La crisis sanitaria causada por la pandemia covid-19 en el mundo hizo que muchas escuelas se vieran forzadas a impartir clases virtuales o semipresenciales, muchas sin tener la preparación ni los recursos necesarios para llevar a cabo semejante tarea. El presente trabajo tiene como objetivo estudiar las percepciones del alumnado y el profesorado de la asignatura de español como lengua extranjera de una escuela secundaria sueca con respecto a la experiencia de enseñanza virtual de los últimos dos años. El artículo aborda tres problemáticas: la preferencia de modalidad de enseñanza, las ventajas y desventajas de la modalidad virtual, y las tecnologías de la comunicación y la información que se pueden mantener en la enseñanza presencial. La metodología utilizada para recabar información de primera mano son dos encuestas: una con preguntas abiertas para profesores, y otra de preferencia y opinión siguiendo la escala de Likert para el alumnado. A su vez se usará el modelo de Fisher de dos colas para establecer correlaciones estadísticas que puedan probar las hipótesis. El marco teórico del trabajo es la teoría de la conectividad de Siemens y Downes, el concepto de competencia digital y el enfoque de “aula invertida” de Bergmann y Sams. / The sanitary crisis caused by the worldwide covid-19 pandemic forced many schools to impart blended and online teaching, despite the fact that many lacked the preparation or the necessary resources to carry out this task. This paper aims at studying the perceptions of Spanish as a Foreign Language secondary school students and teachers with respect to the distance education experience of the last two years. The article addresses three issues: the preference for a certain teaching modality, the risks and disadvantages of online teaching, and the digital tools and strategies that can be used in face-to-face teaching. The method used to obtain first-hand information are surveys: the teachers’ survey had open questions, and the students’ survey, Likert’s preference and opinion scales. In addition, Fisher’s exact test will be used to establish if there are statistically significant correlations between variables to prove the study’s hypotheses. The theoretical framework is Siemens’ and Downes’ theory of connectivity, the concept of digital competence and that of “flipped classroom” by Bergmann and Sams.

This applied dissertation was designed to understand and explore the experiences of graduate students at a public four-year higher education institution in the southeastern region of the United States. This study utilized an interview based phenomenological qualitative study design approach for data collection and analysis. Committees in the field of higher education reviewed and approved the interview protocol. The research study and data analysis were conducted in the Spring Semester of 2017. The researcher employed semi-structured interviews that were guided by ten protocol questions. Transcription accuracy, credibility, and trustworthiness were established through diligent adherence to university protocols. The collected data revealed themes that supported the researchers’ understanding of graduate students’ perception of engagement and experiences in face-to-face, online, and blended classroom settings. The qualitative research study provides in-depth insight for future enrollees and program development. The selected institution’s IRB and Nova Southeastern University’s IRB granted permission to conduct the study. A phenomenological approach was used to maximize exploration of graduate students’ perception of engagement and experiences in face-to-face, online, and blended graduate level classroom settings. Ten protocol questions guided the semi-structured interviews. Subsequent to the scheduled 60-minute interviews, Interpretative Phenomenological Analysis (IPA) was used to describe the meaning of several individuals’ perceptions. The most prevalent theme that emerged was a lack of meaningful social interaction, or student engagement, in online formats. Once the data had been analyzed, recommendations for future research were provided to support the needs of a graduate student population on university campuses.

In response to the covid-19 pandemic in 2020, the Swedish National Agency for Education and the Public Health Agency of Sweden recommended that all upper secondary schools in Sweden would temporarily transition to distance education. A report was simultaneously ordered by the Swedish School Inspectorate, which would monitor the effects the distance education had on Swedish upper secondary schools. The report found that many areas of the Swedish upper secondary school had suffered during the period of distance education. The purpose for this essay is to examine how the findings of the report corresponds with the experiences in German teaching at upper secondary level, one year after the publishing of the original report. An interview with a teacher of German was conducted, who had spent the last three semesters teaching German in an upper secondary school, which mostly was spent via online teaching due to the recommendations from the Public Health Agency. The findings suggest that most of the negative consequences highlighted by the report coincide with the experiences in teaching of German as a foreign language, although many of the findings also apply to other parts of the schoolsystem as well. The findings, furthermore, seem to indicate that certain aspects of what was highlighted by the report could potentially affect foreign language teaching especially, as language learning depends on interactional factors to be successful. The gradual return of present learning has also created a situation of hybrid learning, which only seem to affect certain parts of the school system, German teaching included. To combat similar situations with negative effects in the future, this essay aims to discuss ways in which to actively work towards a teaching approach that is affected to a lesser extent than have been monitored during the covid-19 pandemic. Ways in which to improve future teaching include actively fostering good motivational practices and adapting to working methods which combine the positives of both present and online teaching practices.

Interaction is a core element in the design of blended and distance learning environments. The importance of understanding these interactions and what might increase effectiveness of such interactions in education is paramount for meaningful learning. This dissertation consists of two qualitative case studies designed to provide a rich, descriptive look at interactions in a high school distance/blended-learning context in the home-study and technology-meditated seminary program of The Church of Jesus Christ of Latter-day Saints. In the study article, Moore's (1989) interaction framework was used as a lens for understanding the learner experience. Thematic narratives were used to highlight themes related to students' perceived learning gains from learner-content interaction and their hesitancy to engage in learner-learner and learner-instructor interactions if they had not met personally. In the second study, Garrison's (2007) Community of Inquiry framework was used to understand the impact that teacher decisions, other than the selection of content, had on the cognitive and social climate of the learning experience. This study describes how a teacher's facilitation of social interaction influences the course learning outcomes. The results highlight the teacher's role in providing the educational and social climate needed to foster learner interactions. This study noted that when the teachers gave learners the opportunity to interact in a live setting, it appeared to foster the relationships needed to interact online. The narratives also highlight how a teacher helped learners interact with one another around content online.

[pt] O presente estudo surgiu, orientado pela necessidade de sistematizar uma experiência diferenciada, no Ensino de Design, com práticas pedagógicas disruptivas, voltadas para o desenvolvimento humano, mediadas por dinâmicas vivenciais e apoiadas pelas redes sociais. Diante da expertise adquirida na prática profissional da autora e do cenário educacional atual, com todas as benesses e agruras tecnológicas e digitais, essa pesquisa propõe uma aproximação do Ensino de Design à educação voltada ao desenvolvimento harmônico do Ser, em todas as suas dimensões. Para isso, percorre o Caminho Quádruplo, que se baseia nas raízes míticas mais profundas da humanidade. Seus aspectos, mental, corporal, social, cultural, bem como as funções da consciência, pensamento, sensação, sentimento e intuição, são estimuladas por meio do ensino híbrido, da interação e da colaboração, apoiadas pelas redes sociais, utilizadas como plataformas de aprendizagem. É nesta bidirecionalidade, entre dois mundos: o de saberes ancestrais e um mundo tecnológico que este trabalho aponta novas práticas pedagógicas que contribuem para uma formação interdisciplinar e transcultural do estudante de Design. Para que essa aproximação fosse possível, a pesquisa se delineou em algumas etapas. A primeira esclarece alguns conceitos fundamentais em que este trabalho se inscreve, a segunda mostra o caminho pessoal da autora, que deu origem a esse trabalho, na terceira etapa se inicia a jornada pelo Caminho Quádruplo dividida em: O caminho do Guerreiro (Dimensão Social - Pensamento), O caminho do Curador (Dimensão Corporal – Sensação), O caminho do Visionário (Dimensão Cultural – Intuição) e o caminho do Mestre (Dimensão Mental – Sentimento). Por fim a quarta etapa aponta para a despedida deste caminhar de forma integrada. / [en] The present study emerged, guided by the need to systematize a differentiated experience, in Design Teaching, with disruptive pedagogical practices, focused on human development, mediated by experiential dynamics and supported by social networks. Given the expertise acquired in the author s professional practice and the current educational scenario, with all the technological and digital benefits and hardships, this research proposes an approximation of Design Teaching to education aimed at the harmonious development of the Being, in all its dimensions. To do so, it follows the Quadruple Path, which is based on the deepest mythical roots of humanity. Its mental, bodily, social, cultural aspects, as well as the functions of consciousness, thought, sensation, feeling and intuition, are stimulated through blended learning, interaction and collaboration, supported by social networks, used as learning platforms. It is in this bidirectionality, between two worlds: that of ancestral knowledge and a technological world that this work points out new pedagogical practices that contribute to an interdisciplinary and transcultural training of the Design student. For this approximation to be possible, the research was outlined in some stages. The first clarifies some fundamental concepts in which this work is inscribed, the second shows the author s personal path, which gave rise to this work, in the third stage begins the journey through the Quadruple Path divided into: The Warrior s Path (Social Dimension - Thought), The Healer s Path (Body Dimension - Sensation), The Visionary s Path (Cultural Dimension - Intuition) and the Master s Path (Mental Dimension - Feeling). Finally, the fourth stage points to the farewell of this walk in an integrated way.

