Logo: to the web site of Uppsala University

uu.sePublications from Uppsala University
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Transformation-Driving Education: Perspectives Emerging in a Dialogue between Teachers with Experiences from Challenge-Driven Education
KTH Royal Institute of Technology,Dept. of Learning,Stockholm,Sweden.
KTH Royal Institute of Technology,Dept. of Learning,Stockholm,Sweden.
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3. Uppsala University,Dept.of Information Technology,Uppsala,Sweden. (UpCERG)ORCID iD: 0000-0002-8465-7629
Stockholm University,Dept. of Computer and Systems Sciences,Stockholm,Sweden.
Show others and affiliations
2022 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This Research Full Paper explores different implementations of and teachers’ experiences from challenge-driven education and similar learning approaches in engineering education and other higher education contexts. Through an action research approach key concerns among the teachers and similarities and differences between the studied courses can be identified. The study highlights the potential in these learning approaches, as means for breaking and going beyond the traditional boundaries of higher education, enhancing and cross-fertilizing engineering education with other disciplines, and empowering students both as professionals and humans. It also indicates potential barriers and in-built tensions that are crucial to handle for successful implementation. The study further shows on great opportunities for mutual learning and collaboration between teachers from diverse contexts and backgrounds. The findings are discussed in relation to research within domains such as sustainability education, transformative learning, and futures studies, and opportunities for further research and development are outlined.

Place, publisher, year, edition, pages
2022.
Keywords [en]
Transformation-driven education, computing education, engineering education, challenge-driven education
National Category
Other Computer and Information Science Educational Sciences
Research subject
Computing Education Research
Identifiers
URN: urn:nbn:se:uu:diva-489452DOI: 10.1109/fie56618.2022.9962541OAI: oai:DiVA.org:uu-489452DiVA, id: diva2:1714771
Conference
ASEE/IEEE Frontiers in Education
Available from: 2022-11-30 Created: 2022-11-30 Last updated: 2022-12-17Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records

Daniels, Mats

Search in DiVA

By author/editor
Daniels, Mats
By organisation
Computing Education ResearchDivision Vi3
Other Computer and Information ScienceEducational Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 45 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf