceptualizations are less than ideal, one does not lose much accuracy in relation to ideal methods by using (a) simple trade off methods, or (b) simple lexicographic methods. Software embodying such simplifications will not perform much worse than ideal formalizations. Consequently, all critical thinking software enabling certain procedures can support reasoning procedures close to the accuracy of ideal methods in real life situations.

  • 211. Rydhagen, Birgitta
    et al.
    Dackman, Carin
    Integration of sustainable development in sanitary engineering education in Sweden2011In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 36, no 1, p. 87-95Article in journal (Refereed)
    Abstract [en]

    In the Swedish Act for higher education, as well as in the policies of technical universities, it is stated that sustainable development (SD) should be integrated into engineering education. Researchers argue that SD needs to be integrated into the overall course content rather than added as a specific course. In this paper, six engineering lecturers have been interviewed to give their views on how SD can be integrated into teaching water and sanitation engineers. Engineering lecturers seem unsure how to interpret SD in relation to their own specific courses. Students are said to request technical knowledge rather than fuzzy ideas of SD and lecturers struggle to open up the teaching to more problem-based perspectives. Sanitary professionals in work practice relate to SD as a core in water treatment processes and regret that responsibility for SD issues fall between traditional departmental structures in society.

  • 212.
    Salah, Razwan Mohmed
    et al.
    Univ Algarve, IRQ.
    Alves, Gustavo R.
    Polytech Porto, PRT.
    Abdulazeez, Dezheen Hussein
    Univ Algarve, PRT.
    Guerreiro, Pedro
    Univ Duhok, DIRQ.
    Gustavsson, Ingvar
    Blekinge Institute of Technology, Faculty of Engineering, Department of Applied Signal Processing.
    WHY VISIR?: PROLIFERATIVE ACTIVITIES AND COLLABORATIVE WORK OF VISIR SYSTEM2015In: EDULEARN15: 7TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES / [ed] GomezChova, L LopezMartinez, A CandelTorres, I, IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT , 2015, p. 3824-3835Conference paper (Refereed)
    Abstract [en]

    Online laboratories have been increasingly deployed in several universities and institutions around the world. Besides helping to leverage a number of educational developments, they enable teachers and researchers to share their knowledge across institutional boundaries. It has been observed that online laboratories have a positive effect on students' skills acquisition because they promote collaborative work and allow students to perform physical experiments remotely usually 24/7. Today, one can find a wide range of online laboratories in the literature that are supporting many subjects in different engineering and sciences fields, especially in electric and electronic engineering. One such system is VISIR (Virtual Instrument Systems in Reality). VISIR plays an important role in electrical and electronic engineering education by allowing both teachers and students to conduct real experiments with electric and electronic circuits, via the Internet. It also complements hands-on laboratories by serving thousands of students globally, as a result of being spread by several universities and institutes worldwide. Presently, VISIR is installed in eight higher education institutions, in six different countries (Austria, Sweden, Spain, Portugal, India, and Georgia), and is the first remote lab in the world supporting a MOOC (Massive Open Online Course). In addition, a number of experiments in VISIR can be freely accessed, using the guest user mode, depending on the institutions available resources. In this study, we have used the data collection method focused on all scholarly papers that are related to the VISIR system, which allowed collecting references from many resources such as conference proceedings, book chapters, and journals. The objective of the paper is to illustrate the research activities, developments, and studies that contributed to making of VISIR the best remote controlled laboratory in the world, according to the GOLC (Global Online Laboratory Consortium). Our research included the following dimensions: a) courses and subjects that include experiments done in VISIR, from different universities and institutes; b) the number of scholarly papers and authors related to VISIR, with a reference to the publishing sources; c) the different technologies used to deliver the laboratory experiments; d) the total number (and its evolution) of users who have accessed the several VISIR nodes; e) finally, the collaborative work resulting from the use and share of the VISIR system. To conclude, the paper discusses the impact of VISIR in the role of the laboratory in undergraduate engineering education, in particular in electrical and electronic engineering, and its contribution to the collaborative work observed among the academic staff, researchers and students who used it.

  • 213.
    Salah, Razwan Mohmed
    et al.
    Univ Algarve, IRQ.
    Alves, Gustavo R.
    Polytech Porto, PRT.
    Datkiewicz, Beata
    Poznan Univ Tech, POL.
    Guerreiro, Pedro
    Univ Algarve, PRT.
    Gustavsson, Ingvar
    Blekinge Institute of Technology, Faculty of Engineering, Department of Applied Signal Processing.
    VISIR SYSTEM @ BTH, DEUSTO, ISEP, AND UNED INSTITUTES: ASSISTING AND SUPPORTING HANDS-ON LABORATORIES TO SERVE HIGHER EDUCATION STUDENTS2015In: ICERI2015: 8TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION / [ed] Chova, LG Martinez, AL Torres, IC, IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT , 2015, p. 2535-2547Conference paper (Refereed)
    Abstract [en]

    Practical study is considered a backbone of qualification in engineering and sciences education. It aids understanding of the theoretical concepts for university students. Over the last decades, a limitation in available labs has become one of the encumbrances for several universities and institutions because of the cost and unavailability of instructors. It has led to decline in the students' qualifications in experimentation in engineering and sciences fields. Today, several ideas have implemented to get over the limitations of a lab, for example online labs technology, which are also referred to as, "Remote and Virtual Labs". This technology is become available over Internet, for instance Virtual Instrument Systems in Reality (VISIR). In addition, online labs prove that they can assist hands-on laboratories and may become the best technology for supporting hands-on one, regarding its low cost and ubiquity. This paper presents the number of students (access and users access) who are involved in using VISIR nodes that located at BTH, Deusto, ISEP, and UNED institutions. The filtration that used in this study is to categorize yearly and monthly access of students from those VISIR nodes.

  • 214. Sannino, Annalisa
    et al.
    Sutter, Berthel
    Cultural-historical activity theory and interventionist methodology: Classical legacy and contemporary developments2011In: Theory & psychology, ISSN 0959-3543, E-ISSN 1461-7447, Vol. 21, no 5, p. 557-570Article in journal (Refereed)
    Abstract [en]

    The article discusses the growing interest in cultural-historical activity theory (CHAT) and its potential to promote change in work and educational practices through research interventions. Seeds for research interventions in CHAT are identified in the rich heritage of the works of Vygotsky and other classic authors. Particular attention is devoted to Vygotsky's epistemic reasoning in "The Historical Meaning of the Crisis in Psychology" and to his emphasis on the use of an indirect method in psychological investigations. In "The Historical Meaning of the Crisis in Psychology," Vygotsky formulated a program for the development of psychological theory and methodology. The article points out that the future of activity theory depends on the understanding and creative development of this heritage. On this basis, interventionism is presented as a central aspect in CHAT. Historical and theoretical foundations of CHAT are connected to current methodological implementations of interventionist research such as the Change Laboratory, the Clinic of Activity, and the Fifth Dimension.

