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  • 1.
    Bernhard, Jonte
    et al.
    Department of Science and Technology, Linköping University, Norrköping, Sweden.
    Carstensen, Anna-Karin
    Högskolan i Jönköping, Tekniska Högskolan, JTH, Datateknik och informatik.
    Davidsen, Jacob
    Department of Communication and Psychology, Aalborg University, Aalborg, Denmark.
    Ryberg, Thomas
    Department of Communication and Psychology, Aalborg University, Aalborg, Denmark.
    Practical Epistemic Cognition in a Design Project - Engineering Students Developing Epistemic Fluency2019Ingår i: IEEE Transactions on Education, ISSN 0018-9359, E-ISSN 1557-9638, Vol. 62, nr 3, s. 216-225, artikel-id 8703388Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Contribution: This paper reports engineering students' practical epistemic cognition by studying their interactional work in situ. Studying "epistemologies in action'' the study breaks away from mainstream approaches that describe this in terms of beliefs or of stage theories.

    Background: In epistemology, knowledge is traditionally seen as "justified true belief'', neglecting knowledge related to action. Interest has increased in studying the epistemologies people use in situated action, and their development of epistemic fluency. How appropriate such approaches are in engineering and design education need further investigation.

    Research Questions: 1) How do students in the context of a design project use epistemic tools in their interactional work? and 2) What are the implications of the findings in terms of how students' cognitive and epistemological development could be conceptualized?

    Methodology: A collaborative group of six students were video recorded on the 14th day of a fifth-semester design project, as they were preparing for a formal critique session. The entire, almost 6 h, session was recorded by four video cameras mounted in the design studio, with an additional fifth body-mounted camera. The video data collected was analyzed using video ethnographic, conversation analysis, and embodied interaction analysis methods.

    Findings: The results show that the students use a wealth of bodily material resources as an integral and seamless part of their interactions as epistemic tools, in their joint production of understanding and imagining. The analysis also suggests that students' epistemological and cognitive development, individually and as a group, should be understood in terms of developing "epistemic fluency.'' 

  • 2.
    Lavesson, Niklas
    School of Computing, Blekinge Institute of Technology, Ronneby, Sweden.
    Learning Machine Learning: A Case Study2010Ingår i: IEEE Transactions on Education, ISSN 0018-9359, E-ISSN 1557-9638, Vol. 53, nr 4, s. 672-676Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This correspondence reports on a case study conducted in the Master's-level Machine Learning (ML) course at Blekinge Institute of Technology, Sweden. The students participated in a self-assessment test and a diagnostic test of prerequisite subjects, and their results on these tests are correlated with their achievement of the course's learning objectives.

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