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  • 1.
    Hattinger, Monika
    University West, Department of Engineering Science, Division of Production Systems.
    Researchers design conceptions of e-learning courses targeting industry practitioners’ competence needs2018In: International Journal of Continuing Engineering Education and Life-Long Learning, ISSN 1560-4624, E-ISSN 1741-5055, Vol. 28, no 3-4, p. 235-253Article in journal (Refereed)
    Abstract [en]

    This paper addresses two overall challenges that concern university research teachers' professional identities when they make design plans for blended e-learning courses targeting practitioners' competence needs. Research teachers' are challenged by finding applicable learning material that matches practitioners' experiences and workplace knowledge demands. They are also challenged when they need to digitise engineering learning content such as virtual labs, and machine-related cases such as turning and milling aligning to workplace needs. Design plans used for campus education is argued to be insufficient meeting these challenges. Consequently, researchers' professional identities become vulnerable when they cross boundaries between university and industry practices. Results show that even if researchers are not trained for educational e-learning design they identify concepts for digitising cases and labs. By applying a work-integrated learning strategy, the courses integrate practical and theoretical tasks and cases collected from the manufacturing industry workplaces and thereby support competence development. © 2018 Inderscience Enterprises Ltd.

  • 2.
    Hattinger, Monika
    et al.
    University West, Department of Engineering Science, Division of Production System.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Situated and Mediated Engineering Education: Researchers Design Conceptions of e-Learning targeting Industry Practitioners Competence needsIn: International Journal of Continuing Engineering Education and Life-Long Learning, ISSN 1560-4624, E-ISSN 1741-5055Article in journal (Refereed)
  • 3.
    Lindroth, Tomas
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Lundin, Johan
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Laptops in classroom interaction: Deconstructing the networked situation2015In: International Journal of Continuing Engineering Education and Life-Long Learning, ISSN 1560-4624, E-ISSN 1741-5055, Vol. 25, no 2, p. 226-240Article in journal (Refereed)
    Abstract [en]

    The screen, as part of networked technologies such as phones, tablets and laptops is at present a debated subject as it affects how people behave in meetings, lectures and other social gatherings. As these networked technologies attract attention and mediates interaction during physical social gatherings, they also change how we perceive and define what a situation is. In this article we focus on the different types of screen related interactions identified in a higher education classroom. Since these networked technologies are commonplace at university campuses it is important to describe their effects on everyday situations such as lectures. While a range of studies have raised questions regarding the negative effects of multitasking, screen peeking and other laptop related side effects this article emphasise the situational impact of student-laptop interaction. The contribution emphasises on the computer mediated interaction with both other students, external others as well as a range of digital resources. The research thus aims at providing educators and researchers with a model to advance their understanding of the laptoped and networked situation.

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