  • 215.
    Santos, Beatriz Sousa
    et al.
    Universidade de Aveiro, PRT.
    Dischler, Jean Michel
    Universite de Strasbourg, FRA.
    Adzhiev, Valery
    Bournemouth University, GBR.
    Anderson, Eike Falk
    Bournemouth University, GBR.
    Ferko, Andrej
    Comenius University, SVK.
    Fryazinov, Oleg
    Bournemouth University, GBR.
    Ilčík, Martin
    Technische Universitat Wien, AUT.
    Ilčíková, Ivana
    Comenius University, SVK.
    Slavik, Pavel
    Ceske vysoke uceni technicke v Praze, CZE.
    Sundstedt, Veronica
    Blekinge Institute of Technology, Faculty of Computing, Department of Creative Technologies.
    Svobodova, Liba
    Ceske vysoke uceni technicke v Praze, CZE.
    Wimmer, Michael
    Technische Universitat Wien, AUT.
    Zara, Jiri
    Ceske vysoke uceni technicke v Praze, CZE.
    Distinctive Approaches to Computer Graphics Education2018In: Computer graphics forum (Print), ISSN 0167-7055, E-ISSN 1467-8659, Vol. 7, no 1, p. 403-412Article in journal (Refereed)
    Abstract [en]

    This paper presents the latest advances and research in Computer Graphics education in a nutshell. It is concerned with topics that were presented at the Education Track of the Eurographics Conference held in Lisbon in 2016. We describe works corresponding to approaches to Computer Graphics education that are unconventional in some way and attempt to tackle unsolved problems and challenges regarding the role of arts in computer graphics education, the role of research-oriented activities in undergraduate education and the interaction among different areas of Computer Graphics, as well as their application to courses or extra-curricular activities. We present related works addressing these topics and report experiences, successes and issues in implementing the approaches. © 2017 The Eurographics Association and John Wiley & Sons Ltd.

  • 216. Schenkman, Bo
    Notes on Attitudes to Statistics among Swedish Psychology and Education Science Students: The Effects of Self-perception and Anxiety2010Conference paper (Other academic)
    Abstract [en]

    A number of studies have pointed out the resistance to statistics courses and the anxiety it induces among social science students. The attitudes to statistics among psychology and education science students in a new university in Sweden were studied. Seven students were from a higher level course eight were from a course at a second year level. The students were asked voluntarily to respond to a questionnaire. The higher level students were given the questionnaire both before and after the course and they were also interviewed for about one hour each. Although all students experienced anxiety about statistics, some of them had become more positive to statistics after the course. This shows that feelings of interest and anxiety can exist at the same time. The anxiety might often be a result of low self perception of one’s own mathematical abilities. This self-perception must be made more positive. Teaching statistics at the same time to both distance and campus students is not to be recommended. The students expressed a wish for a more continuous teaching of statistics, repetitions, more practical examples and practice in using statistical packages.

  • 217.
    Severinsson, Susanne
    et al.
    Linköpings universitet, Socialt arbete.
    Nord, Catharina
    Linköpings universitet, NISAL - Nationella institutet för forskning om äldre och åldrande.
    Reimers, Eva
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Ambiguous spaces for troubled youth: Home, therapeutic institution or school?2014In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104Article in journal (Refereed)
    Abstract [en]

    In Sweden, as in many other countries, students that schools are unable to handle are removed from their local environments and sometimes from their parental homes and moved to rural residential care homes. Although ‘home’ and ‘school’ are clearly considered places where problems exist, it is not these places that are scrutinised and subjected to change, but the students. How do the change of place and the performance of the alternative ‘home’ and alternative ‘school’ contribute to the students’ adjustment? In this article we explore the significance of place in these measures and ask questions about how possibilities for agency and subjectivities are produced.  The article is based on an ethnographic study of two residential care homes for troubled youth, aged 12 to 15. The results show how complex assemblages produce opportunities and limitations for care and education and how location and buildings partake in the constitution of possible subjectivities and agency. The analysis inspired by Actor-Network Theory (ANT) can capture mobility and flow, an important aspect when studying complexity. This kind of analysis enables a study of the complex arrangements for disadvantaged youth that takes into consideration not just social interactions but also materiality.

  • 218.
    Shahid, Muhammad
    et al.
    Blekinge Institute of Technology, Faculty of Engineering, Department of Applied Signal Processing.
    Shahzad, Raja Muhammad Khurram
    Blekinge Institute of Technology, Faculty of Computing, Department of Computer Science and Engineering.
    Selection of a Graduate Thesis Topic in a Multicultural Educational Environment2013Conference paper (Refereed)
    Abstract [en]

    This article presents a case study, performed at Blekinge Institute of Technology (BTH), Sweden, about the topic selection routines for a graduate thesis. The study focuses on the international graduate students who are having different academic cultures of their respective countries. Given that BTH has succeeded in the provision of an academic environment that has been efficient in absorbing different academic cultures in a productive manner at a reasonably good scale. However, in a multi-cultural educational environment, it is a challenge for most international students to adapt to the new academic culture and select the graduate thesis topic according to their real potential. Our findings gathered through an online survey, questionnaire, and focus group discussion is presented. The conclusions indicate, albeit, BTH has well defined routines for the thesis selection, the international graduate students face problems at the stage of thesis selection. The article concludes with suggestions to refine the thesis selection process at the micro level to help both students and staff.

  • 219.
    Silvander, Johan
    et al.
    Blekinge Institute of Technology, Faculty of Computing, Department of Software Engineering.
    Wälitalo, Lisa
    Blekinge Institute of Technology, Faculty of Engineering, Department of Strategic Sustainable Development.
    Knowledge creation through a teaching and learning spiral2016Conference paper (Refereed)
    Abstract [en]

    Context: We have experienced the use of a domain specific language sometimes makes it difficult to present domain knowledge to a group or an individual that has limited or different knowledge about the specific domain, and where the presenter and the audience do not have sufficient insight into each other's contexts. In order to create an environment w here knowledge transfer can exists it is vital to understand how the roles are shifting during the interaction between the participants. In an educational environment Teaching and Learning Activities (TLA) could, in ideal situations, be invented during the design of the curriculum. This might not be the case when interacting with practitioners or students from diverse fields. This situation requires a method to find TLAs for the specific situation. For the domain knowledge to be useful for learners it has to be connected to the context/domain where the learners are active. In this paper we combine a spiral learning process with constructive alignment, which resulted in a teaching and learning spiral process. The outcome of the teach - ing and learning spiral process is to provide the knowledge of using the introduced domain knowledge in a context/domain where the learners are active.

