Open Access Journals at Aalborg University
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Thinking Through the Body in 'Action Anthropolgy'
Full text linkI write this paper in a spirit of exploration inspired by Richard Shusterman’s work on somaesthetics to give language to what I have always known or, more precisely, felt yet struggled to adequately express about my practice as an ‘action anthropologist’. Bringing somaesthetic theory and philosophy to bear on Sol Tax’s proposal for action-oriented praxis in anthropology, I suggest that Tax’s description of action – as “a program of probing, listening, learning, giving in” – shows how the possibility of change in action research arises from, and returns us to, the somatic conditions of people’s self-empowerment and social agency
rutaBAGA: A Visualization Approach for Bias Awareness in University Admissions
Full text linkUniversity admissions is a complex decision making process where cognitive and implicit biases, may impact the way reviewers individually and collectively make decisions. Education-based methods like training courses often have limited impact due to the subconscious nature of these biases. This paper introduces a visualization system, rutaBAGA, that promotes heightened awareness of implicit biases through real-time system interactions. The system enables reviewers to scrutinize their own processes to ensure fair and consistent review procedures. We present the results of a controlled study that shows (i) implicit racial bias correlates to observable differences in university application review behaviors and decisions and (ii) our system can affect individuals' review processes. Additionally, we present a case study where rutaBAGA was used in the 2022-2023 Ph.D. admissions cycle in the Computer Science department at a private university demonstrating rutaBAGA's potential to iteratively transform university application review processes to ensure adherence to fair procedural goals
The Role of Disruptive Technologies in Shaping Reflective Practice-Based Learning: Insights from AI and Ethical Considerations
Full text linkThe release of OpenAI's ChatGPT in 2022 marked a new era in AI-supported education, bringing to light both the potential benefits and challenges of using AI-driven tools like chatbots in learning environments. Concerns surrounding shallow learning and potential misuse of AI have made educators cautious about integrating such tools in their teaching. This article examines how AI, particularly in academic work, can foster deeper exploration and engagement, drawing on Hannah Arendt's theories on "the human condition" to frame these insights. Using a case study that includes screenshots and transcribed dialogues from students’ interactions with ChatGPT in written assignments, this study analyzes data from approximately 100 third-year students. In response to a rapidly evolving digital landscape, the study considers the role of disruptive technologies like AI in reflective practice-based learning (RPL) and the importance of technological literacy for both education and professional practice. By situating AI within Arendt's vita activa and vita contemplativa frameworks, we explore how AI can enhance exploration and thus support RPL. Further, the article addresses ethical concerns around AI, investigating the balance between enhancing academic integrity and fostering exploration in an AI-influenced environment. Ultimately, this study contributes to discussions about the future of RPL, considering the implications of AI and other emerging technologies for educational practices. The findings aim to inform the development of pedagogical frameworks that integrate technological literacy and reflective practices, providing a foundation for understanding the ethical and practical considerations essential for future research and implementation
Disruptive Technologies and Peer-learning for Dialogue and Reflection
Full text linkThis paper presents a study of reflection in online, intercultural dialogues between teacher students from The United States of America and Denmark. The study is based on a Collaborative Online International Learning (COIL) exchange between the teacher education programs at University at Albany, SUNY, USA, and University College of Northern Denmark, Aalborg. The COIL project aimed to provide students with cross-cultural perspectives on teaching while fostering reflection about how cultural factors shape educational systems and practice. COIL allows for increased opportunity for the intercultural exchange of ideas without the difficulties of traditional physical exchange. However, it can also potentially decrease experiences of “human” interaction and reflection. Thus, this study explores how online exchange can be structured to create optimal opportunities for peer-learning and reflection. The study’s data is produced through a mixed survey, excerpts from student reflections, comments on the online platform Microsoft Teams, and student interviews. The interviews and the specific student’s reflection assignments formulate three cases that illustrate different approaches to participation in online dialogue and subsequent routes to reflection. The methods of case study and informed grounded theory investigate how the differences between asynchronous and synchronous multimodal exchange impact the students’ experiences of the selected affordances of an online platform as disruptive or non-disruptive, and how this influences their intercultural dialogue and level of reflection. The conclusions from the analysis suggest recommendations for additional scaffolding of online exchanges in future practice as well as themes for further research
Developing and Piloting a Q-study on Pedagogical Challenges in Problem- and Project-based Learning for First-year Engineering Students
Full text linkResearch highlights the benefits of Problem- and Project-Based Learning (PBL) for engineering education, but students face challenges with some of its pedagogical features. This pilot study uses Q-methodology to explore first-year engineering (FYE) students’ learning challenges in a PBL environment. Based on literature, feedback from PBL experts, the University Student Counselling and Well-being unit, and students, 39 Q- statements was developed regarding different pedagogical challenges of students in PBL. Rather than simply identifying challenges, this study aims to identify the most predominant ones. Q-methodology is appropriate because participants rank statements in relation to each other, instead of rating individual statements. Our Q sorting question therefore asks FYE students to rank pedagogical features of PBL from most to least significant in terms of perceived challenge in relation to learning. To pilot the Q, we consulted two experts in PBL and Q-methodology and subsequently let 5 FYE students do the sorting activity. The results of this pilot are informative in themselves in further developing the tool. In the long term, this study is anticipated to provide knowledge about how students struggle with PBL which will help universities become aware of and remedy the situation. 
