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Zetterlind, Madelene
Publications (5 of 5) Show all publications
Keller, C., Wass, S., Zetterlind, M., Ghassemali, E. & Seifeddine, S. (2017). Teacher roles in a blended learning materials engineering master program: "It's not a new role, it's a new way!". In: : . Paper presented at 26th EDEN Annual Conference 2017: Diversity matters, Jönköping, 13-16 June, 2017.. European Distance and E-Learning Network (Eden)
Open this publication in new window or tab >>Teacher roles in a blended learning materials engineering master program: "It's not a new role, it's a new way!"
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2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Engineering education are characterized by laboratories, mathematical foundations and design tools. These pillars of engineering education do not seem to be ideal for online education as the field lags behind other fields in adopting online education. Laboratories are for instance hard to implement online due to the need of direct operation of instruments. Likewise, course materials requiring use of mathematics have traditionally not been as easy to implement as topics that require only text-based instructions (Bourne et al., 2005). Real laboratory sessions have also shown to be more motivated for engineering students than virtual simulations (Stefanovic, 2013). In spite of this, there are increasing evidence of use of blended and online learning in engineering education. For example, online self-study environment to supplement the classroom instruction in engineering courses in graphical communication (Sun et al., 2014), virtual laboratories and simulation environments (Balamuraithara & Woods, 2007; Bourne et al., 2005) and online platforms for developing learning networks for global engineering (Meikleham et al. 2015). The School of Engineering at Jönköping University, the Swedish foundry association, the research institute Swerea/SWECAST and twelve foundry industries cooperate to develop a blended learning one-year master program in product development in materials and manufacturing. As previously performed courses have been given on campus, teachers needed to take on new roles as blended learning teachers. In this paper, we present the initial results from a study that aims to investigate the perceived roles of university teachers in a blended learning materials engineering master program.

Place, publisher, year, edition, pages
European Distance and E-Learning Network (Eden), 2017
Keywords
Blended learning, engineering education, teacher roles, teacher competences, content analysis
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hj:diva-36264 (URN)
Conference
26th EDEN Annual Conference 2017: Diversity matters, Jönköping, 13-16 June, 2017.
Projects
Gjutmagistern 3.0
Funder
Knowledge Foundation
Available from: 2017-06-19 Created: 2017-06-19 Last updated: 2018-09-19Bibliographically approved
Christina, K., Wass, S., Seifeddine, S., Zetterlind, M., Jarfors, A. & Vomacka, P. (2016). Structured knowledge transfer through online education: Mutual benefits for academia and industry. In: : . Paper presented at 8th International Materials Education Symposium, Cambridge, April 7-8, 2016.
Open this publication in new window or tab >>Structured knowledge transfer through online education: Mutual benefits for academia and industry
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2016 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Scientists are required to disseminate the results of research to the society and companies participating in research projects. The dissemination procedure normally consists of seminars, scientific and layman journal contributions, and conferences that generally are not flexible and timely enought to capture industrial needs. In an effort to accelerate knowledge transfer and technology implementation to sustain and improve competitiveness, Jönköping University has developed a one-year online master programme in cast metals and processes in collaboration with the industry. The collaboration includes development of the curriculum, case studies, lectures and study visits. To explore the development process, we performed interviews and a survey with participating students/professionals, teachers and industrial partners. Our results show that a profound two-way knowledge transfer took place, and that course content and teaching were highly relevant to the industry. Furthermore, industry and academia engaged in new joint research collaborations. Consequently, we hypothesize that the procedure for structured knowledge transfer can be implemented in materials education at advanced level to foster engagement between university, industry and society.

National Category
Materials Engineering Learning
Identifiers
urn:nbn:se:hj:diva-29782 (URN)
Conference
8th International Materials Education Symposium, Cambridge, April 7-8, 2016
Funder
Knowledge Foundation
Available from: 2016-04-15 Created: 2016-04-15 Last updated: 2017-02-15Bibliographically approved
Seifeddine, S., Zetterlind, M., Keller, C. & Jarfors, A. E. W. (2015). Development of an online learning master program with specialization in cast metals engineering: Challenges and opportunities. In: : . Paper presented at 7th International Materials Education Symposium, Cambridge, United Kingdom.
Open this publication in new window or tab >>Development of an online learning master program with specialization in cast metals engineering: Challenges and opportunities
2015 (English)Conference paper, Poster (with or without abstract) (Refereed)
Keywords
Online learning, cast metals
National Category
Metallurgy and Metallic Materials Educational Sciences
Identifiers
urn:nbn:se:hj:diva-26328 (URN)
Conference
7th International Materials Education Symposium, Cambridge, United Kingdom
Funder
Knowledge Foundation
Available from: 2015-04-09 Created: 2015-04-09 Last updated: 2015-10-02Bibliographically approved
Seifeddine, S., Zetterlind, M., Rosqvist, M. & Hansson, H. (2015). Gjutmagistern 3.0 och PROMPT är projekt som bidrar till ny expertkompetens inom svensk industri. In: : . Paper presented at Högskola och Samhälle i Samverkan 2015.
Open this publication in new window or tab >>Gjutmagistern 3.0 och PROMPT är projekt som bidrar till ny expertkompetens inom svensk industri
2015 (Swedish)Conference paper, Oral presentation with published abstract (Other (popular science, discussion, etc.))
Abstract [sv]

