| 1. |
- Chatzipetrou, Panagiota, 1984-, et al.
(författare)
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Approaching the Relative Estimation Concept with Planning Poker
- 2018
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Ingår i: CSERC '18 The 7th Computer Science Education Research Conference, Saint Petersburg, Russian Federation, October 10 - 12, 2018. - New York, NY, USA : ACM Digital Library. - 9781450366243 ; , s. 21-25
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Konferensbidrag (refereegranskat)abstract
- Simulation is a powerful instrument in the education process that can help students experience a reality context and understand complex concepts required to accomplish practitioners’ tasks. The present study aims to investigate the software engineering students’ perception about the usefulness of the Planning Poker technique in relation to their understanding of the relative estimation concept. We conducted a simulation exercise where students first estimated tasks applying the concepts of relative estimation based on the concepts explained in the lecture, and then to estimate tasks applying the Agile Planning Poker technique. To investigate the students’ perception, we used a survey at the end of each exercise. The preliminary results did not show statistical significance on the students’ confidence to estimate relatively the user stories. However, from the students’ comments and feedback, there are indications that students are more confident in using Agile Planning Poker when they are asked to estimate user stories. The study will be replicated in the near future to a different group of students with a different background, to have a better understanding and also identify possible flaws of the exercise.
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| 2. |
- Lennerstad, Håkan, et al.
(författare)
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Åtta IKT-projekt för matematiken i skolan : empiri och analys
- 2012
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Rapport (refereegranskat)abstract
- Denna rapport presenterar empiri och analys av en granskning av åtta projekt som mottagit medel från Skolverket för att tillämpa IKT i skolans matematikundervisning. Empirin är organiserad enligt aktivitetsteorin, vilken sätter relationerna mellan människa, miljö, aktiviteter och mål i förgrunden. Empirin som presenteras är till stor del sammanställda repliker från lärare och elever vid intervjuerna, organi¬sera¬de för att belysa verksamhetens olika relationer. Det betyder att presentationen är till stor del på de verksammas villkor, och på deras språk.Ett stort antal konkreta slutsatser framkommer ur detta material. En av dem är att klass¬upp-sätt¬ningar av datorer är sällan framgångsrika, på grund av att teknisk support ofta var otillräcklig, och att lärarna inte kan veta hur mycket eleverna använder datorerna till icke-skol-verk¬sam¬het. Dessa problem finns inte för interaktiva skrivtavlor. De framstår däremot som ett socialt verktyg, som gör utbyte och dialog om ämnet lättare att få till stånd. I flera fall framkom indirekt, men ändå tydligt, att utbildningen på tekniken hade varit otillräcklig, trots att lärarna inte uttryckte ett tydligt missnöje med den. Skrivtavlan ökade lärarnas motivation för samarbete. En framåtriktad slutsats är att en lärargrupp som har ett fungerande samarbete och goda didaktiska, ämnesmässiga, ledar- och relationella kompe¬tenser med en interaktiv skrivtavla har en möjlighet att komma längre med elevernas måluppfyllelse.
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| 3. |
- Nyqvist, Robert
(författare)
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Automatiserad rättning av beräknings och programmeringsuppgifter
- 2020
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Rapport (populärvet., debatt m.m.)abstract
- Molntjänsten CoCalc erbjuder en smidig administration av inlämnings-och laborationsuppgifter direkt i den miljö där studenterna skaanvända vid problemlösning. CoCalc kombinerar ett stort antal friamatematikprogram och programmeringsspråk tillsammans med en Linuxterminal.
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| 4. |
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| 5. |
- Elovaara, Pirjo, et al.
(författare)
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Educational programs in e-government : An active, practice- and design-oriented network?
- 2004
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Ingår i: 3rd International Conference on Electronic Government (EGOV 2004). - Zaragoza, SPAIN : SPRINGER-VERLAG BERLIN. ; , s. 457-459
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Konferensbidrag (refereegranskat)abstract
- In the autumn of 2004, two higher educational programs in e-government will be starting up at Blekinge Institute of Technology in Southern Sweden. One of these is a Master’s level program, while the other is a more basic, two-year vocational education. Each will be the first of its kind in Scandinavia, and both will be offered as net-based distance education. The interdisciplinary group of researchers/teachers now developing the courses for these educational programs, in co-operation with several other research groups in Scandinavia, see this co-construction of distance education as the beginning of an active Scandinavian network of competence around higher education and ongoing research and development in the e-government area. We are currently exploring the possibilities of using distance education in this area as a way of networking around on-going e-government research and competence enhancement in Scandinavia. The Scandinavian tradition of Participatory Design, as well as ideas about e-government as constantly ongoing co-construction, have inspired us in our work with developing the new educational programs. A reference group consisting of representatives from a number of municipalities and various government agencies plays an important role in this work.
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| 6. |
- Nilsson, Monica, et al.