    Objective: The aim with this work is to present guidelines that will contribute to a more effective knowledge creation process in heterogeneous groups, both in an educational environment and in interaction with different groups of practitioners in society.

    Method: We conducted a case study using observations and surveys.

    Results: The results from our case study support a positive effect on the learning outcomes when adopting this methodology. The learning outcome is to gain deeper understanding of the introduced domain knowledge and being able to dis - cuss how the new domain knowledge can be integrated to the learners own context.

    Conclusions: We have formulated guidelines for how to use the teaching and learning spiral process in an effective and efficient way.

  • 220.
    Skött, Josefine
    et al.
    Blekinge Institute of Technology, Faculty of Engineering, Department of Industrial Economics.
    Fhanér-Håkansson, Maria
    Blekinge Institute of Technology, Faculty of Engineering, Department of Industrial Economics.
    Samspel i det nya arbetslivet: litteraturstudie om samspel som stöd till lärande2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Många organisationer står idag inför förändringar, vilket ställer krav på att medarbetare och ledare ständigt utvecklar sin kompetens för att kunna följa med i den föränderliga omvärlden där flexibilitet är en framgångsfaktor. Arbetsrollerna är förändrade, medarbetaren förväntas ta ett större ansvar och vara självstyrande medan ledaren förväntas lämna ifrån sig ansvar. Syftet i denna litteraturstudie var att undersöka och skapa en översikt hur forskare har beskrivit att samspelet mellan ledare och medarbetare kan vara stöd till lärande i det nya arbetslivet. Artiklar valdes utifrån fördefinierade sökord, granskades och tolkades sedan utifrån en hermeneutisk ansats till ett resultat. Resultatet visade att samspel genom kommunikation, coachande ledarskap, aktivt medarbetarskap och förtroende kan ge ett stöd till lärande. Medarbetarna och ledarna måste också ha förtroende för varandra och engagemang för att hitta motivation och drivkraft för att tillägna sig kunskap. Lärande i det nya arbetslivet skapar ett större utrymme för organisationen att agera flexibelt, något som gynnar organisationen.

  • 221.
    Stille, Björn
    Blekinge Institute of Technology, Faculty of Engineering, Department of Industrial Economics.
    20 år av skarpa projekt i högskolan: Lärdomar 1995-20152016In: Lärarlärdom 2016: Högskolan Kristianstad / [ed] Dahlqvist, Claes & Larsson, Stefan, Kristianstad: Kristianstad University Press , 2016, p. 21-39Conference paper (Refereed)
    Abstract [sv]

    På Blekinge tekniska högskola finns sedan länge en tradition av skarpa studentprojekt. Med det menas projekt med kunder i form av företag och organisationer utanför högskolan. Detta gjordes inom många ämnen, men främst inom utbildningsprogrammen programvaruteknik, människor- datateknik-arbetsliv (MDA) och fysisk planering. Jag har under tjugo år haft förmånen att delta i utbildningar med sådana inslag och den här artikeln är ett försök att sammanfatta erfarenheter av dessa verksamheter samt visa på problem och möjligheter för den högre utbildningen. Dessa projekt har tidigare beskrivits i olika högskolepedagogiska sammanhang. Det jag vill göra i den här rapporten är att utgå från tre någorlunda detaljerade fallbeskrivningar från tre olika utbildningsprogram och med dessa visa på hinder och möjliggörare för att driva skarpa projekt inom högskolans ram från A- till masternivå och för olika slag av utbildningar, allmänna som mer professionsinriktade. Jag vill också illustrera en utveckling från att ha skarpa projekt i vanliga högskolekurser till att vad som närmast kan betraktas som en ny utbildningsform där det blir tydligt att de skarpa projekten med arbetslivets logik och rörelsemönster är annorlunda än vad som gäller för lärande i högskolekurser. Denna utbildningsform kallar jag för hybridkurser, som är en hybrid av högskola med dess ”skollogik” och arbetslivets olika logiker. Att förena dessa logiker i en kurs i nuvarande strikt uppstyrda högskolesystem är komplicerat. Fallbeskrivningarna ger exempel på olika sätt att göra dessa problem tydliga och lyfta fram möjligheter till lösningar. Avslutningsvis leder detta in mig på frågan om vad det är för fel på dagens högskolesystem. Buden är många, både från akademi och näringsliv. Kanske vore en moderniserad polyteknisk utbildning en möjlig vägframåt?

  • 222.
    Sundstedt, Veronica
    et al.
    Blekinge Institute of Technology, School of Computing.
    Lanner, Martin
    Evaluation of a Curriculum for Technical Artists2012Conference paper (Refereed)
    Abstract [en]

    A Technical Artist requires a unique set of skills to act as a bridge between artists and programmers in digital entertainment development. Our newly developed Technical Artist in Games (TAG) program is regulated under the national Higher Education Regulation (HER) in Sweden. This paper analyses the fit between the program and requirements from both the HER and the computer games industry. The analysis is done by evaluating the course content of the TAG program in relation to the HER and thirty job advertisements. The aim of this evaluation is to investigate how well the program prepares students for their future roles in industry.

  • 223.
    Sutter, Berthel
    Blekinge Institute of Technology, School of Engineering, Department of Mathematics and Natural Sciences.
    A new kind of societal knowledge creation?2007In: Von Umgang mit Differenz. Globalisierung and Regionalisierung im interkulturellen Diskurs / [ed] Fichtner, Maria Benites & Bernd, ATHENA-Verlag , 2007, p. 241-256Chapter in book (Refereed)
    Abstract [en]

    The chapter outlines some theoretical and practical implications for “joint ventures” by re-thinking learning as an activity-transforming activity. In addition, it presents a “joint-venture” project in some detail. Finally, it briefly explains what it means, as stated in the title, that there might be a new kind of knowledge production that goes beyond individual projects and makes up a societal creation of knowledge. And here higher education is the key. It is suggested that, when suitably organised, university students might form a mighty R&D resource, which is tremendously underestimated today. For example, the students could be organised as parts of research teams, which in turn could participate in joint ventures of interaction research - or in some other way that enables them to make contributions to research, to artefact development and to the development of work activities. In short: manpower intensive research.

