Opin vísindi
Opin vísindi er varðveislusafn vísindaefnis og doktorsritgerða í opnum aðgangi á vegum íslenskra háskóla og Landsbókasafns Íslands - Háskólabókasafns.
Opinn aðgangur að rannsóknaniðurstöðum er í samræmi við 10. gr. laga nr. 3/2003 um opinberan stuðning við vísindarannsóknir sem og kröfur innlendra og erlendra rannsóknasjóða. Markmiðið með opnum aðgangi er að niðurstöður rannsókna séu aðgengilegar sem flestum óhindrað og án endurgjalds á rafrænu formi. Vistun í varðveislusafninu er varanleg og ætlað að tryggja aðgang að vísindaefni íslenskra háskóla í opnum aðgangi um ókomna tíð. Varðveislusafnið Opin vísindi er tengt við rannsóknagáttina IRIS og rannsóknaniðurstöður í opnum aðgangi sem eru skráðar í IRIS eru um leið vistaðar og gerðar aðgengilegar til framtíðar í varðveislusafninu. Með því að safna þessu efni saman í eitt safn verður aðgangur að því einfaldur og þægilegur fyrir alla sem vilja kynna sér það og geta þannig notið þess öfluga vísindastarfs sem fram fer í háskólum landsins.
Varðveislusafnið er OpenAIRE / OpenAIREplus samhæft og samrýmist kröfum sem gerðar eru um birtingu rannsóknaniðurstaðna úr verkefnum sem styrkt eru úr evrópsku rannsóknaáætlununum FP7 og H2020.
Varðveislusafnið notar opna hugbúnaðinn DSpace.
Opinn aðgangur að rannsóknaniðurstöðum er í samræmi við 10. gr. laga nr. 3/2003 um opinberan stuðning við vísindarannsóknir sem og kröfur innlendra og erlendra rannsóknasjóða. Markmiðið með opnum aðgangi er að niðurstöður rannsókna séu aðgengilegar sem flestum óhindrað og án endurgjalds á rafrænu formi. Vistun í varðveislusafninu er varanleg og ætlað að tryggja aðgang að vísindaefni íslenskra háskóla í opnum aðgangi um ókomna tíð. Varðveislusafnið Opin vísindi er tengt við rannsóknagáttina IRIS og rannsóknaniðurstöður í opnum aðgangi sem eru skráðar í IRIS eru um leið vistaðar og gerðar aðgengilegar til framtíðar í varðveislusafninu. Með því að safna þessu efni saman í eitt safn verður aðgangur að því einfaldur og þægilegur fyrir alla sem vilja kynna sér það og geta þannig notið þess öfluga vísindastarfs sem fram fer í háskólum landsins.
Varðveislusafnið er OpenAIRE / OpenAIREplus samhæft og samrýmist kröfum sem gerðar eru um birtingu rannsóknaniðurstaðna úr verkefnum sem styrkt eru úr evrópsku rannsóknaáætlununum FP7 og H2020.
Varðveislusafnið notar opna hugbúnaðinn DSpace.
Nýlega bætt við
INTERNAL FACTORS INFLUENCING CURRICULUM TRANSFORMATION IN HIGHER ENGINEERING EDUCATION
(European Society for Engineering Education (SEFI), 2025) Gerwel Proches, C.; James, A.; Kanyangale, M.; Audunsson, H.; Dagienė, V.; Liem, I.; Jasutė, E.; Rouvrais, S.; Matthiasdottir; Kangaslampi, Riikka; Langie, Greet; J�rvinen, Hannu-Matti; Nagy, Bal�zs; Department of Engineering; Department of Sport Science
In many countries in the world, there is growing scholarly interest in higher education curriculum transformation. However, there is a lack of clarity and consensus on the factors, e.g. enablers and inhibitors, which influence curriculum transformation. The aim of this study was to explore factors influencing curriculum transformation in higher engineering education, according to the views of higher education faculty, programme leaders, and departmental heads. The study drew on the qualitative research approach, using data from an international hybrid workshop. Data were analysed using thematic analysis. The findings revealed eight key factors identified as influencing curriculum transformation: conceptual clarity in curriculum transformation; urgency and need for rapid transformation in a changing landscape; curriculum adaptability and epistemological access; resource constraints; stakeholder engagement, diversity and inclusion; bureaucratic inefficiencies and slow decision making; higher education leadership; and professional development. By fostering an adaptive and forward-thinking approach, higher education can overcome systemic barriers and create inclusive, responsive, and future-oriented learning environments that prepare engineering students to navigate complex global challenges.
How well can graphs represent wireless interference?