A significant level of research is currently being carried out in the development of driver support systems as they are expected to play a key role in minimizing road vehicle accidents and creating a safe driving environment under harsh weather conditions. However, the performance of some components used by existing driver support systems like LIDAR and visual cameras are affected by extreme weather conditions such as heavy rain fall and snow. Therefore, it is paramount to identify key locations in an automotive vehicle where such systems are least affect by external weather conditions, thereby, improving their overall performance. The field of research that deals with such questions from a simulation perspective is called contamination modeling. At the moment, one of the biggest knowledge gaps in this field is how to consider the effect of different materials on the movement of liquids such as water on different automotive surfaces like glass, plastic, rubber and painted metal. The work presented in this research study has been carried out to investigate and establish the most suitable simulation strategies to match numerical predictions with experimental data for flow of water over different automotive surfaces. Following a comprehensive parametric study of simulation parameters, it was found that the most suitable model that can be tweaked to achieve different flow properties with different surfaces is a dynamic contact angle model. The Blended Kistler model available in STAR-CCM+ required specific values for static, advancing and receding contact angles to optimize a surface for a given material. Therefore, droplet experiments of two droplet sizes were initially carried out for all tested materials at different inclinations and necessary flow parameters were recorded. All experiments were carried out using an approach known as light induced fluorescence imaging where the captured images provided a very convenient method for post processing in computational software. Results from droplet experiments showed that water moved quickest on plastic and slowest on glass. Static contact angle measurements were carried out first on horizontal surfaces. Afterwards, the surface was inclined at 15, 30, 45, 60, and 75 degrees to measure changes in contact angle and velocities. The surfaces for glass and painted metal were directly taken from the door of a Volvo S60 while a separate surface was used for plastic and rubber. These results were then used to create simulation setups for rivulets in STAR-CCM+ with the multiphase modeling approach known as volume of fluid. Rivulet simulations were carried out for all four materials at five different inclinations and the results were compared and validated with experimental data. The results show good correlation between numerical predictions for rivulet movement and experimental data emphasising on the possibility of fine-tuning the surfaces of a simulation setup to represent different material properties.

This thesis focuses on the critical development of friction and blended braking capabilities for an electric driveline model intended for multiscale road-cargo simulations. In the rapidly evolving landscape of transportation, electric driveline technology has emerged as a key player in achieving sustainability and efficiency goals. This study addresses the pivotal aspect of braking performance within this context, aiming to optimize energy utilization and enhance road safety. Using a systems engineering approach, MATLAB, and Simulink, the work in this thesis focused on the construction of a comprehensive model of a Volvo FH truck with friction/blended braking and an Anti-lock Braking System (ABS). The model underwent rigorous validation against the New European Driving Cycle (NEDC) and subsequent simulation under NEDC, US06, WLTC3 driving cycles. The primary objective was to assess the impact of activating or deactivating the blended control system on the State of Charge (SOC) and energy consumption. Through iterative refinement, the model's energy consumption per kilometer closely approximated actual FH truck test values. Activating the blended control system consistently led to reduced energy consumption across all driving cycles, underscoring its potential to enhance sustainable and safe transportation solutions. Importantly, the ABS system functioned effectively throughout the simulations, ensuring vehicle safety, while the model maintained a consistent output speed aligned with the input speed. This abstract summarizes the research's focus, methodology, and key findings, highlighting the successful development and validation of a Volvo FH truck model with friction/blended braking and ABS systems. The results underscore the blended control system's capacity to improve energy efficiency, contributing to the pursuit of sustainable and efficient transportation solutions in the evolving landscape of electric driveline technology. / Detta examensarbete fokuserar på utvecklingen av en elektrisk drivlinemodell som inkluderar mixning av konventionell friktionsbromssystem och den elektriska drivlinans moment under regenerering. Modellen är avsedd för multiskaliga väg-och godstransportsimuleringar. I den snabbt föränderliga transportsektorn är elektrisk drivlineteknologi en viktig del för att uppnå hållbarhets- och effektivitetsmål. Detta arbete behandlar den avgörande aspekten av bromsprestanda i detta sammanhang och har som mål att optimera energianvändningen och kontrollera vägsäkerheten. Genom att använda s.k. systems engineering-metodik, MATLAB och Simulink, utvecklades en dynamisk modell av en Volvo FH-lastbil med friktions-/mixad bromsning och system för låsningsfria bromsar (ABS). Modellen genomgick en rigorös validering mot New European Driving Cycle (NEDC) och efterföljande simuleringar enligt NEDC, US06 och WLTC3-körcykler. Det primära målet var att bedöma effekten av att aktivera eller inaktivera det mixade kontrollsystemet på laddningsnivå (SOC) och energiförbrukning. Genom iterativ förbättring approximerade modellen energiförbrukningen per kilometer nära de faktiska provvärdena för FH-lastbilar. Aktivering av det blandade kontrollsystemet ledde konsekvent till minskad energiförbrukning för alla körcykler och underströk dess potential att förbättra hållbara och säkra transportsystem. Det är viktigt att notera att ABS-systemet fungerade effektivt genom alla simuleringar och säkerställde fordonssäkerheten, samtidigt som modellen beräknade en hastighet i linje med körcykelns specificerade hastigheten. Denna sammanfattning sammanfattar forskningens fokus, metodik och huvudsakliga resultat och lyfter fram den framgångsrika utvecklingen och valideringen av en Volvo FH-lastbilsmodell med friktions-/mixad bromsning och ABS-system. Resultaten understryker det blandade kontrollsystemets förmåga att förbättra energieffektiviteten och bidra till strävan efter hållbara och effektiva transportsystem i den snabbt föränderliga världen av elektrisk drivlineteknologi.

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