  • 224. Sutter, Berthel
    et al.
    Nilsson, Monica E
    Netbased student research: an attempt to make university education productive2006Conference paper (Refereed)
    Abstract [en]

    The paper presents an empirical project organised as netbased education. The aim of the project is to test the possiblity to make university education productive through inclusion of students in a research project. The idea is that undergraduate students are able to make contributions to the collaborative knowledge building process that makes up the research activity. The first part of the paper puts the empirical project in context by describing how education and research at the university have historically emerged, and which role the undergraduate student is expected to play. The second part tells about the empirical project, which was conducted as a collective research project within the framework of undergraduate education. Students from three classes in ”Education – a basic course” were involved, together with the researchers/lecturers of the course. The undergraduate students´ contribution to the research project consisted of two guided tasks: first, observation of a lecture in a class in a compulsory school in Sweden and writing a field note on that observation, and, second, conducting and recording an interview. The third and final part of the paper discusses what has been accomplished in the collaborative and netbased project.

  • 225.
    Sutter, Berthel
    et al.
    Blekinge Institute of Technology, School of Technoculture, Humanities and Planning.
    Nilsson, Monica E
    Productive learning supported by ICT – a way of overcoming the grammar of schooling?2007Conference paper (Refereed)
    Abstract [en]

    The point of departure of the paper is that today´s school has a form that once probably was necessary for the fostering of a theoretical or reflective attitude to knowledge, but now has turned into a fetter of learning. This fact goes by many names, for example, the confinement of the school, the grammar of schooling, the inertia of traditional education. Hence, the need for the disruption of the grammar of schooling. In the call for this CAL´07 conference it is asked: ”Which current, and imminent, technological and conceptual developments are having, or could have, a disruptive effect on learning organisations?” The short answer of this paper is: a conception of student-involvement in productive learning supported by ICT, appropriately designed. Over the years, we have been involved in several attempts to overcome the grammar of schooling and develop a kind of learning that we interchangingly have called ”explorative”, ”productive” and ”expansive”. We will discuss three of those attempts. The first is a large project in primary and secondary school in the north of Sweden during the 1980´s. The second is our contribution, since a decade, to an internationally spread idea of meaningful learning called the Fifth Dimension. The third are forms of netbased and distance education that we recently have run and still are running. All three projects share three features. First, they were guided by the idea of productive learning. Second, the confinement of the school was broken up, and finally, ICT played a crucial role as a vehicle to achieve the goals of the projects. In this paper we use the term ”productive” to characterise the kind of learning that we have been aiming at. The term indicates two things. First, that learning of what is societally given (what students don´t know but teachers do) may be appropriated in a constructive fashion. Second, that the object of learning is what is not yet there, i.e. learning the societal new, in a collaborative manner, including teachers and other more knowledgeable people. And we always are putting more emphasis on ”learning the new”. Regarding ICT, we do not take for granted that it automatically is supportive to education and learning. In the three cases, we will present how information and communication technology, implicit of a modern digital sort, has been involved in the educational endeavour, supportive and not that supportive. Thus, not any kind of ICT will do. Our suggestion is that we need ”smart uses of existing technology in an educational framework”. In the paper we will explain what we mean by ”smart uses”, ”existing technology” and ”educational framework”.

  • 226. Sutter, Berthel
    et al.
    Stille, Björn
    A Technology and Learning Lab as a Tool-producing Tool for the Promotion of Learning Activity2005Conference paper (Refereed)
    Abstract [en]

    Our point of departure in the project reported in this paper is that learning activity is an activity producing or activity transforming activity (Engeström 1987). Besides conducting research on artefact-mediated interaction, the aim of our Technology and Learning Lab (TELL) is to find out how to use existing technology to produce or transform activities, and thereby promoting expansive learning. In our work, we take for granted that in all learning activities, there is a need for three kinds of mediating artefacts - conceptual, technical-material, and organisational. The aim of the TELL lab is to support design of these kinds of artefacts. In the paper we will focus on the technical-material artefacts, at the same time as we attempt to pay due attention to their relations to appropriate conceptual and organisational artefacts. Technical-material artefacts that are being explored at TELL are: - Development of modules, so called ”learning objects” that may be used in distance learning. (Learning objects are objects to learn from, but we prefer to see them used as tools for learning.) - ”Research objects” which may be shared with students and thus be used in higher education. (In our case they always consists of video or audio recordings, primarily aimed for research.) - ”Talks with researchers” (CHAT researchers or close to). This means that we form a kind of virtual community with our colleagues and our students. The latter get access to the voices and opinions of our research colleagues, and we are able to expand on their themes (at least partially) later on, because we are working within the same theoretical tradition as they are. (These ”Talks” may be used as ”learning objects” but preferably they are used more creatively.) - Artefacts to be used in ”Blended” courses, i.e,, a mix of campus and distance courses that now are being offered at Blekinge Institute of Technology. It can be one of the artefacts mentioned above, but we explore if there are artefacts that for the distance students may compensate for the non-access to campus meetings and at the same time may be used of the campus students, e.g. to foster the written culture that sometimes is weak at campus. - Experiments with platforms for distance learning (open source, e.g. Moodle, The International Fifth Dimension Course Maze). TELL as a tool-producing tool aims at construction artefacts (conceptual, organisational, and physical-material) in order to promote the activity of learning.

  • 227. Svahnberg, Mikael
    et al.
    Gorschek, Tony
    Multi Perspective Requirements Engineering Education with Focus on Industry Relevance2005Conference paper (Refereed)
  • 228. Svensson, Lennart
    et al.
    Wihlborg, Monne
    Internationalisation in the Swedish nurse education from the perspective of teachers involved. An interview study.2007In: Higher Education, ISSN 0018-1560 (Print) 1573-174X (Online), Vol. 53, no 3, p. 279-305Article in journal (Refereed)
    Abstract [en]

    This paper presents results from an interview investigation with teachers in Swedish nurse education especially interested in internationalising the education. The aim has been to study teachers’ understandings and experiences of internationalisation against the backdrop of the strong concern for internationalisation expressed in policy documents. The results are seen in the context of globalisation, constraints to educational change, in a cultural perspective, and in relation to the need of a curriculum theory. The teachers united the global, in the form of personal experiences of other countries and cultures, with the national and local. Their experiences abroad were a basis for their interest in, and choice of content in, their teaching, considered to represent internationalisation of the education. The teachers were interpreting internationalisation in line with there understanding of nursing and the general approach to nursing in the education, without making any clear distinction concerning what specifically was internationalisation. The teachers seem to represent an important resource in internationalising the education. However, their understanding of and approach to internationalisation did not represent a shared culture and there was no shared curriculum including a distinct understanding of internationalisation. This is seen as a big challenge to both policy makers and teachers.

