This paper aims to raise awareness about recent developments in AI and urge educators to prepare for a wider application of digital tools in the future. The authors emphasize the importance of utilizing AI to achieve the goals while maintaining the integrity of examinations.Artificial intelligence (AI) has made remarkable progress in recent years, enabling it to be widely adopted in higher education. Today, AI can provide personalized learning experiences, create virtual learning environments and automate grading of students. The release of ChatGPT (GPT stands for Generative pre-trained transformer) in November 2022 gave many educators and institutions cause for alarm as it provided students with access to software potentially able to assist in the writing process of papers and assignments, as well as provide help with literature reviews, identification of research questions and formatting and language reviews of articles. Hence, it became a problem for teachers in higher education that students could be tempted to use AI to write essays and other assignments intended to test their knowledge and abilities. In a recent study, more than half of American college students believe that using AI tools to complete assignments or exams is cheating. In this paper, the authors compare these results with a similar survey of Swedish college students´ opinions.The authors conclude that there is an urgent need to establish procedures and ethical rules for the use of AI in higher education.

This paper presents a project, funded by Erasmus +, Strategic Partnership and conducted in by three European universities from; Sweden, Spain and the UK, in cooperation with a software company. The project aims to remediate the problem of masters' students who do not get their degree within the allocated time or even drop out from universities. The underlying cause is identified as students that have the formal prerequisites to register for a master's programme may still lack crucial previous knowledge and/or abilities to manage the studies.

The suggested solution was to develop learning resource modules for four different master's programmes in Europe and create a HTML5-platform to house them. The modules are intended to illustrate the different abilities and level of previous knowledge that applicants are supposed to bring into their studies by a suitable entry profile for the master's course identified by lecturers.

The access modules provides potential students with a self-assessment test divided in twelve parts. A visualization of the level of the twelve different skills or field of knowledge are then compared to the suitable entry profile for the master's course. Whenever weak spots in the prospective students´ ability are identified, the students are presented with a series of learning interventions designed to remedy flaws in their ability.

The authors argue that the use of similar access modules could improve enrolment, completion rate, time-to-degree and retention in a wide range of educations.

This paper presents a project, conducted by three European universities and a software company, funded by Erasmus +, Strategic Partnership. The project addresses the problem that sometime masters´ students do not get their degree within the allocated time, if at all. Apparently some students with the formal prerequisites to register for a master's programme still lacked the actual abilities to manage their studies.

The solution was to design an online HTML5 platform to house self-assessment and learning resource modules for four different master's programmes in Europe. The modules were intended to illustrate the level and abilities that potential applicants were supposed to bring into their studies by a self-assessment test. In case lacking abilities were revealed, the modules offer learning resources to mitigate those gaps.

The access modules provides potential students with a visualization of twelve different skills and knowledge as compared to those identified by lecturers as necessary for study on the master's course. If there are weak spots identified, the students are presented with a series of learning interventions designed to remedy their ability flaws.  

The authors suggest that providing potential students with this kind of material can raise their awareness of what the programme really takes. In this way students with false expectations can be avoided and the ones who applies come better prepared, which the use of access modules potentially can leads to improved enrolment, completion rate, time-to-degree and retention in a wide range of academic programmes.

In this paper the authors analyse the design and implementation of a course about learning management systems (LMS). The course was first given in Cuba and then in Guatemala and Peru, within the project USo+I: Universidad, Sociedad e Innovación, Mejora de la pertinencia de la educación en las ingenierías de Latinoamérica financed by the European Union's ALFA III program. In the course only open educational resources (OER) were used and all course material was stored on USB drives together with the needed software. All programs were executable directly from the memory to meet any problems of limited access to the Internet. Problem based learning was used, with the course divided into two weeks of on campus lectures and workshops followed by distance learning for three months, altogether corresponding to ten weeks of full time studies. The authors propose the term LiveUSB Mediated Education (LUME) for a course package, with course material and software contained on the same USB drive. The participants' opinions about the course and their perceptions about LMS and OER were investigated in order to determine the extent to which the LUME method can facilitate cost-effective computer aided education, especially in developing countries.

A poster presentation about the course of the use of Learning Management Systems (LMS), given by the University of Borås to lecturers in Cuba, Guatemala and Peru.

In this article the authors propose LiveUSB Mediated Education (LUME) as a term to describe the packaging of a complete set of course material together with the software necessary to access the material on a portable memory device. It is argued that the method offers a convenient tool to utilize Open Educational Resources (OER) and can significantly improve the availability of education worldwide. The article gives a description of the design and implementation of a course within the project USo+I: Universidad, Sociedad e Innovación financed by the European Union, within the ALFA III program. The course uses only OER and all material is available from USB-memory sticks to meet any problems of limited access to computers or internet.

In this article the use of Learning Management Systems (LMS) at the School of Engineering, University of Borås, in the year 2004 and the academic year 2009-2010 is investigated. The tools in the LMS were classified into four groups (tools for distribution, tools for communication, tools for interaction and tools for course administration) and the pattern of use was analyzed. The preliminary interpretation of the results was discussed with a group of teachers from the School of Engineering with long experience of using LMS. High expectations about LMS as a tool to facilitate flexible education, student centered methods and the creation of an effective learning environment is abundant in the literature. This study, however, shows that in most of the surveyed courses the available LMS is predominantly used to distribute documents to students. The authors argue that a more elaborate use of LMS and a transformation of pedagogical practices towards social constructivist, learner centered procedures should be treated as an integrated process of professional development.