(författare)
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Will this be on the exam? : The tension between use value and exchange value in higher education and its relation to forms of learning
- 2007
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Konferensbidrag (refereegranskat)abstract
- This paper explores discourses in higher education viewing two pairs of concepts, on the one hand, the concepts of use- vs. exchange value and on the other, the concepts of deep vs. surface learning. Drawing on Yrjö Engeströms’ position of use- vs. exchange value, and his elaboration on the activity system, we assert that any component in an activity system combines two inherent forces which compete yet presuppose one other. It is this dialectical relationship which makes systems dynamic and thus change over time. The paper is based on an empirical study using data from a distance- and net based course in general pedagogy at a Swedish university. In the context of higher education, the tension between use- and exchange value is present on a daily basis in the life and work of instructors and students. A student has to pay attention to rules and regulations that form the structure of the educational institution. For example, the Swedish educational system requires that a student maintain a certain number of credits per semester in order to qualify for a study loan. On the other hand, the university’s state funding is based on how many students pass their exams. For the student, the credit requirement often leads to a strategic approach to learning governed by a wish to pass the test as the major goal. For the instructor, the funding rule compels her to organize the interpreted curriculum so that the content of the course becomes achievable within the course time limit and the level of achievement is measurable. Thus, the student and the instructor have a shared interest. We define these interests as the exchange value of education. However, both the instructor and the student have an interest in reaching a goal beyond the immediate satisfaction of obtained credits. This goal is about developing competence, capabilities, skills and insights held as important in higher education. We define these goals as use value of education.At a first glance one would tend to relate the exchange value of education with what has been defined as the surface approach to learning (Marton & Booth, 1997). The surface approach to learning focuses on what can be called the sign, for example, a text itself (ibid). This implies that memorization, replication and rote learning become the main approaches to learning. A student’s attitude rests on the belief that knowledge is to be declared as rather fixed answers and tested in terms of right and wrong. This is in contrast to the belief that knowledge is constructed through an understanding of complex phenomenon and concepts involving the act of relating previous knowledge and experiences with new knowledge. On the other hand, the concept of the deep approach to learning could easily be related to the use value of education since this approach focuses on what which is signified, for example, the meaning of a text. The deep approach to learning also focuses on using organizing principles to integrate ideas (Marton & Booth, 1997). Hence, this approach leads to a more durable and complex set of competencies, skills, and insights. However, under present conditions this approach might require a longer process, which might not be available within the existing institutional structures. Thus, we assert that, there are a bound to be consequences for higher education in terms of the quality of learning.In this paper, though, we are interested in understanding the dialectical relationship between use- and exchange value and the link to learning. Thus, we want to go beyond the immediate perception of the relationship between exchange value and surface learning, on the one hand, and use value and deep level learning, on the other. In this paper we ask the following two questions. What are the signs of use- and exchange value in communication between students and instructors in higher education? How are manifestations of use- and exchange value approached by students and instructors in higher education aiming at a deep approach to leaning? Thus, the purpose of the paper is to contribute to an understanding of the dialectical tension in the object of the activity of higher education and its relationship to forms of learning. With forms of learning we here refer to surface- and deep approaches to learning but we might also include expansive learning though that is not the main focus of this study.On an applied level, higher education institutions aiming at deep approach to learning and durable and complex competencies, skills, and insights should benefit from this study.
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| 7. |
- Solberg Søilen, Klaus, 1968-
(författare)
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The shift from Geopolitics to Geoeconomics and the failure of our modern Social Sciences
- 2010
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Konferensbidrag (refereegranskat)abstract
- Geoeconomics is gradually replacing the importance of Geopolitics. The transition is marked by the start of the process we call Globalization , about two decades old now, but still in its infancy, when government and government institutions discovered that they no longer were self-evident key actors and watchmen of world events . The process is an effect of the end of the Cold War and marks a strategic shift from political ideologies to economic realities.For decades fellow economists have praised the value of public and private borrowing, the production of services at the expense of the production of goods and they have underestimated the importance of trade surpluses for the Competitive Advantage of Nations. They have done so because they have failed to see what makes a nation, a region or a city wealthy in the long run. We have developed a social science paradigm at our universities which have undermined our own development. At the same time we have disregarded much of the tradition for critical thinking, as implied in Critical Theory but more fundamentally as understood for centuriesThe study of all living organisms is now studied with the use of Evolutionary Theory; except for the study of Man. We must start to ask ourselves why. Why should the Social Sciences be any different than Zoology in this respect, unless we say that Man stands outside of biology?
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| 8. |
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| 9. |
- Arnesson, Andreas
(författare)
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För- och nackdelar med automaträttning i kurser för introduktion till programmering
- 2022
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Rapport (populärvet., debatt m.m.)abstract
- I LP1 varje år börjar mellan 200 och 300 studenter min kurs introduktion till problemlösning och programmering med python. I kursen har vi sju rättningstillfällen, vilket blir många rättningstimmar. För att underlätta för vårt egna arbete och studenternas har vi genom åren utvecklat många små system för att automatisera eller förenkla olika processer. Förra året tog vi det ett steg längre och startade upp vårt egna automaträttningssytem Umbridge. Var femte minut hämtar Umbridge alla orättade inlämmningar från Canvas och kör enhetstester på studenterna kod och baserat på resultatet sätts ett betyg i Canvas.
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| 10. |
- Badampudi, Deepika, 1984-
(författare)
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Student generated test questions
- 2022
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Rapport (populärvet., debatt m.m.)abstract
- Problem: Changes in the mode of education (remote/on-campus) due to the pandemic has emphasized existing challenges such as low attendance rate. In addition, active student participation is often challenging regardless of the education mode. Potential intervention: Using student-generated questions for student-centered assessment. The type of assessment can influence students’ attitudes toward learning . Questions generated by students allow students to reflect on their learning. It also allows students to demonstrate an understanding of the learning outcomes.
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