  • 229.
    Svensson, Morgan
    Blekinge Institute of Technology, Faculty of Engineering, Department of Industrial Economics.
    ETT SAMTAL UTAN UTMANING: Medarbetares upplevelse av utveckling och lärande vid medarbetarsamtal2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En organisation lär när individerna i organisationen lär. Allt lärande i organisationer startar med andra ord på individnivå. Medarbetarsamtalet ses som ett moment för att ta tillvara på medarbetarens kunskaper och att utveckla nya kunskaper hos medarbetaren. Men fenomenet medarbetarsamtal har både blivit älskat och hatat och har fallgropar precis som all annan mänsklig interaktion. Fokus i forskningen av medarbetarsamtalet har legat på hur det ska vara för att bringa framgång, och då främst genom ett ledarperspektiv. Genom en fenomenologisk forskningsansats undersöktes hur medarbetaren själv upplevde medarbetarsamtalets funktion som ett utvecklande och lärande moment för individen och vad som upplevdes som givande respektive hindrande för lärande och utveckling vid samtalen. Sex medarbetare från en arbetsplats deltog i studien genom intervjuer. Medarbetarna upplevde inte medarbetarsamtalet som gynnade för det individuella lärandet och utvecklingen i arbetslivet. Samtalet upplevdes istället som något som utvecklar relationen mellan medarbetaren och chefen. Vad som upplevdes hindrande för lärande och utveckling i dessa samtal var att samtalet saknade innebörd och känslor och att medarbetarna kände sig hjälplösa när de inte fick insikt i de problem som de ansågs ha. Fenomenets essens tolkades med lärandeteorier för att skaffa en bredare förståelse för medarbetarnas upplevelser.

  • 230. Søilen, Klaus Solberg
    Competitive Intelligence at Trade Shows2010Conference paper (Refereed)
    Abstract [en]

    Findings from the case study confirm previous research by Marshall (1920) and Hayek (1937) about knowledge as a powerful engine of production. At trade shows Knowledge transfer between human being involves extensive communication (Albino, 2004). As suggested by Cook and Brown (1999) the crucial role of practice in learning processes may suggest relying on face-to-face communications rather than on electronic document exchange. This is also emphasized by Argote and Ingram (2000). Furthermore our findings correspond with those of Stringfellow et al. (2006) who suggest that current marketing education do not fully comprehend business imperatives. The same conclusions are found in McKenzie et al. (2002). We also observed poorly defined trade show objectives and an inability to follow them (Dallmeyer, 1998). The trend towards more entertainment as suggest by Friedman (2005) and Jensen (1999) was also confirmed.

  • 231. Søilen, Klaus Solberg
    INCREASED INTERACTIVITY TO REDUCE DROP-OUT RATE ON DISTANCE LEARNING PROGRAMS2007Conference paper (Refereed)
    Abstract [en]

    Reduced Drop-out rate as a Financial Risk in Distance Learning Programs Interaction lies at the heart of all education. E-learning is no different. Previous research has shown that the amount of student interaction is likely to improve the distance-learners’ educational experience, e.g. Andrusyszn et al, (1999), and Wright et al, (2000). There is a number of different interactions to consider in education from a pedagogical perspective: Since Moore (1989) defined (1) interaction with the content, (2) interaction with the instructor, and (3) interaction with the students, an additional new fourth dimension has been added by Bouhnik, Dan and Marcus, Tali (2006), named interaction with the system, the interaction with all of the new computer technologies. New and more difficult technology can be a reason for students to drop out, but it can also be a reason for them to stay. It is all a question of what technologies are used and how. As e-learning programs are constantly being developed and universities have become more financially depended upon these programs, the reduction in drop out rates has become an increasingly important issue.

  • 232. Søilen, Klaus Solberg
    The Shift from Geopolitics to Geoeconomics and the Failure of our Modern Social Sciences2010Conference paper (Refereed)
    Abstract [en]

    Geoeconomics is gradually replacing the importance of Geopolitics. The transition is marked by the start of the process we call Globalization , about two decades old now, but still in its infancy, when government and government institutions discovered that they no longer were self-evident key actors and watchmen of world events . The process is an effect of the end of the Cold War and marks a strategic shift from political ideologies to economic realities. For decades fellow economists have praised the value of public and private borrowing, the production of services at the expense of the production of goods and they have underestimated the importance of trade surpluses for the Competitive Advantage of Nations. They have done so because they have failed to see what makes a nation, a region or a city wealthy in the long run. We have developed a social science paradigm at our universities which have undermined our own development. At the same time we have disregarded much of the tradition for critical thinking, as implied in Critical Theory but more fundamentally as understood for centuries The study of all living organisms is now studied with the use of Evolutionary Theory; except for the study of Man. We must start to ask ourselves why. Why should the Social Sciences be any different than Zoology in this respect, unless we say that Man stands outside of biology?

  • 233.
    Søilen, Klaus Solberg
    Blekinge Institute of Technology, School of Management.
    USING CASE STUDIES IN BLENDED LEARNING FOR INCREASED INTERACTIVITY AND LOWER DROP OUT RATES2007Conference paper (Refereed)
    Abstract [en]

    Previous research suggest that there is a correlation between amount of student interaction and the distance-learners’ educational experience, e.g. Andrusyszn et al, (1999), and Wright et al, (2000). To find the most effective forms of student interaction is a major challenge in distance education in part because of the correlation between interactivity and drop-out rates. At BTH so called blended learning has been chosen for distance education, whereby students come for occasional physical meetings. This study shows that case studies are a preferred pedagogical form among students also in blended learning. The study also shows that students find interaction with fellow students almost as important as that with the teacher. It also suggests that there may not be any major differences between preferred forms of interactivity, between chats, forums and videoconferences. Previous research has shown that Forums seem to have another advantage, that students in distributed and Webbased Distance learning courses would report feeling less threatened to seek help than students in more traditional learning environments (Kitsantas and Chow, 2007). Previous research by Kearsley and Lynch (1996) showed a drop out figure between 20 and 30% in distance learning courses. At BTH this figure has been substantially higher with more than 50%. Part of the reason may be the fact that the program is for free and that it is relatively easy to get into, after the model easy-in, difficult-out. As e-learning programs are constantly being developed and universities have become financially depended upon these programs, the reduction in drop out rates has become an increasingly important issue for institutions of business education.