Projekten ska öka konkurrenskraft genom spetskompetens och innovation i ett globalt hållbart perspektiv. Hur kan man skapa globalt attraktiv och flexibel utbildning på avancerad nivå som passar både ”vanliga” studenter och yrkesverksamma?

National Category
Engineering and Technology
Identifiers
urn:nbn:se:hj:diva-27564 (URN)
Conference
Högskola och Samhälle i Samverkan 2015
Funder
Knowledge Foundation
Available from: 2015-07-07 Created: 2015-07-07 Last updated: 2015-10-02Bibliographically approved
Keller, C. & Zetterlind, M. (2012). Interaktiv Antiplagieringsguide. In: NU 2012: Gränslöst lärande. Paper presented at NU 2012: Gränslöst lärande, Göteborg, 17-19 Oktober.
Open this publication in new window or tab >>Interaktiv Antiplagieringsguide
2012 (Swedish)In: NU 2012: Gränslöst lärande, 2012Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Den vanligaste orsaken till att studenter vid svenska lärosäten blir föremål för disciplinåtgärder under de senaste åren är plagiering. Under 2009 hände detta 303 studenter, varav 244 avstängdes (Högskoleverket, 2010). Internationella studier tyder på att det mest effektiva medlet för att undvika plagiering är att anta en helhetssyn på problemet genom att förmedla goda akademiska värdegrunder och vetenskaplig hederlighet hellre än att fokusera på disciplinära åtgärder (Macdonald & Carroll, 2006). Studenterna behöver också, under hela sin utbildning, ha tillgång till information om vad som är tillåtet när det gäller referenser till och citering av andras texter.

Under 2009 inleddes ett pedagogiskt projekt vid Högskolan i Jönköping med syfte att utveckla en så kallad interaktiv anti-plagieringsguide för skolans studenter. I utvecklingen medverkade personal från Resurscentrum för flexibelt lärande, högskolebiblioteket, sektionen för rättsvetenskap, sektionen för media och kommunikation samt representanter för studentkåren. Guiden är utvecklad på svenska och engelska som en kurs i sex olika moduler. Varje modul består av filmer, länkar, övningar och ett självrättande interaktivt test. Kursens moduler har följande innehåll:

  1. Introduktion till akademiska värdegrunder
  2. Vad är plagiering?
  3. Hur upptäcks plagiering?
  4. Hur undviker jag plagiering?
  5. Vad händer om jag plagierar?
  6. Fler akademiska uppförandekoder

Från och med vårterminen 2012 har samtliga studenter vid Högskolan i Jönköping under hela sin studietid tillgång till den interaktiva anti-plagieringsguiden genom lärplattformen Pingpong. Guiden är också tillgänglig för andra via högskolans öppna sidor i Pingpong.

För att stödja implementering anordnas workshops för lärare där goda exempel på användning och uppföljning i kurser sprids. Målet med workshoparna är att anti-plagiatguiden skall ingå som en naturlig del i undervisning och handledning under metod- och uppsatskurser. Studenter kan också, med hjälp av guiden, repetera kunskaper om referenshantering och om hur plagiering undviks när de behöver det. Genom guiden förflyttas fokus i arbetet mot plagiering från kontroll och bestraffning till en naturlig del av undervisning och handledning i de kurser där studenter övar och tillämpar akademiskt skrivande.

Referenser

Högskoleverket. (2010). Disciplinärenden 2009 vid svenska lärosäten. Rapport 2010:11 R. Stockholm: Högskoleverket.

Macdonald, R. & Carroll, J. (2006). Plagiarism – a complex issue requiring an holistic approach. Assessment & Evaluation in Higher Education, 31(2), 233-245.

National Category
Pedagogical Work
Identifiers
urn:nbn:se:hj:diva-19407 (URN)
Conference
NU 2012: Gränslöst lärande, Göteborg, 17-19 Oktober
Available from: 2012-09-12 Created: 2012-09-12 Last updated: 2015-03-25Bibliographically approved
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