(Association for Computing Machinery, 2015-06-14) Halldórsson, Magnús M.; Tonoyan, Tigran; Department of Computer Science
Efficient use of a wireless network requires that transmissions be grouped into feasible sets, where feasibility means that each transmission can be successfully decoded in spite of the interference caused by simultaneous transmissions. Feasibility is most closely modeled by a signal-to-interference-plus-noise (SINR) formula, which unfortunately is conceptually complicated, being an asymmetric, cumulative, many-to-one relationship. We re-examine how well graphs can capture wireless receptions as encoded in SINR relationships, placing them in a framework in order to understand the limits of such modelling. We seek for each wireless instance a pair of graphs that provide upper and lower bounds on the feasibility relation, while aiming to minimize the gap between the two graphs. The cost of a graph formulation is the worst gap over all instances, and the price of (graph) abstraction is the smallest cost of a graph formulation. We propose a family of conflict graphs that is parameterized by a non-decreasing sub-linear function, and show that with a judicious choice of functions, the graphs can capture feasibility with a cost of O(log∗Δ), where Δ is the ratio between the longest and the shortest link length. This holds on the plane and more generally in doubling metrics. We use this to give greatly improved O(logΔ)-approximation for fundamental link scheduling problems with arbitrary power control. We also explore the limits of graph representations and find that our upper bound is tight: the price of graph abstraction is Ω(logΔ). In addition, we give strong impossibility results for general metrics, and for approximations in terms of the number of links.
EXAMINING BEST PRACTICES IN CURRICULUM DESIGN : INSIGHTS FOR ENGINEERING EDUCATION
(European Society for Engineering Education (SEFI), 2024) Matthiasdottir, A.; Audunson, H.; Dagienė, V.; Rouvrais, S.; Barus, A.; Gerwel, C.; Zufferey, Jessica Dehler; Langie, Greet; Tormey, Roland; Nagy, Balazs Vince; Department of Sport Science
Higher education must be prepared for the ever-changing needs of the world to ensure that future engineers receive extensive training and are equipped to provide significant contributions to both the workforce and society. It is important for higher education leaders to be aware of the need for regularly reviewing curriculum and take part in development to ensure quality improvement. Engineering education needs to be up to date and driven by the need to prepare graduates for the challenges posed by rapidly changing technology, industry, and society. This paper specifically aims to identify best practices for curriculum design in engineering education. Data was collected through the exchange of engineering and business curricula among members participating in the DECART project (DECART 2022). The shared curricula underwent critical examination based on key features related to curriculum components. The analysis included reflection and feedback from project partners. The findings hold significance for engineering educators in various contexts, offering insights into curriculum transformation, agility, and resilience amidst increasingly Volatile, Uncertain, Complex, and Ambiguous (VUCA) environments, which continue to influence engineering education and higher education.
Evaluating Software Modelling Recommendations : Towards Systematic Guidelines for Modelling
(IEEE Computer Society, 2024-10-24) Chakraborty, Shalini; Liebel, Grischa; Department of Computer Science
Background: Despite having several advantages, software modelling remains unpopular for developers. Similarly, university students do not see the benefits of software modelling in the university curriculum. Prior research show the lack of guidance for students to do so. Aims: We aim to evaluate the effectiveness of four modelling recommendations made in related work to improve student modelling knowledge. Additionally, we aim to discover students' perceptions of software modelling after taking a course with the recommendations included. Method: We conducted a mixed method study, including interviews with teaching assistants, student surveys, and a focus group study involving students, teaching assistants, and experts from both modelling and education. Results: We find that the four recommendations overall have a positive impact as they help students better understand the modelling knowledge from the course. Students express that specific recommendations help them grasp the concept of software modelling well. We also extend the recommendations by adding more details specific to software modelling and solidifying the recommendations into systematic guidelines. Conclusions: The guidelines can potentially enhance education and training in software modelling, catering to both academic settings and industrial environments. Additionally, the guidelines contribute to improved communication between students and the course itself by outlining what students can expect from modelling assignments and the value inherent in each of these assignments.
CoVoL : A Cooperative Vocabulary Learning Game for Children with Autism
(Association for Computing Machinery, Inc, 2025-06-23) Chodkiewicz, Pawel; Verma, Pragya; Liebel, Grischa; Department of Computer Science
Children with Autism commonly face difficulties in vocabulary acquisition, which can have an impact on their social communication. Using digital tools for vocabulary learning can prove beneficial for these children, as they can provide a predictable environment and effective individualized feedback. While existing work has explored the use of technology-assisted vocabulary learning for children with Autism, no study has incorporated turn-taking to facilitate learning and use of vocabulary similar to that used in real-world social contexts. To address this gap, we propose the design of a cooperative two-player vocabulary learning game, CoVoL. CoVoL allows children to engage in game-based vocabulary learning useful for real-world social communication scenarios. We discuss our first prototype and its evaluation. Additionally, we present planned features which are based on feedback obtained through ten interviews with researchers and therapists, as well as an evaluation plan for the final release of CoVoL.
Flokkar í Opnum vísindum
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- University of Iceland
- University of Akureyri
- Bifröst University
- Hólar University College
- IRIS
- Agricultural University of Iceland
- National and University Library of Iceland
- Iceland University of the Arts