  • 234.
    Tegel, Anna
    Blekinge Institute of Technology, School of Management.
    Avhopp i nätbaserade högskolekurser: betydelsefulla faktorer ur studenters och lärares perspektiv2008Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Syftet med uppsatsen var att ur ett pedagogiskt perspektiv utveckla mer kunskap kring vad som kan föranleda avhopp i nätbaserad utbildning och hur relationen till utbildningskontexten ser ut. Det empiriska materialet utgörs både av intervjuer med lärare och studenter. Både studenter och lärare kom från nätbaserade kurser i tre olika ämnen. Dessutom genomfördes en observation av de lärplattformar som användes i kurserna med avseende på den kommunikation som hade ägt rum. Studenterna som intervjuades var dels sådana som funderat på avhopp men också de som hoppat av. Till studenterna ställde jag frågor kring kurssituationen och deras tankar kring avhopp och använde mig av frågeteman, där jag hämtade inspiration från tidigare gjorda studier om avhopp för att hitta lämpliga teman. Lärarna fick berätta om sina tankar dels kring hur de strukturerat upp sina kurser men också hur de såg på avhopp. Slutligen jämfördes alla tre aspekter: observationen, studenters och lärares svar. Resultatet visade att fenomenet avhopp var mångfacetterat och att det går att undersöka detta vidare ur flera olika perspektiv. Dialogen var av stor betydelse för avhopp, dock såg behoven olika ut. Det visade sig att både oerfarna och erfarna studenter hade behov av dialog och samarbete med andra. I denna studie var det inte självklart att erfarna studenter skulle vara mer självgående än andra. Både studenter och lärare tycktes vara överens om att det förelåg en attityd om att nätbaserade kurser var en enklare variant jämfört med campuskurser.

  • 235.
    Thiel, Ulrica
    Blekinge Institute of Technology, School of Management.
    Det myndiga medarbetarskapet ur ett lärandeperspektiv2012Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    Upphovet till denna studie är en nyfikenhet i hur medarbetare utvecklas via olika projekt, där de får ta stort ansvar själva för projektets upplägg, budget och resultat. De flesta projekt är till för verksamhetsutveckling, där det handlar om att effektivisera, förbättra och i vissa fall kost-nadsreducera processer och/eller verktyg för någon form av produktions- eller tjänsteorgani- sation. Dessvärre hinns eller prioriteras det sällan med att undersöka, utvärdera eller reflektera över hur ett projekts medlemmar har utvecklats såväl under projektets levnadstid som efter projektavslut. Syftet med denna studie är att söka kunskap och förståelse om hur ett projekts medlemmar upplever att deras myndiga medarbetarskap, lärande och utveckling har påverkats. Detta sö-kande efter kunskap och en ny förståelse har skett genom halvstrukturerade intervjuer av med-lemmar i ett projekt. Resultatet har sen tolkats med en hermeneutisk ansats i relation till Tengblad och Hällsténs (2006) teori om det myndiga medarbetarskapet samt Illeris (2006) teori om lärande. Resultatet visar att projektmedlemmarna har upplevt att arbetet i projektet har påverkats i riktning mot ett myndigt medarbetarskap, ett ökat lärande och i en utveckling

  • 236. Trapp, Sonja
    et al.
    Ramollari, Ervin
    Heintz, Matthias
    Weber, Sebastian
    Dranidis, Dimitris
    Börstler, Jürgen
    Collaborative Learning of UML and SysML2011In: International Journal of Engineering Pedagogy, ISSN 2192-4880, Vol. 1, no 2, p. 6-12Article in journal (Refereed)
    Abstract [en]

    In the EU-funded project Embed4Auto, we have developed an Integrated Learning Environment (ILE) to support UML/SysML training. The ILE combines independent distance learning with collaborative problem solving and social networking. The learning environment incorporates a set of learning resources on the modeling languages UML2 and SysML, an educational modeling tool supporting class and sequence diagrams and a tool for sharing and discussing solutions to modeling exercises. First evaluations of the ILE have shown promising results.

  • 237. Trojer, Lena
    Genusperspektiv i forskarhandledning2005In: Forskarhandledning i förändring / [ed] Airey, Susanna Stymne; Wolmesjö, Maria, Växjö universitet , 2005Chapter in book (Refereed)
    Abstract [en]

    forskarhandledning, genusperspektiv,jämställdhet, ledarskap, förändringsförsök

  • 238. Trojer, Lena
    Utvärdering av 16 nationella forskarskolor2008Report (Other academic)
  • 239.
    Törnqvist, Anders
    Blekinge Institute of Technology, School of Planning and Media Design.
    Learning from Planning Practice and Research2008Conference paper (Refereed)
    Abstract [en]

    Architect planners and urban designers traditionally acquire their professional skills through apprenticeship – learning from masters. The unreliability of professional judgment and the existence of competing worldviews and professional paradigms have been presented as reasons, however, to seek a broader and stronger scientific basis for planning. One expression of this is a requirement for "evidence-based planning", which by some is interpreted as a more frequent use of large knowledge bases, expert systems and computer modelling. This paper questions this as the only way and argues for the use of heuristic tools as an intermediate method; between imitating masters and relying on scientific knowledge, for developing professional skills through cognitive apprenticeship. Educational experiments at the school of Spatial planning, Blekinge Institute of Technology have been using software tools to help students visualize, construct and analyse chains of arguments in real planning cases. The outcome of these experiments forms the basis of a discussion of how heuristic tools for cognitive apprenticeship, potentially applicable to planning, generally, can help developing professional skills in planning and urban design.

