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Gunnarsson, Svante
Alternative names
Publications (10 of 209) Show all publications
Gunnarsson, S. & Diaz-Salazar, A. A. (2023). A design-implement expericence within computer vision. In: Proceeding of the 19th CDIO International Conference: . Paper presented at 19th International CDIO Conference, Trondheim, Norway, 26-29 June 2023 (pp. 251-257). NTNU SEED
Open this publication in new window or tab >>A design-implement expericence within computer vision
2023 (English)In: Proceeding of the 19th CDIO International Conference, NTNU SEED , 2023, p. 251-257Conference paper, Published paper (Refereed)
Abstract [en]

A design-implement experience in computer vision, which is part of the Bachelor’s program in Artificial Intelligence at the Federal University of Goiás, Brazil, is presented. The program runs over four years, and the design-implement experience is part of a course module in computer vision in the third year. The first years of the program contains mandatory course modules in mathematics, computer science and entrepreneurship, and the module in computer vision is the first module where students were introduced to work in projects in the CDIO form. As a result, some of the students which had previous knowledge about project management and development performed well and achieved solid results. Some other students which underestimated the project scope had a less solid performance and achieved weaker results. However, the final overall feedback from the students was positive and lessons learned were appointed for future improvements.

Place, publisher, year, edition, pages
NTNU SEED, 2023
Series
Proceedings of the International CDIO Conference, ISSN 2002-1593
Keywords
Design-implement experience, computer vision, project-based learning, Standards: 2, 4, 5, 11
National Category
Learning
Identifiers
urn:nbn:se:liu:diva-198589 (URN)9788230361863 (ISBN)
Conference
19th International CDIO Conference, Trondheim, Norway, 26-29 June 2023
Available from: 2023-10-19 Created: 2023-10-19 Last updated: 2023-10-24Bibliographically approved
Zimmermann, S. A., Enqvist, M., Gunnarsson, S., Moberg, S. & Norrlöf, M. (2023). Experimental evaluation of a method for improving experiment design in robot identification. In: Marcia K. O'Malley (Ed.), 2023 IEEE International Conference on Robotics and Automation (ICRA): . Paper presented at IEEE International Conference on Robotics and Automation (ICRA), 29th May - 2nd June 2023, ExCel London (pp. 11432-11438). IEEE
Open this publication in new window or tab >>Experimental evaluation of a method for improving experiment design in robot identification
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2023 (English)In: 2023 IEEE International Conference on Robotics and Automation (ICRA) / [ed] Marcia K. O'Malley, IEEE , 2023, p. 11432-11438Conference paper, Published paper (Refereed)
Abstract [en]

The control system of industrial robots is often model-based, and the quality of the model of high importance. Therefore, a fast and easy-to-use process for finding the model parameters from a combination of prior knowledge and measurement data is required. It has been shown that the experiment design can be improved in terms of short experiment times and an accurate parameter estimate if the robot configurations for the identification experiments are selected carefully. Estimates of the information matrix can be generated based on simulations for a number of candidate configurations, and an optimization problem can be solved for finding the optimal configurations. This work shows that the proposed method for improved experiment design works with a real manipulator, i.e. it is demonstrated that the experiment time is reduced significantly and the accuracy of the parameter estimate can be maintained or reduced if experiments are conducted only in the optimal manipulator configurations. It is also shown that the model improvement is relevant for realizing accurate control. Finally, the experimental data reveals that, in order to further improve the model accuracy, a more advanced model structure is needed for taking into account the commonly present nonlinear transmission stiffness of the robotic joints.

Place, publisher, year, edition, pages
IEEE, 2023
National Category
Control Engineering
Identifiers
urn:nbn:se:liu:diva-196489 (URN)10.1109/icra48891.2023.10161092 (DOI)001048371103078 ()9798350323658 (ISBN)9798350323665 (ISBN)
Conference
IEEE International Conference on Robotics and Automation (ICRA), 29th May - 2nd June 2023, ExCel London
Note

Funding: Vinnova competence center LINK-SIC

Available from: 2023-08-09 Created: 2023-08-09 Last updated: 2023-10-11
Gunnarsson, S., Forsberg, U. & Axehill, D. (2023). Reflections about reflections. In: Proceedings of the 19th CDIO International Conference: . Paper presented at 19th International CDIO Conference, Trondheim, Norway, 26-29 June 2023 (pp. 56-66). NTNU SEED
Open this publication in new window or tab >>Reflections about reflections
2023 (English)In: Proceedings of the 19th CDIO International Conference, NTNU SEED , 2023, p. 56-66Conference paper, Published paper (Refereed)
Abstract [en]

A case study of the use of reflections within the Applied physics and electrical engineering program at Linköping University is presented. Reflections have been used for several years and they are done at four stages in the program, in terms of reflections at the end of the Introductory course in year one, design-implement experiences in year three and five, and a reflection document that is the last component of the Master’s thesis. In the first three stages a project model is used to support the planning and execution of the project, and in the project model the project work ends with a reflection. In the reflection document connected to the Master’s thesis the student reflects upon both the thesis work itself and the entire education program, according to the sections and subsections of the CDIO Syllabus. The paper describes how the reflections are integrated in the program. Experiences from student perspective are collected in a small-scale study via interviews with students from year one and year five. 

Place, publisher, year, edition, pages
NTNU SEED, 2023
Series
Proceedings of the International CDIO Conference, ISSN 2002-1593
Keywords
Reflection, learning, project model, CDIO Syllabus, CDIO Standards 2, 4, 5, 11
National Category
Learning
Identifiers
urn:nbn:se:liu:diva-198586 (URN)9788230361863 (ISBN)
Conference
19th International CDIO Conference, Trondheim, Norway, 26-29 June 2023
Available from: 2023-10-19 Created: 2023-10-19 Last updated: 2023-10-24Bibliographically approved
Gunnarsson, S., Fahlgren, A. & Fagrell, P. (2022). Enhancing Interaction with External Stakeholders in Program Management. In: Proceedings of the 18th International CDIO Conference: . Paper presented at 18th International CDIO Conference, June 13 - 15, 2022, Reykjavík University, Reykjavik, Iceland (pp. 61-71).
Open this publication in new window or tab >>Enhancing Interaction with External Stakeholders in Program Management
2022 (English)In: Proceedings of the 18th International CDIO Conference, 2022, p. 61-71Conference paper, Published paper (Other academic)
Abstract [en]

Interaction with the surrounding society and external stakeholders is an important component when developing and managing high quality and relevant education programs. This paper presents some of the outcomes of the project MERUT which was carried out during 2018 – 2020 with support from the Swedish innovation agency Vinnova. The key outcome is a toolbox offering a structured way to describe and handle methods and tools for stakeholder interaction. The methods of interaction are organized in three categories, denoted A, B, and C, where category A includes methods for external stakeholders to influence the management and development of the education program. Category B consists of means for external stakeholders to have an active role in course modules, and category C contains methods and tools to evaluate the quality and relevance of the education from, for example, alumni or employer perspective. Examples from the different categories are presented, including the CDIO Syllabus Survey, alumni surveys, and reflection documents. 

Series
Proceedings of the International CDIO Conference, ISSN 2002-1593
Keywords
Stakeholder interaction, Syllabus survey, program evaluation, Standards: 2, 3, 4, 5, 12
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:liu:diva-188834 (URN)978-9935-9655-6-1 (ISBN)
Conference
18th International CDIO Conference, June 13 - 15, 2022, Reykjavík University, Reykjavik, Iceland
Available from: 2022-09-27 Created: 2022-09-27 Last updated: 2022-10-07Bibliographically approved
Zimmermann, S. A., Enqvist, M., Gunnarsson, S., Moberg, S. & Norrlöf, M. (2022). Improving experiment design for frequency-domain identification of industrial robots. In: IFAC-PapersOnLine: . Paper presented at 2nd Modeling, Estimation and Control Conference MECC 2022: Jersey City, NJ, USA, 2–5 October 2022 (pp. 475-480). ELSEVIER, 55
Open this publication in new window or tab >>Improving experiment design for frequency-domain identification of industrial robots
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2022 (English)In: IFAC-PapersOnLine, ELSEVIER , 2022, Vol. 55, p. 475-480Conference paper, Published paper (Refereed)
Abstract [en]

For accurate control of industrial robots, a fast and easy-to-use method to estimate the model parameters based on experimental data is desired. This publication is about optimal experiment design in terms of short experiment times and an accurate parameter estimate. An optimization problem that is based on information matrices is solved for finding the optimal robot configurations for the identification experiment. A simulation study shows that the experiment time can be reduced significantly and the accuracy of the parameter estimate can be increased if experiments are conducted only in the optimal manipulator configurations. Furthermore, it is shown that a realistic estimate of the uncertainty in the frequency response function is crucial for successful experiment design.

Place, publisher, year, edition, pages
ELSEVIER, 2022
Keywords
Closed-loop identification, frequency-domain, nonlinear systems, industrial robots, optimal experiment design, covariance matrices
National Category
Robotics Control Engineering
Identifiers
urn:nbn:se:liu:diva-190387 (URN)10.1016/j.ifacol.2022.11.228 (DOI)000904629000077 ()
Conference
2nd Modeling, Estimation and Control Conference MECC 2022: Jersey City, NJ, USA, 2–5 October 2022
Available from: 2022-12-06 Created: 2022-12-06 Last updated: 2023-05-04Bibliographically approved
Gunnarsson, S. & Swartz, M. (2022). On the connectons between the CDIO framework and challenge-based learning. In: Proceedings of the 50th SEFI Annual Conference: . Paper presented at 50th Annual Conference of The European Society for Engineering Education, 19-22 September, Barcelona, Spain.
Open this publication in new window or tab >>On the connectons between the CDIO framework and challenge-based learning
2022 (English)In: Proceedings of the 50th SEFI Annual Conference, 2022Conference paper, Published paper (Refereed)
Abstract [en]

Challenge-based learning (CBL) is a learning approach that has received increased attention during  the last years. In some of the publications about CBL the connections to the CDIO (conceive-design-implement-operate) framework is discussed, and the purpose of this paper is to discuss these connections further. CBL has connections to both Problem-based learning (PBL) and Project-based learning (PjBL), but while these are learning approaches, the CDIO framework has a program perspective, including aspects of learning approaches, and hence a wider scope. The connections and differences between CBL and CDIO are discussed based on the components of the CDIO Standards.  

Keywords
Challenge-based learning, CDIO framework
National Category
Engineering and Technology
Identifiers
urn:nbn:se:liu:diva-190692 (URN)10.5821/conference-9788412322262.1140 (DOI)9788412322262 (ISBN)
Conference
50th Annual Conference of The European Society for Engineering Education, 19-22 September, Barcelona, Spain
Available from: 2022-12-20 Created: 2022-12-20 Last updated: 2023-11-17Bibliographically approved
Malmqvist, J., Lundquist, U., Rosén, A., Edström, K., Gupta, R., Leong, H., . . . Spooner, D. (2022). The CDIO Syllabus 3.0 - An Updated Statement of Goals. In: Proceedings of the 18th International CDIO Conference: . Paper presented at 2022 - 18th International CDIO Conference,Reykjavik, Iceland, June 13 - 15, 2022 (pp. 18-36).
Open this publication in new window or tab >>The CDIO Syllabus 3.0 - An Updated Statement of Goals
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2022 (English)In: Proceedings of the 18th International CDIO Conference, 2022, p. 18-36Conference paper, Published paper (Refereed)
Abstract [en]

The CDIO Initiative is going through a process of reconsidering and updating the CDIO approach for engineering education development. Previous work resulted in substantial updates of the twelve CDIO standards and the introduction of "optionel" standards. This paper reports on a similar review and update of the CDIO Syllabus to version 3.0. It has been developed by a working group consisting of four sub-groups and iterated and refined guidedby feedback from the whole CDIO community. There are mainly three external drivers that motivate the changes: sustainability, digitalization, and acceleration. There is also an internal driver in the form of lessons learned within the CDIO community, from using the Syllabus in curriculum and course development. Approximately 70 updates are proposed, amongst them three additions on the X.X level, namely 1.4 Knowledge of Social Sciences and Humanities,3.1 Teamwork and Collaboration, and 5.3 Research.