Defining the Supporting Roles of Facilitators in Project-Based and Work-Based Learning
Full text linkIt is well known that staff roles are critical in higher education. A university in the Midwest region of the United States of America offers unique student-facing support through a work-based learning program by coaching students who learn on the job while working for companies throughout the final four semesters of their undergraduate degree. Prior to the final four semesters of working on the job, students are also supported through a preparation project-based semester. The support staff in this program are referred to as facilitators. This paper aims to address the critical roles of facilitators as they directly pertain to project-based and work-based learning. The unique work-based learning model covered in this paper implements project-based learning in a way that isn’t found anywhere else in academia, and it continues to be a successful model of education. The following two questions will be explored: How are facilitators engaging in each of their job description roles? How do facilitators perceive and describe each of their job description roles? This paper will broadly define each role of a facilitator by including an analysis of qualitative reflections by a professor and a director in this work-based program. It will also include quantitative data that discusses the facilitator’s self-reported median and average values of time spent in each of the roles. This will result in recommendations to other higher education programs to begin creating facilitator positions that add value to other project-based learning models. 
Comparing Retrospective and Pre-Post Survey Measurement of First-Year African Engineering Students’ Skill and Perception Changes through a PBL Course
Full text linkFor many first-year engineering students at Ashesi University in Ghana, the project-based learning (PBL) approach they experience in Introduction to Engineering differs from the rote-based pedagogies they have previously experienced. The authors’ previous efforts to understand this pedagogy's impact on the students have relied on pre-post survey tools. For some responses, higher-than-expected scores on the pre-survey have been noticed. This study aimed to understand whether a different methodology, a retrospective pre-post survey, would yield similar results and what reasons may underlie any differences.
A mixed-method approach was deployed with students in the 2024 cohort of the course. They completed two surveys – one at the beginning (pre-survey) and one at the end of the course (retrospective pre-post survey). Five skill/perception categories were deployed with Likert-scale questions. T. tests revealed no statistically significant difference in the traditional pre-post analysis, while in the retrospective analysis, all five categories had statistically significant increases with small to medium effect sizes. Interviews with select respondents revealed self-assessment bias, as they tended to overestimate their skills at the beginning of the course. These results suggest that the retrospective approach may be better suited for studies on this target group
Integrating Collaborative Technologies within a BIM Course for Ireland's AEC Sector: Overview and Proposed Research Directions
Full text linkThis paper examines the integration of collaborative Building Information Modelling (BIM) technologies within the Bachelor of Science (Honours) in BIM (Digital Construction) course at Technological University Dublin, a course designed to upskill professionals in Ireland's Architecture, Engineering, and Construction (AEC) sector. Recognising the inherently interdisciplinary nature of modern construction and the collaborative workflows enabled by BIM, the course strategically incorporates technologies such as Revit, ArchiCAD, and MagiCAD for discipline-specific modelling, as well as Navisworks and BIM360 for multidisciplinary coordination and clash detection. This practice paper details how these technologies facilitate active and immersive learning, mirroring real-world industry practices while fostering reflective practice and multi-disciplinary teamwork. The paper highlights the crucial importance of developing collaborative skills for the digital transformation of the Irish AEC sector. Building on the BIM course overview and the role of collaborative technologies, this paper concludes by proposing future research to enhance the understanding and practice of BIM education within engineering education research, which may inform the development of similar educational offerings. 
Who are the Professional Engineers Participating in Continuing Engineering Education?
Full text linkThe importance of Continuing Engineering Education (CEE) has increased significantly in response to rapid technological change, shifting industry standards, and the growing need for engineers to maintain up-to- date skills and competencies. Despite this, limited attention has been paid to understanding the profiles, career trajectories, motivations, and beliefs of the engineers who actively engage in CEE.
This study explores the motivations and characteristics of professional engineers participating in CEE across various European countries. It seeks to answer the research question: Who are the professional engineers participating in CEE, and what factors influence their decision to engage? Given the limited existing literature, an exploratory qualitative research design was employed. Semi-structured interviews were conducted with a diverse group of mid-career engineers from different disciplines, employment sectors, and national contexts. This approach enabled a deeper exploration of individual experiences and perspectives while allowing for flexibility in probing emerging themes. A total of eight interviews were conducted, focusing on participants’ educational and professional backgrounds, their engagement with CEE, and their views on learning and professional development.
The study's findings provide valuable insights into how and why engineers engage in CEE, highlighting the importance of personal relevance, career alignment, and organizational context. The results can support CEE providers in developing more targeted and responsive learning opportunities that reflect engineers’ aspirations, preferences, and professional realities. Ultimately, the study contributes to the broader dialogue on lifelong learning in engineering by emphasizing the diverse and evolving nature of CEE participation across Europe.