Percorrer por autor "Pedersen, Jens Myrup"
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- Using a chatbot for student onboarding and learning in projects: technology as an enabler of active learningPublication . Lopes, Erik T.; Altoé, Yasmim Bezerra Oliveira; Prazeres, Pedro Gonçalves; Araujo, Luiza Oliveira de; Monteiro, Simone Borges Simão; Mesquita, Diana; Pedersen, Jens Myrup; Lima, Rui M.Using technologies as enablers of active learning methodologies is a recurring topic in the scientific literature. Various tools have been developed and applied in engineering education, yielding promising results. The rapid development and widespread adoption of generative artificial intelligence (AI) language models have recently sparked discussions on their use, regulation, and evaluation in the teaching and learning process. Chatbots represent a relevant application, offering opportunities such as enhancing the learning process, providing rapid and personalised access to knowledge, and enabling iterative support that benefits students. Additionally, chatbots can be applied in administrative and support activities, potentially reducing faculty workload, which is one of the challenges in adopting active learning approaches. Given this, this article presents a method for developing a chatbot using low-code tools to accelerate the onboarding process for the Erasmus+ Egalitarian project, which focuses on solid waste management and waste pickers. Organised into iterative cycles, this project has already engaged students of various nationalities, addressing challenges related to initial problem contextualisation, knowledge management, and the diverse concepts and tools adopted. Thus, students and faculty members who participated in the first three cycles of the project evaluated the developed tool, highlighting strengths and areas for improvement and comparing their experiences with and without the chatbot. The results indicate the feasibility of chatbot development without requiring programming skills, the potential of generative AI to provide fast and direct access to knowledge, and an improved experience for participants in projects involving active learning. Finally, this tool enables gradual and iterative training throughout the project cycles, reducing the effort required from faculty members and experienced students in the onboarding process in each new cycle.
- Workshop: learning that makes a difference - cross-disciplinary student projects with a real impactPublication . Pedersen, Jens Myrup; Hattum-Janssen, Natascha van; Torres, Mateus Halbe; Alves, Anabela Carvalho; Mesquita, Diana; Viana, Dianne; Monteiro, Simone Borges SimãoWorking on real-world cases increases the motivation for learning, and prepares engineering students to become problem solvers. This is even more so for projects that have the potential to create visible and lasting impact, e.g. related to problems of social or environmental sustainability. Such problems are usually open ended, and require students to work together across - which can also create stress and uncertainty, because the road to success is not known from the beginning. This presents an excellent fit with the conference theme: "Overcoming Uncertainty – Building Bridges Between Society And Learning In The Future". The workshop is centered around three main challenges that we have experienced during the Erasmus+ EGALITARIAN project, which is focused on having students solving problems together across borders and disciplines: 1) How to scope projects, so they fit learning objectives and at the same time supports a real case. Student projects and courses are often defined through learning objectives. When working with real-world challenges, this can be challenging, since the real cases are not “designed” around the learning objectives. 2) How to ensure projects are making real impact. Working with NGOs and other organisations, can be rewarding. However, such organisations often have limited time and resources available, so it is important that the solutions developed are useful and create value. On the other hand, student projects are not always reaching that level of maturity, because the learning is in focus rather than the result. 3) How to support the students throughout the journey? Working with multiple stakeholders can be challenging. The format of the workshop is highly interactive, and consists of: Short introduction, Group work, where each group should come up with 1-3 ways to address each challenge and add it on a digital board, Presentations from the groups in plenum.