Keywords
CDIO Syllabus, Sustainability, Digitalization, Acceleration, Standards 1-12, Optional standards
National Category
Other Engineering and Technologies not elsewhere specified
Identifiers
urn:nbn:se:liu:diva-189412 (URN)9789935965561 (ISBN)
Conference
2022 - 18th International CDIO Conference,Reykjavik, Iceland, June 13 - 15, 2022
Available from: 2022-10-20 Created: 2022-10-20 Last updated: 2022-10-28Bibliographically approved
Gunnarsson, S. & Swartz, M. (2021). Applying the CDIO framework when developing the ECIU University. In: Jens Bennedsen, Kristina Edström, María Sigríður Guðjónsdóttir Ingunn Sæmundsdóttir ,Natha Kuptasthien, Janne Roslöf, Angkee Sripakagorn (Ed.), Proceedings of the 17th International CDIO Conference: . Paper presented at 17th International CDIO Conference, hosted online by Chulalongkorn University & Rajamangala University of Technology Thanyaburi, Bangkok, Thailand, June 21-23, 2021. (pp. 106-115).
Open this publication in new window or tab >>Applying the CDIO framework when developing the ECIU University
2021 (English)In: Proceedings of the 17th International CDIO Conference / [ed] Jens Bennedsen, Kristina Edström, María Sigríður Guðjónsdóttir Ingunn Sæmundsdóttir ,Natha Kuptasthien, Janne Roslöf, Angkee Sripakagorn, 2021, p. 106-115Conference paper, Published paper (Refereed)
Abstract [en]

The use of the CDIO framework in the development of the ECIU University is presented. The paper discusses the relatively moderate adaptations and modifications of the CDIO Syllabus and Standards that are necessary to make the documents applicable also in this context. Since challenge-based learning (CBL) is central learning format in the ECIU University, special attention is given to the connections between CBL method, the conceive-design-implement-operate sequence and project-based learning, which is central in the CDIO framework. The paper presents both general aspects and examples of the applications and activities within ECIU University and Linköping University (LiU). The main messages of the paper are that the development of the ECIU University will benefit from applying the CDIO framework since it offers references for what an education should give, in terms of knowledge and skills, and how an education program should be designed. In addition, the components of the CDIO framework require a moderate amount of adaptation to be directly applicable. Examples of the ongoing implementation activities at LiU. 

Series
Proceedings of the International CDIO Conference, ISSN 2002-1593
Keywords
challenge-based-learning, project-based learning, ECIU University, Standards 1-12
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-177258 (URN)
Conference
17th International CDIO Conference, hosted online by Chulalongkorn University & Rajamangala University of Technology Thanyaburi, Bangkok, Thailand, June 21-23, 2021.
Available from: 2021-06-23 Created: 2021-06-23 Last updated: 2021-07-01Bibliographically approved
Fagrell, P., Fahlgren, A. & Gunnarsson, S. (2021). Relevans i högre utbildning. In: : . Paper presented at Forskning om högre utbildning 2021.
Open this publication in new window or tab >>Relevans i högre utbildning
2021 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Betyder kvalitet och relevans samma sak inom högre utbildning? Medan begreppet kvalitet har studerats utförligt och används i utvärderings- och kvalitetssäkringssystem, är betydelsen och vikten av ordet relevans inte studerat i samma omfattning. Inom ramen för en nyligen genomförd studie gjordes ett försök att rama in begreppen kvalitet och relevans inom högre utbildning och klargöra eventuella likheter och skillnader i begreppens innebörd. Vidare belystes kopplingen till nyttiggörande och arbetsmarknad. Samtliga tillfrågade i studien såg kopplingar mellan kvalitet och relevans, och flera menade att en utbildning med hög kvalitet rimligtvis bör vara relevant, och av det följer att relevans bör vara en viktig komponent i kvalitetsbegreppet. Dessutom uppfattas kvalitet och relevans i många fall som delmängder av varandra, d.v.s. som kompletterande snarare än som motsatser. De tillfrågande såg ett tydligt samband mellan relevans och arbetsmarknad, men sambandet var inte lika starkt för begreppet kvalitet. 

National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-175871 (URN)
Conference
Forskning om högre utbildning 2021
Available from: 2021-05-24 Created: 2021-05-24 Last updated: 2021-05-24
Blaus, J., Fagrell, P., Fahlgren, A., Gunnarsson, S. & Kiessling, A. (2021). Structures, processes, and methods for collaboration with stakeholders on relevance assessment of higher education. In: : . Paper presented at University-Industry Interaction Conference.
Open this publication in new window or tab >>Structures, processes, and methods for collaboration with stakeholders on relevance assessment of higher education
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2021 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Introduction 

Higher education institutions (HEIs) face challenges assessing the relevance of educational programmes. Upon graduation, the student should have acquired knowledge and understanding, competence and skills as well as good judgement and approaches to operate in a changing labour market. Ideas on new programmes and courses mainly emanate from research findings identified at the HEIs. Needs and expectations from external stakeholders have the potential to further contribute if room for collaboration is created. Extensive rapid societal changes increase this need for collaboration. 

The Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) state that higher education aims to fulfil multiple purposes, including preparing students for active citizenship, future careers, personal development and create a broad, advanced knowledge base and stimulate research and innovation (ENQA, 2015). However, different stakeholders may have other priorities. Therefore, quality assurance needs to take these different perspectives into account. 

Relevance is considered an aspect of quality in higher education, but many HEIs in Sweden lack structures, processes, and methods for assessing relevance and involving stakeholders in these processes.

This project aimed to increase the knowledge and provide methods to systematically assess relevance and use university-industry collaborations as tools for educational development. 

Methods/Approach 

This paper is a summary of the project MERUT focused on methods for assessment of relevance in higher education. The project was carried out during 2017-2020 with financial support from Vinnova (The Swedish Innovation Agency) and involved seven Swedish HEIs. The connection to future career paths is often stated as the primary factor to describe the relevance of educational programmes and was selected as the focus of MERUT. Data have been collected using workshops, meetings, literature reviews, interview studies, and surveys. Important parts of the work have been interviews with external stakeholders in different labour-market areas who, in various ways, are involved in higher education, most often in advisory boards. Also, interviews with quality coordinators at university programmes as well as at faculty and university management levels at each HEI have been carried out.

The seven participating Swedish universities in MERUT have been Karolinska Institutet, Kristianstad University, KTH Royal Institute of Technology, Mälardalen University, Linköping University, Stockholm University, and Umeå University.

Results The project resulted in knowledge, tools, and methods to work systematically with relevance in higher education. The results can be summarized as follows:

·         Interviews with HEIs showed that they collaborate with external stakeholders in many ways, primarily around teaching and learning and to a lesser extent around programme management and quality assurance. 

·         Further, the involvement of stakeholders varied both between and within the universities (faculties, subject areas, levels of education). Therefore, it is difficult to evaluate, in a systematic way, how collaboration is included in the quality systems of the HEIs. 

·         A toolbox with methods for how to involve external stakeholders in the process of assessing and developing the relevance of a study programme. These methods can be used in continuous quality work, in major curriculum revisions as well as in the establishment of new programmes.

·         A checklist for external stakeholders' involvement in educational development to facilitate and clarify roles, structures, and tasks in connection with external stakeholders in both the development and operational phases of a study programme. 

The results show that there are many similarities between the HEIs in the study in terms of relevance assessment and dimensioning decisions. However, the potential of a systematic collaboration with stakeholders and society for relevance assessment and dimensioning of education is not yet fully being realised. 

Conclusion 

HEIs interact with external stakeholders in many ways within education. However, it is rare to find examples where external stakeholders are involved in the quality assurance process, at least not in a systematic way. The MERUT project has developed recommendations for collaboration perspectives and stakeholder participation in the governing of educational programmes. A systematic dialogue and interaction with stakeholders contribute to a mutual understanding of different stakeholder groups’ needs and expectations, and their view of quality of higher education. Furthermore, to consider relevance as a quality aspect creates a basis for a more methodical assessment process where external stakeholders can contribute in a clear role. MERUT has developed a toolbox and a checklist to facilitate such systematic interaction and collaboration with stakeholder groups. A conclusion of  this project is that a reciprocal, transparent, and systematic approach leads to a sustainable educational collaboration with improved quality and relevance of higher education.

It would constitute a large gain for society if the HEIs are able to systematically and by efficient processes take external stakeholders’ and societal needs and expectations into account when building comprehensive and systematic relevance assessment processes and in dimensioning of education.  

References

European Association for Quality Assurance in Higher Education (ENQA). (2015). Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). Brussels, EURASHE.

Keywords
Educational development, higher education, quality assurance, quality, relevance, relevance assessment
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-176614 (URN)
Conference
University-Industry Interaction Conference
Available from: 2021-06-16 Created: 2021-06-16 Last updated: 2021-06-16
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