Flipped Classroom Research: From “Black Box” to “White Box” Evaluation

The flipped (or inverted) classroom model has gained increasing interest among university teachers in recent years. In the flipped classroom approach, students are encouraged to watch short video lectures as preparation for class, and classroom time is dedicated to more active forms of learning. In this editorial, we provide a thumbnail sketch of the origins and concept of the flipped classroom followed by a summary of the contributions to this special issue, which highlight the importance of considering a range of individual as well as contextual factors when implementing and evaluating the flipped classroom approach. Based on this observation, we propose and briefly discuss realist evaluation as a promising approach to evaluating educational interventions and for advancing our theoretical understanding of the flipped classroom. We argue that realist evaluation provides an analytical framework for posing the next generation of questions about the flipped classroom and we encourage scholars to address the questions: “How or why does the flipped classroom work, for whom, and in what circumstances?

Investigating the Dynamics of Authentic Learning in a Project-based Engineering Course

Educational researchers and practitioners have long lamented the chasm between education and real-world experiences or issues. A popular way to mitigate this gap is through designing authentic learning experiences, and much previous work has focused on developing models for this design. The paper addresses a gap in such frameworks, namely the occurrence of tensions and negotiations between ways of working that students and teachers find authentic and meaningful. Focusing on the strategies employed by teachers in the design of an authentic learning environment and students’ reactions to these, we present a qualitative case study of a project-based engineering course in which student teams created software applications in collaboration with an external stakeholder. We find that tensions between what students and teachers deemed meaningful arose from on the one hand students’ readiness to take on self-directed learning and on the other hand differences between disciplinary views and students’ habits of mind related to software development. We illustrate how the teachers’ ability to bridge these tensions seemed hinged on their understanding of students’ prior learning experiences, and the enminding of these into learning activities. To enhance the value of contemporary models of authentic learning as practical and explanatory frameworks, we argue for adding two theoretical constructs – tensions and negotiations – and we call for more and longitudinal research on thes

Goldstone Tensor Modes

In the context of brane solutions of supergravity, we discuss a general method to introduce collective modes of any spin by exploiting a particular way of breaking symmetries. The method is applied to the D3, M2 and M5 branes and we derive explicit expressions for how the zero-modes enter the target space fields, verify normalisability in the transverse directions and derive the corresponding field equations on the brane. In particular, the method provides a clear understanding of scalar, spinor, and rank r tensorial Goldstone modes, chiral as well as non-chiral, and how they arise from the gravity, Rarita-Schwinger, and rank r+1 Kalb-Ramond tensor gauge fields, respectively. Some additional observations concerning the chiral tensor modes on the M5 brane are discussed.Comment: 21 pp, plain tex. A sign corrected for agreement with convention

Student-led sustainability transformations: employing realist evaluation to open the black box of learning in a Challenge Lab curriculum

Purpose – While sustainability-oriented education is increasingly placing importance on engaging students in inter- and transdisciplinary learning processes with societal actors and authentic challenges in the centre, little research attends to how and what students learn in such educational initiatives. This paper aims to address this by opening the ‘black box’ of learning in a Challenge Lab curriculum with transformational sustainability ambitions.Design/methodology/approach – Realist evaluation was employed as an analytical frame that takes social context into account to unpack learning mechanisms and associated learning outcomes. A socio-cultural perspective on learning was adopted, and ethnographic methods, including interviews and observations, were used.Findings – Three context-mechanism-outcome (CMO) configurations were identified, capturing what students placed value and emphasis on when developing capabilities for leading sustainability transformations:\ua0 (1) engaging with complex ‘in-between’ sustainability challenges in society with stakeholders across sectors and perspectives; (2) navigating purposeful and transformative change via backcasting; and (3) ‘whole-person’ learning from the inside-out as an identity-shaping process, guided by personal values.Originality – This paper delineates and discusses important learning mechanisms and outcomes when students act as co-creators of knowledge in a sustainability-oriented educational initiative, working with authentic challenges together with societal actors.Practical implications – The findings of this paper can inform the design, development, evaluation, and comparison of similar educational initiatives across institutions, while leaving room for contextual negotiation and adjustment

Authenticity work in higher education learning environments: a double-edged sword?

Educational authenticity occupies a strong position in higher education research and reform, building on the assumption that correspondence between higher education learning environments and professional settings is a driver of student engagement and transfer of knowledge beyond academia. In this paper, we draw attention to an overlooked aspect of authenticity, namely the rhetorical work teachers engage in to establish their learning environments as authentic and pedagogically appropriate. We use the term “authenticity work” to denote such rhetorical work. Drawing on ethnography and critical discourse analysis, we describe how two teachers engaged in authenticity work through renegotiating professional and educational discourse in their project-based engineering course. This ideological project was facilitated by three discursive strategies: (1) deficitization of students and academia, (2) naturalization of industry practices, and (3) polarization of the state of affairs in academia and in industry. Our findings suggest that authenticity work is a double-edged sword: While authenticity work may serve to bolster the legitimacy that is ascribed to learning environments, it may also close down opportunities for students to develop critical thinking about their profession and their education. Based on these findings, we discuss implications for teaching and propose a nascent research agenda for authenticity work in higher education learning environments

Learning to Frame Complex Sustainability Challenges in Place: Explorations Into a Transdisciplinary “Challenge Lab” Curriculum

Complex sustainability challenges may never be fully solved, rather requiring continuous, adaptive, and reflexive responses over time. Engagement of this nature departs from well-structured problems that entail expected solutions; here, focus shifts toward ill-structured or ill-defined issues characterized by wickedness. In the context of complex challenges, inadequate or absent framing has performative implications on action. By overlooking the value of framing, eventual responses may not only fall short; they may even displace, prolong, or exacerbate situations by further entrenching unsustainability. In educational settings, we know little about how curriculum designs support challenge framing, and how students experience and learn framing processes. In this paper we explore a transdisciplinary “Challenge Lab” (C-Lab) curriculum from a perspective of challenge framing. When considering framing in higher education, we turn to the agenda in education for, as and with sustainable development to be problem-solving, solutions-seeking or challenge-driven. We introduce framing as a boundary object for transformative praxis, where sustainability is held to be complex and contextual. This study is qualitative and case-based, designed to illuminate processes of and experiences into sustainability challenge framing in a transdisciplinary learning setting. Methodologically, we draw from student reflective diaries that span the duration of a curriculum design. We structure our results with the support of three consecutive lenses for understanding “curriculum”: intended, enacted, and experienced curriculum. First, we present and describe a C-Lab approach at the level of ambition and design. Here it is positioned as a student-centered space, process, and institutional configuration, working with framing and re-framing complex sustainability challenges in context. Second, we present a particular C-Lab curriculum design that unfolded in 2020. Third, we illustrate the lived experiences and practical realities of participating in C-Lab as students and as teachers. We reflect upon dilemmas that accompany challenge framing in C-Lab and discuss the methodological implications of this study. Finally, we point toward fruitful research avenues that may extend understandings of challenge framing in higher education

Superembeddings, Non-Linear Supersymmetry and 5-branes

We examine general properties of superembeddings, i.e., embeddings of supermanifolds into supermanifolds. The connection between an embedding procedure and the method of non-linearly realised supersymmetry is clarified, and we demonstrate how the latter arises as a special case of the former. As an illustration, the super-5-brane in 7 dimensions, containing a self-dual 3-form world-volume field strength, is formulated in both languages, and provides an example of a model where the embedding condition does not suffice to put the theory on-shell.Comment: plain tex, 28 p

Entrepreneurial Engineering Pedagogy: Models, Tradeoffs and Discourses

While entrepreneurship discourse is gaining traction in engineering andthe number of entrepreneurship courses increase rapidly, there is a lackof study focusing on how and why engineering educators facilitateentrepreneurial experiences in their courses. Using a qualitative andinductive case-study approach, this paper explores and explicatespedagogical models for facilitating entrepreneurial experiences inengineering, and their underlying design principles. Investigating sevenentrepreneurial project-based courses, three distinct pedagogical modelsfor facilitating entrepreneurial experiences are identified. Two potentiallyconflicting dimensions are highlighted and argued as vital for educatorsto consider when implementing entrepreneurial experiences into theircourses. These dimensions are: to make learning more personal, andto make learning more professional. The paper discusses howentrepreneurial engineering pedagogy is anchored in entrepreneurshipeducation and engineering education discourse, and suggests meansthrough which the two disparate streams of research can be integratedin order to further research on entrepreneurial engineering pedagogy

Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science

Knowing how students approach learning in higher education contexts is key to promote learning strategies that are effective in the long run. Previous research has concluded that students often use ineffective learning strategies but believe them to be effective—a phenomenon known as metacognitive illusion. In a bid to broaden the perspective on students’ use of learning strategies, this study draws on the notion of self-regulated learning as a theoretical lens. A questionnaire, comprising both open-ended and closed-ended questions, was developed to gather data from 416 engineering students. The questionnaire was geared towards (1) mapping what learning strategies students use in a real-world setting, in real courses, (2) probing their metacognitive awareness of the effectiveness of various learning strategies and (3) investigating why students choose certain learning strategies. We also compared which learning strategies the engineering students chose across programs and types of courses. The findings reveal a complex picture of why students sometimes use seemingly ineffective learning strategies, and we conclude that this is not always due to metacognitive illusion. It is instead often linked to attempts to regulate behaviour, motivation and/or learning context, sometimes in response to the context. This study adds to the current HE research investigating students’ abilities to reflect on, assess and take control of their learning in an effective way, confirming that students need explicit guidance

Knowing how and knowing when: unpacking public understanding of atmospheric CO2 accumulation

It has been demonstrated that most people have a limited understanding of atmospheric CO 2 accumulation. Labeled stock-flow (SF) failure, this phenomenon has even been suggested as an explanation for weak climate policy support. Drawing on a typology of knowledge, we set out to nuance previous research by distinguishing between different types of knowledge of CO 2 accumulation among the public and by exploring ways of reasoning underlying SF failure. A mixed methods approach was used and participants (N = 214) were enrolled in an open online course. We find that ostensibly similar SF tasks show seemingly contradictory results in terms of people’s understanding of CO 2 accumulation. Participants performed significantly better on stock stabilization tasks that explicitly ask about the relationship between stocks and flows, compared with a typical SF task that does not direct the participants’ attention to what knowledge they should use. This suggests that people possess declarative and procedural knowledge of accumulation (knowing about the principles of mass balance, i.e., what and how to use them) but lack conditional knowledge of accumulation (knowing when to use these principles). Additionally, through a thematic analysis of answers to an open-ended question, we identified three overarching ways of reasoning when dealing with SF tasks: system, pattern, and phenomenological reasoning, providing additional theoretical insights to explain the large difference in performance between the different SF tasks. These more nuanced perspectives on SF failure can help inform interventions aimed at increasing climate science literacy and point to the need for more detailed explorations of public knowledge needed to leverage climate policy support