| 1. |
- Daniels, Mats, 1956-, et al.
(författare)
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Engineering Education Research in Practice : Evolving use of open ended group projects as a pedagogical strategy for developing skills in global collaboration
- 2010
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Ingår i: International journal of engineering education. - 0949-149X. ; 26:4, s. 795-806
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Tidskriftsartikel (refereegranskat)abstract
- Globalization presents engineering educators with new challenges as they face the need for graduates who can function comfortably in an increasingly distributed team context which crosses country and cultural boundaries. Scaffolding learners to acquire professional attributes which transcend the solely technical places stress on traditional curriculum models. This paper analyses an Open Ended Group Project Framework (OEGP) situated in an action research program applied within the IT in Society course at Uppsala University. The approach results in conscious evolution of the course as an integral element of its design. It enables flexible planned educational change informed by a combination of learning theories and stakeholder input. In this paper we discuss the role of the research program in addressing the educational challenges we faced assisting students to develop global collaboration skills. The implications of combining this course with one at a partner institution in the USA and developing a global collaboration are also addressed. The paper concludes by summarizing the benefits of adopting an integrated action research and OEGP framework to support flexible course delivery in a global professional engineering context.
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| 2. |
- Daniels, Mats, 1956-, et al.
(författare)
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Why Don't You Tell Me What I Need to Know? : Self-Flipped Classroom and Students' Personal Epistemology
- 2021
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Ingår i: 2021 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781665438513
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Konferensbidrag (refereegranskat)abstract
- This is a full research paper addressing the crucial element of understanding students when creating learning environments. It is for instance important to be aware of how students appreciate our way of teaching and to consider consequences of students not understanding or plainly disliking a setup. This paper addresses the negative experiences of students in a peer-learning environment named the self-flipped classroom. Through the lens of a theory of personal epistemology we investigate course evaluation reports and observations from anonymous students. Results indicate that the personal epistemology framework indeed gives some answers to students disliking the self-flipped aspect of the course, and that some students would rather be told what to learn in detail as in the quote: “why don't you tell me what I need to know?”. Finally the paper presents some ideas on ways forward.
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| 3. |
- Frezza, S., et al.
(författare)
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Modeling global competencies for computing education
- 2018
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Ingår i: ITiCSE 2018 Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450357074 ; , s. 348-349
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Konferensbidrag (refereegranskat)abstract
- This working group contributes to formulating a framework for modeling competencies in the current and future disciplines that comprise computing education. We draw upon the innovative approach taken in the curricular document for information technology (IT2017), curricular competency frameworks, other related documents such as the software engineering competency model (SWECOM), the Skills Framework for the Information Age (SFIA), current research in competency models, and elicitation workshop results from other computing conferences. The outcomes contribute to the Computing Curricula 2020 (CC2020) project, and include the formulation and review of sets of disciplinary-relevant competencies for use in computing education. This work directly informs the CC2020 project sponsored by the Association for Computing Machinery (ACM) and the IEEE Computer Society.
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| 4. |
- Frezza, S., et al.
(författare)
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Modelling competencies for computing education beyond 2020 : A research based approach to defining competencies in the computing disciplines
- 2018
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Ingår i: Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE. - New York, NY, USA : Association for Computing Machinery. - 9781450362238 ; , s. 148-174, s. 148-174
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Konferensbidrag (refereegranskat)abstract
- How might the content and outcomes of tertiary education programmes be described and analysed in order to understand how they are structured and function? To address this question we develop a framework for modelling graduate competencies linked to tertiary degree programmes in the computing disciplines. While the focus of our work is computing the framework is applicable to education more broadly. The work presented here draws upon the pioneering curricular document for information technology (IT2017), curricular competency frameworks, other related documents such as the software engineering competency model (SWECOM), the Skills Framework for the Information Age (SFIA), current research in competency models, and elicitation workshop results from recent computing conferences. The aim is to inform the ongoing Computing Curricula (CC2020) project, an endeavour supported by the Association for Computing Machinery (ACM) and the IEEE Computer Society. We develop the Competency Learning Framework (CoLeaF), providing an internationally relevant tool for describing competencies. We argue that this competency based approach is well suited for constructing learning environments and assists degree programme architects in dealing with the challenge of developing, describing and including competencies relevant to computer and IT professionals. In this paper we demonstrate how the CoLeaF competency framework can be applied in practice, and though a series of case studies demonstrate its effectiveness and analytical power as a tool for describing and comparing degree programmes in the international higher education landscape.
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| 5. |
- Grande, Virginia, 1987-, et al.
(författare)
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Making Visible and Modeling the Underrepresented : Teachers' Reflections on Their Role Modeling in Higher Education
- 2022
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Ingår i: ITiCSE '22. - New York, NY, USA : Association for Computing Machinery. ; , s. 566-567
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Konferensbidrag (refereegranskat)abstract
- This work contributes to a better understanding of computing teachers' perceptions of themselves as role models. Role models are described as important to address under-representation, yet there is little in-depth research on how role modeling works and what university teachers in computing can model to broaden participation in the discipline. We will analyze teachers' reflections on how they may, or want to, be perceived by their students, particularly in terms of professional competencies, emotions and attitudes towards well-being. We will use and further develop an already existing framework on role modeling in computing, and we will relate our findings to existing research on computing and science identities. Modeling aspects outside the computing norm can help provide students with a wider notion of what it means to be a computer scientist. Besides developing the theoretical understanding of computing teachers as role models , our work can support various ways of developing computing teachers' competences and departments' teaching culture. The results are one way to contribute to student diversity and equitable access, and more broadly increase the relevance of computing education for sustainability.
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| 6. |
- Grande, Virginia, 1987-, et al.
(författare)
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Role Modeling as a Computing Educator in Higher Education : A Focus on Care, Emotions and Professional Competencies
- 2022
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Ingår i: ITiCSE-WGR '22. - New York, NY, USA : ACM Digital Library. ; , s. 37-63
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Konferensbidrag (refereegranskat)abstract
- This paper provides insights into role modeling by educators in computing that is beyond the technical, theoretical and rational perspectives which have historically been described as dominant in computing. Surveying 199 educators in higher education, we have built on frameworks of role modeling, care, emotions, and professional competencies as a lens to see different ways of engaging in computing.Our quantitative and qualitative findings show how educators model ways of caring (for oneself, other humans and living species, technology, and the planet), emotions, professional competencies and other types of role modeling. Examples of contexts within computing and reasons why an educator can(not) model these aspects bring new light to research on care and emotions being shown in computing.This work contributes to a better understanding of computing educators as potential role models, particularly in terms of displaying emotions and various types of care. Our work can support ways of developing the professional competences of computing educators and the teaching culture of computing departments. