1,720,967 research outputs found
Perceptions of 21st-century digital skills and agency among design sprint participants in Laurea UAS, Finland
No full text<p>This explorative study investigated students’ (N=16) perceptions before and after the study unit Digital Analytics and Consumer Insights. The studies were conducted as an intensive hybrid five-day design sprint, a variant of project- and problem-based learning. An online questionnaire with a 5-point Likert scale was used for data collection. The findings indicate that the intervention improved perceptions of most studied digital “hard skills” (8/11 claims). Out of twelve 21st-century “soft skills” claims, perceptions were high initially and improved significantly for critical thinking and systematic problem-solving claims during the design sprint. The agency scores showed a slight improvement but no significant difference. Face-to-face groups would be willing to recommend the sprint method more for peers than online groups. </p>
<p>In the era of global turbulence and artificial intelligence, in addition to hard skills, soft skills like communication, teamwork, problem-solving and project management are in demand by employers. According to LinkedIn data in 2/2024, adaptability is the most demanded skill. In addition to traditional subjects, the pedagogical methods in higher education should better support the development of 21st-century skills.</p>
Perceptions of 21st-century digital skills and agency among design sprint participants in Laurea UAS, Finland
No full text<p>This explorative study investigated students’ (N=16) perceptions before and after the study unit Digital Analytics and Consumer Insights. The studies were conducted as an intensive hybrid five-day design sprint, a variant of project- and problem-based learning. An online questionnaire with a 5-point Likert scale was used for data collection. The findings indicate that the intervention improved perceptions of most studied digital “hard skills” (8/11 claims). Out of twelve 21st-century “soft skills” claims, perceptions were high initially and improved significantly for critical thinking and systematic problem-solving claims during the design sprint. The agency scores showed a slight improvement but no significant difference. Face-to-face groups would be willing to recommend the sprint method more for peers than online groups. </p>
<p>In the era of global turbulence and artificial intelligence, in addition to hard skills, soft skills like communication, teamwork, problem-solving and project management are in demand by employers. According to LinkedIn data in 2/2024, adaptability is the most demanded skill. In addition to traditional subjects, the pedagogical methods in higher education should better support the development of 21st-century skills.</p>
Perceptions of 21st-century digital skills and agency among design sprint participants in Laurea UAS, Finland
No full text<p>This explorative study investigated students’ (N=16) perceptions before and after the study unit Digital Analytics and Consumer Insights. The studies were conducted as an intensive hybrid five-day design sprint, a variant of project- and problem-based learning. An online questionnaire with a 5-point Likert scale was used for data collection. The findings indicate that the intervention improved perceptions of most studied digital “hard skills” (8/11 claims). Out of twelve 21st-century “soft skills” claims, perceptions were high initially and improved significantly for critical thinking and systematic problem-solving claims during the design sprint. The agency scores showed a slight improvement but no significant difference. Face-to-face groups would be willing to recommend the sprint method more for peers than online groups. </p>
<p>In the era of global turbulence and artificial intelligence, in addition to hard skills, soft skills like communication, teamwork, problem-solving and project management are in demand by employers. According to LinkedIn data in 2/2024, adaptability is the most demanded skill. In addition to traditional subjects, the pedagogical methods in higher education should better support the development of 21st-century skills.</p>
Forecasted self : learning 21st-century digital skills with artificial intelligence and real-life projects
No full textThis dissertation examines 21st-century digital skills development at the University of Applied Sciences context and their applicability to the Finnish Defence Forces. The goal is particularly to discover how project-based learning and artificial intelligence (AI) can support the students’ skills development and students’ perceptions of them.
In past years, we have witnessed a multitude of disruptions on a global scale, such as climate impacts, global pandemics, major logistical challenges, and full-scale wars. Technological advancements, such as generative artificial intelligence, autonomic vehicles in all domains, and space technologies have been seen both in civil and military use. Higher education students, knowledge workers, and officers need new skills to cope with this new world. 21st-century digital skills might offer one approach to facing these complex challenges.
This dissertation presents seven studies to understand 21st-century digital skills and their development. Studies I and VI focus on the real-life project-based learning environment, methods, and their student experiences. Studies II, III, IV, and V focus on supporting students with AI solutions for study planning, job search, skills verbalization, and life-long career guidance. Study VII focused on the officers’ and research staff's perceptions of NATO’s emerging and disruptive technologies, 21st-century skills and their learning methods at the Finnish Defence Forces. In total, 820 participants were included in the samples of these seven conducted studies.
The research methods used were primarily qualitative related to students’ experiences, the use of artificial intelligence tools, and the Laurea University of Applied Sciences learning environment and methods. In addition, in Study VI, quantitative methods were used to compare the pre- and post-intervention results and the effect of learning modes (face-to-face and online).
The main findings of this dissertation are the following: a) framework for developing “hard skills” and “soft”, 21st-century skills in an informal project learning environment, b) project-based learning method for hybrid Design Sprint which increased student’ perceptions significantly regarding digital skills development, critical thinking and problem solving, c) suggestion on how to verbalize student skills with the help of AI, “forecasted self” for better employability, d) conceptual maturity model for lifelong career guidance with AI, and e) recommendations for Finnish Defence Forces EDT & 21st-century skills priorities and learning methods.
The relevance of the research topics to the Defence Forces context was studied with general staff officers’ course and National Defence University researchers (Study VII). As the most useful NATO emerging and disruptive technologies were seen artificial intelligence, Big data, advanced analytics & ICT, and electronics and electromagnetics. As the most important 21st-century skills were seen i) critical thinking and problem solving, ii) collaboration, teamwork and leadership, iii) communication informationand media literacy, and iv) creativity and innovation. For acquiring new technology or 21st-century skills, the participants saw the collaborative and practical learning methods most suitable, including real-life projects and problem-based learning, Design Sprints, protolabs, simulations, and learning games.
Based on the results of this dissertation and especially Study VII, collaborative learning methods are recommended for more extensive piloting and use in digital 21st-century skills development in Defence Forces.Tämä väitöskirja tarkastelee digitaitojen ja laaja-alaisten työelämätaitojen (21st-century digital skills) kehittämistä ammattikorkeakoulukontekstissa sekä löydösten soveltuvuutta Puolustusvoimille. Tavoitteena on tarkastella erityisesti, kuinka projektioppimisen menetelmät ja tekoäly voivat tukea oppimista ja kuinka opiskelijat ne kokevat.
Viime vuosina olemme todistaneet lukuisia disruptioita globaalisti, kuten ilmastovaikutukset, pandemian, logistiikkakriisit ja täysmittaiset sodat. Uusien teknologioiden nopea esiinmarssi on nähty siviili- ja sotilasympäristöissä, esimerkiksi generatiivisen tekoälyn, autonomisten ajoneuvojen, ja avaruusteknologian osa-alueilla. Korkea-asteen opiskelijat ja tietotyöläiset, kuten sotilasasiantuntijat ja -johtajat tarvitsevat uusia taitoja ja ketteryyttä sopeutuakseen tähän toimintaympäristöön. Digitaaliset taidot ovat teknisiä taitoja laajempi kokonaisuus osana laaja-alaisia taitoja. Laaja-alaiset digitaidot (21st-century digital skills) tarjoavat yhden näkökulman uusiin ja monimutkaisiin haasteisiin vastaamisessa.
Ymmärtääksemme laaja-alaisia digitaitoja ja niiden kehittämistä, tämä väitöskirja koostuu seitsemästä osajulkaisusta. Käytännön projektioppimisen ympäristöjä, menetelmiä ja opiskelijoiden kokemuksia niistä selvitettiin tutkimuksissa I ja VI. Tekoälytukea opiskelijoiden opintojen suunnitteluun, oman osaamisen sanoittamiseen, työnhakuun ja elinikäiseen ohjaukseen selvitettiin tutkimuksissa II, III, IV ja V. Tutkimuksessa VII kartoitettiin Puolustusvoimien näkemyksiä NATOn uusista teknologioista (NATO STO, EDT, emerging and disruptive technologies), laaja-alaisista taidoista sekä niihin soveltuvista oppimismenetelmistä. Yhteensä 820 henkilöä osallistui näihin seitsemään tutkimukseen.
Käytetyt tutkimusmenetelmät olivat pääosin laadullisia, liittyen opiskelijoiden kokemuksiin, tekoälypalvelujen käyttöön sekä Laurea ammattikorkeakoulun oppimisympäristöihin ja -menetelmiin. Lisäksi tutkimuksessa VI, tarkasteltiin kvantitatiivisen tutkimuksen menetelmin eroja kokemuksissa ennen opetusinterventiota ja sen jälkeen sekä oppimismoodin vaikutuksia (lähi- ja verkko-opetus).
Väitöskirjan keskeiset löydökset ovat a) projektioppimisympäristön malli, jolla epäformaalissa ympäristössä voidaan tukea ”kovien” taitojen ja laaja-alaisten, ”pehmeiden” taitojen kehittymistä, b) projektioppimisen menetelmä (hybridi Design Sprint), jolla opiskelijoiden koettu osaaminen kasvoi merkittävästi digitaitojen, kriittiseen ajattelun ja ongelmanratkaisun osalta, c) ehdotus, jolla opiskelija voi paremmin sanoittaa omaa osaamistaan työnhakua varten digitaalisen kaksosen avulla (forecasted self), d) konseptuaalinen arviointimalli elinikäiseen ohjaukseen tekoälyavusteisesti sekä e) suositukset Puolustusvoimien uusien teknologioiden ja laaja-alaisten taitojen oppimisen sekä niiden oppimismenetelmien prioriteeteiksi.
Tulosten perusteella projektioppiminen voi tukea digi- ja laaja-alaisten taitojen oppimista ammattikorkeakoulun kontekstissa. Projektihallintaosaaminen yksistään nähdään arvokkaana työnantajien näkökulmasta, joten taitoja kannattaa harjoitella jo opintojen aikana. Tekoälypalveluilla voidaan tukea opiskelijoiden ohjausta sekä oman osaamisen sanoittamista, mikä auttaa työllistymään valmistumisen jälkeen.
Aiheen relevanssia Puolustusvoimien kontekstiin kysyttiin yleisesikuntaupseereilta ja Maanpuolustuskorkeakoulun tutkijoilta (tutkimus VII). Vuoteen 2030 mennessä Naton uusista teknologioista (EDT) hyödynnettävimmiksi nähtiin tekoäly, Big data, kehittynyt analytiikka & ICT, sekä elektroniikka ja elektromagnetiikka. Laaja-alaisista taidoista tärkeimmiksi nähtiin i) kriittinen ajattelu ja ongelmanratkaisu, ii) kollaboraatio, tiimityö ja johtajuus, iii) kommunikaatio, informaatio- ja medialukutaito sekä iv) luovuus ja innovaatio. Soveltuvimmiksi opetusmenetelmiksi molempiin edellisiin nähtiin kollaboratiiviset ja käytännölliset oppimismenetelmät, kuten työelämäprojektit, ongelmalähtöinen oppiminen, Design Sprintit, protopajat, simulaatiot ja oppimispelit.
Tämän väitöksen ja erityisesti tutkimuksen VII tulosten perusteella, yhteistoiminnallisia oppimismenetelmiä suositellaan laajempaan pilotointiin ja käyttöön digi- ja laajaalaisten taitojen osalta myös Puolustusvoimissa.ei tietoa saavutettavuudest
Perceptions of 21st-century digital skills and agency among design sprint participants in Laurea UAS, Finland
No full text<p>This explorative study investigated students’ (N=16) perceptions before and after the study unit Digital Analytics and Consumer Insights. The studies were conducted as an intensive hybrid five-day design sprint, a variant of project- and problem-based learning. An online questionnaire with a 5-point Likert scale was used for data collection. The findings indicate that the intervention improved perceptions of most studied digital “hard skills” (8/11 claims). Out of twelve 21st-century “soft skills” claims, perceptions were high initially and improved significantly for critical thinking and systematic problem-solving claims during the design sprint. The agency scores showed a slight improvement but no significant difference. Face-to-face groups would be willing to recommend the sprint method more for peers than online groups. </p>
<p>In the era of global turbulence and artificial intelligence, in addition to hard skills, soft skills like communication, teamwork, problem-solving and project management are in demand by employers. According to LinkedIn data in 2/2024, adaptability is the most demanded skill. In addition to traditional subjects, the pedagogical methods in higher education should better support the development of 21st-century skills.</p>
Perceptions of 21st-century digital skills and agency among design sprint participants in Laurea UAS, Finland
No full text<p>This explorative study investigated students’ (N=16) perceptions before and after the study unit “Digital Analytics and Consumer Insights”. The studies were conducted as an intensive hybrid five-day design sprint. An online questionnaire with a 5-point Likert scale was used for data collection. The findings indicate that the intervention improved perceptions of most studied digital, hard skills (8/11 claims). Out of twelve 21st-century “soft” skills claims, perceptions were high at the start, and improved significantly for critical thinking and systematic problem-solving claims during the design sprint. The agency scores showed a slight improvement but no significant difference. Face-to-face groups would recommend the sprint method more for peers than online groups. </p>
<p>In the era of global turbulence and artificial intelligence, in addition to hard skills, the “soft” skills like communication, teamwork, and problem-solving are in demand by employers. According to LinkedIn data in 2/2024, adaptability is the most demanded skill. In addition to traditional subjects, the pedagogical methods in higher education should better support the development of 21st-century skills.</p>
Perceptions of 21st-century digital skills and agency among design sprint participants in Laurea UAS, Finland
No full text<p><span>This </span><span>explorative study investigated </span><span>students’ (N=16) </span><span>perceptions</span><span> before and after the study unit Digital Analytics and Consumer Insights. </span><span>The studies were conducted as an intensive hybrid five-day design sprint, a variant of project- and problem-based learning. An online questionnaire with a 5-point Likert scale was used for data collection. </span><span>The findings indicate that the intervention improved </span><span>perceptions of most studied digital “hard skills” (8/11 claims). Out of twelve 21st-century “soft skills” claims, perceptions were high initially and improved significantly for critical thinking and systematic problem-solving claims during the design sprint. The agency scores showed a slight improvement but no significant difference. Face-to-face groups would be willing to recommend the sprint method more for peers than online groups. </span><span> </span></p>
<p><span>In the era of global turbulence and artificial intelligence, in addition to hard skills, soft skills like communication, teamwork, problem-solving and project management are in demand by employers. According to LinkedIn data in 2/2024, adaptability is the most demanded skill. In addition to traditional subjects, the pedagogical methods in higher education should better support the development of 21st-century skills. </span></p>
Perceptions of 21st-century digital skills and agency among design sprint participants in Laurea UAS, Finland
No full text<p>This explorative study investigated students’ (N=16) perceptions before and after the study unit Digital Analytics and Consumer Insights. The studies were conducted as an intensive hybrid five-day design sprint, a variant of project- and problem-based learning. An online questionnaire with a 5-point Likert scale was used for data collection. The findings indicate that the intervention improved perceptions of most studied digital “hard skills” (8/11 claims). Out of twelve 21st-century “soft skills” claims, perceptions were high initially and improved significantly for critical thinking and systematic problem-solving claims during the design sprint. The agency scores showed a slight improvement but no significant difference. Face-to-face groups would be willing to recommend the sprint method more for peers than online groups. </p>
<p>In the era of global turbulence and artificial intelligence, in addition to hard skills, soft skills like communication, teamwork, problem-solving and project management are in demand by employers. According to LinkedIn data in 2/2024, adaptability is the most demanded skill. In addition to traditional subjects, the pedagogical methods in higher education should better support the development of 21st-century skills.</p>
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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