  • 240.
    Waern, Kajsa
    Blekinge Institute of Technology, School of Management.
    Validering: Ett sätt att synliggöra informell kunskap2005Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Studien visar på hur informell kunskap blir synliggjord genom användandet av validering i skolmiljö. Inom ramen för dagens snabba samhällsutveckling ställs det höga krav på moderna, flexibla metoder för det livslånga, livsvida lärandet. Detta kräver att utbildningsanordnare är uppdaterade och förändringsbenägna i sitt ledarskap. Det är också viktigt att lyfta blicken och informera sig om vad som händer och sker i världen. För att kunna uppfylla dessa krav har det krävt förändringar i nationella styrdokument. Revideringar av mål och uppnående mål har gjorts för att tillgodose elevens krav, behov samt önskemål, allt det här utifrån demokrati och värdegrunder. Alla de tidigare mål som fanns för olika program har blivit utformade på ett helt annat sätt, de ger förklaring samt beskrivning på huruvida programmets karaktär och uppbyggnad skall se ut och det i en lång och sammanhängande text. Den politik som är styrande i samhället har en viss inverkan på vilka områdesförändringar skolan gör. Skolan har omarbetat målen för olika program, alla kurser har blivit tydligare. Yrkeslivet ställer helt nya krav på oss som individer, vi skall vara flexibla och uppdateras med nya kompetenser, genom att gränser mellan olika yrken suddas ut och nya verksamhetsområden skapas och uppstår. Människor av idag rör sig mycket mer över gränserna och det i sin tur leder till att internationell- och nationell handel ökar.Det är utifrån alla dessa förändringar som sker, som det ställs allt högre krav på språkfärdigheter plus kunnande om andra människors livsvillkor, politik, kultur och religion. För att tillgodose behovet av ny kompetens har ett nytt kunskapstänkande varit nödvändigt. Alla vuxna ges möjlighet att utvidga sina kunskaper och utveckla sin kompetens i syfte att främja personlig utveckling, demokrati, jämställdhet, ekonomisk tillväxt och sysselsättning samt en rättvis fördelning. Behovet av validering ökar i takt med den allt starkare fokuseringen på kunskap och kompetens som främsta resurs för tillväxt och konkurrenskraft. Vare sig det gäller individ, företag, kommun eller region så anses förmågan att ta tillvara på, och utveckla kunskap och kompetens vara avgörande för framgång (Andersson, Sjösten, Ahn, 2003). Validering som betyder göra giltig används för att göra informell kunskap till att bli formell kunskap. Genom att ha lång yrkeserfarenhet kan man genom validering ta tillvara på de kunskaper man har. I en valideringsprocess lyfts den informella kunskapen fram och blir synliggjord. I Marks kommun har det framarbetats en valideringsmodell som heter Willman. Den är framarbetad på uppdrag från socialchefen i Marks kommun och den riktas mot omvårdnadsprogrammet. Det som var viktigt i skapandet av Willmanmodellen var att skilja på studier och validering därför har man valt bort att ha skolmiljö vid validering. Validering syftar till att synliggöra okonventionell kunskap i sin egenskap av erfarenhetsbaserad färdighets och förtrogenhetskunskap. Genom Willmanmodellen har man funnit ett sätt att verbalisera den informella kunskapen. Med hjälp av artefakterna, det vill säga valideringskortet och dess olika begrepp blir den personliga kunskapen synlig då den validerade ser kopplingen till begrepp och sin kunskap. Den validerade får en a-ha upplevelse.

  • 241.
    Waldron, David
    et al.
    Blekinge Institute of Technology, School of Engineering, Department of Strategic Sustainable Development.
    Hallstedt, Sophie
    Blekinge Institute of Technology, School of Engineering, Department of Strategic Sustainable Development.
    Ny, Henrik
    Blekinge Institute of Technology, School of Engineering, Department of Strategic Sustainable Development.
    Broman, Göran
    Blekinge Institute of Technology, School of Engineering, Department of Strategic Sustainable Development.
    Robèrt, Karl-Henrik
    Blekinge Institute of Technology, School of Engineering, Department of Strategic Sustainable Development.
    Structured Comprehension for Systems Thinking, Learning and Leadership towards Sustainability2004Conference paper (Other academic)
    Abstract [en]

    The Blekinge Institute of Technology (BTH) Karlskrona, Sweden, will begin a new Master’s programme focusing on sustainable development in September 2004. The programme is intended to contribute to a growing international network of sustainability practitioners, including early and mid-career professionals, resource managers, executives and political decision-makers. As with many programmes of this type, this one will require coverage of numerous complex economic, social and ecological issues. In so doing, it will cover a number of interrelated disciplines concepts and tools (e.g. environmental science, system dynamics, public policy, business strategies, corporate social responsibility, dematerialization and ‘green technologies’). Various sectors of the sustainability arena will also be studied including agriculture, transportation, health, energy and product development. To deal with the high complexity inherent in sustainable development, we intend to test the enhanced learning capabilities of three unique and interrelated aspects of this Master’s programme including: (1) a structured comprehension of sustainable development, using “Backcasting from Basic Socio-Ecological Principles of Sustainability”; (2) free creativity within basic constraints established by the structured comprehension and (3) a learning process that ‘walks the talk’ with respect to free creativity within basic constraints. Recognizing that “society within the biosphere” is inherently a complex system, the programme will revolve around a generic, structured model for planning and decisionmaking in any complex system. The model is adaptable to any system at any scale – e.g. an organization, a football game, and in this case, “society in the biosphere”. The programme distinguishes five essential system levels including: (i) the system; (ii) success; (iii) strategy; (iv) actions and (v) tools. Second, a structured comprehension, anchored to basic principles at the success level – the ‘trunk and branches of sustainability’ – allows for and promotes free creativity on actions in a particular context – the ‘leaves’. Third, the students will be exposed to a learning process of creative use of actions and tools that the model allows for in any organization – sharing the basic trunk and branches and practicing free creativity amongst the leaves. The programme’s learning process will facilitate a systematic approach to analysis of all kinds of current sectors and problem areas through envisioning of solutions and finding strategic paths of actions and tools towards sustainable outcomes within those sectors. It will culminate in a thesis, following the same general structure, during the last-half of the programme.

  • 242.
    Wall, Johan
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mechanical Engineering.
    “Thinking by doing”: making as a vital part of engineering education2019Report (Other (popular science, discussion, etc.))
    Abstract [en]

    The engineer of the 21st century is expected to possess a broad range of skills and abilities. Besides more traditional technical knowledge and engineering skills, interpersonal skills, critical thinking, creativity and design makes its way into the curriculum of our engineering education. At the department of me-chanical engineering, the underlying pedagogical approach to teaching engineer-ing design is based on constructivism. Research has shown that a very good way for students to “construct” their knowledge is to design, build and publicly share artifacts. Consequently, we are aiming to make design and prototyping an integral part of our engineering education. This align well with the CDIO initiative of which BTH is part since 2013.

  • 243.
    Wendel, Malin
    Blekinge Institute of Technology, School of Management.
    Fri tankeprocess och medvetenhet om kreativitet: En studie av studenters kreativa utveckling i kursen Kreativitet, Idéer och Innovation ur ett psykologiskt perspektiv.2010Conference paper (Other academic)
    Abstract [en]

    Synsättet att ett fritt tänkande och medvetenhet om kreativitet kan gagna individens utveckling och förmåga till kreativitet låg till grund för skapandet av ett kursmoment där studenter skulle anteckna sina tankar och upplevelser. Genom studenternas tankeanteckningar sökte studien synliggöra deras kreativa utveckling, deras tankeprocess och medvetenhet om kreativitet under åtta veckor. Datamaterialet omfattade 208 tankeanteckningar från 28 studenter i kursen ”Kreativitet, Idéer och Innovation ur ett psykologiskt perspektiv” vid Blekinge Tekniska Högskola vårterminen 2009. Tre brännpunkter framträdde ur tankeanteckningarna; då studenten reflekterade kring kreativitet i relation till sitt eget tänkande och agerande, då studenten kom till insikt och visade medvetenhet om kreativitet i relation till sitt eget tänkande och agerande samt skrev fritt flödande samt då studenten visade progression, fortsatt nya insikter, en ökad medvetenhet om kreativitet i relation till sitt eget tänkande och agerande. Den mest frekventa tid studenterna nådde brännpunkt insikt var tredje kursveckan. En brännpunkt kunde även innebära ett nytt tankemönster. Tre mönster i tankesätt identifierades; Utgångsläge då vanetänk, förvirring eller motstånd uppträdde, Närmande reflektioner med öppnare sinne och friare tankesätt samt Medvetenhet som visade på ett fritt tankesätt samt insikt om yttre och inre påverkan.

  • 244.
    Wendel, Malin
    et al.
    Blekinge Institute of Technology, School of Management.
    Svensson, Martin
    Blekinge Institute of Technology, School of Management.
    En narrativ och semantisk analys av studenters kreativa utveckling2011Conference paper (Other academic)
    Abstract [en]

    Syftet med studien var att undersöka studenters tankeprocess och medvetenhet om kreativitet under en åttaveckors period. En tidigare studie (Wendel, 2010) redogjorde för studenternas lärprocess genom brännpunkter och brytpunkter samt identifikation av mönster för studenternas tankesätt. Den nuvarande studien fokuserade på brytpunkten insikt och tankemönstret medvetenhet (Wendel, 2010). Datamaterial bestod av totalt 452 tankeanteckningar ifrån 62 studenter från två kursomgångar. Materialet i form av tankeanteckningarna analyserades dels med en Narrativ Analys (NA) och dels med Latent Semantisk Analys (LSA). Resultaten för NA visade en förändring av medvetenhet om kreativitet. En kreativ utveckling, en förändrad tankeprocess och medvetenhet om kreativitet återspeglades i de ord som studenterna använde i sina tankeanteckningar. LSA visade på skillnader i studenternas utsagor i början (vecka<4) av kursen jämfört mot slutet (vecka>4) av kursen. Detta är synonymt med fynden i NA, att studenterna successivt blir medvetna och diskuterar sin kreativitet. Studenternas tematiseringar visade tre olika kluster där orden indikerade på internalisering, sentiment och förhandling. En sådan förändring av medvetenhet om kreativitet är också indikativ på att en ny förståelse skapats och tyder på att det aktuella kursmomentet inom högre utbildning stödjer studentens lärande om sitt eget kreativa tänkande och agerande. Keywords: tankeprocess, medvetenhet, kreativitet, kreativ utveckling, lärande, semantisk analys.

  • 245. Wihlborg, Monne
    Globalization/Internationalization of Higher Education: Emphasizing a Pedagogical Stance and a Phenomenographic Approach.2005Conference paper (Refereed)
    Abstract [en]

    Wihlborg, M.: At the ECER (European Conference on Educational Research) conference, University College, Dublin, 7-10 September, 2005. Title: Globalization/Internationalization of Higher Education - Emphasizing a Pedagogical Stance and a Phenomenographic Approach.

  • 246. Wihlborg, Monne
    Pedagogical Awareness of Internationalisation in terms of Teaching and Learning in Higher Education.2005Conference paper (Refereed)
    Abstract [en]

    Wihlborg, M: At the 11th Earli (European Association for Research on learning and Instruction) Biennial Conference, Nicosia, Cyprus, August 23-27, 2005. Title: Pedagogical Awareness of Internationalisation in terms of Teaching and Learning in Higher Education. The Swedish nurse education as an 'investigation example'.

  • 247. Wihlborg, Monne
    Quality in internationalizing Higher Education – a challenging pedagogical & didactical issue for the 21st century: Four empirical studies conducted in Sweden.2006Conference paper (Refereed)
    Abstract [en]

    Wihlborg, M: “Quality in internationalizing Higher Education – a challenging pedagogical & didactical issue for the 21st century: Four empirical studies conducted in Sweden. Paper presented at the SoTL 6th Annual International Conference, London House, Goodenough College, London, 18-19 May, 2006. In conference proceedings (2007) ISBN-10: 9543742-3-5; ISBN-13: 978-0-95437242-3-5.

  • 248. Wihlborg, Monne
    Quality in internationalizing Higher Education – a pedagogical issue must be addressed from a pedagogical perspective2006Conference paper (Refereed)
    Abstract [en]

    Wihlborg, M: “Quality in internationalizing Higher Education – a pedagogical issue must be addressed from a pedagogical perspective.” At the International Conference: The transforming of Higher education: International Influences, 20-22 November, 2006, Université du Littoral Cote d’Opal (ULCO), Boulogne-sur-Mer, France.

  • 249.
    Wihlborg, Monne
    Blekinge Institute of Technology, School of Management.
    The Pedagogical Dimension of Internationalisation: A Challenging Quality Issue in Higher Education for the Twenty-First Century2009In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 8, no 1, p. 117-132Article in journal (Refereed)
    Abstract [en]

    What are the pedagogical impacts of internationalisation on the development of higher education in Europe? How can we proceed in this process and take a pedagogical stance on the issue? This theoretical article is partly based on a series of empirical studies, conducted by the author, investigating students’ and teachers’ experiences and understanding of an internationalised educational context in Sweden. Here, some further implications of these studies are examined and discussed in relation to recent publications and research concerned with internationalisation in higher education in various ways. Underpinned by the findings of earlier studies, this article argues that even though the internationalisation of higher education has been extensively researched in recent decades, more qualitative studies are needed. In particular, there is a lack of studies from the perspective of teachers and students concerned with their experience of internationalisation, and with how they interpret various aspects of this process in relation to their respective educational contexts. The empirical results of the series of studies conducted earlier in this area by the author show that teachers’ and students’ experience of internationalised contexts varied, and that they were experienced as ambiguous and difficult to grasp. Both teachers and students experienced such contexts as difficult to evaluate in terms of learning outcomes. This article argues in favour of a shift in research perspective, from an overall external perspective to a relational, experienced and context-based perspective, to understand how internationalisation in higher education is developed in practice. Adopting this perspective not only sheds light on issues of meaning making in learning and understanding knowledge content, but also raises significant questions of a general order, concerned with the nature of knowledge development in international educational contexts.

  • 250. Wihlborg, Monne
    et al.
    Svensson, Lennart
    Internationalizing Higher Education2007Conference paper (Refereed)
    Abstract [en]

    Wihlborg, M: At the INQAAHE International Quality Assurance in Higher Education. Conference on the theme: “Quality Assurance: Coming of Age-lessons from the Past and Strategies for the Future” in Toronto, Canada, April 2007 at the Sharaton Centre. Authors: Lennart Svensson LU & Monne Wihlborg, Lund University & Inst., of Technology Blekinge. Sweden. Submitted - conference proceedings.

23456 201 - 250 of 256
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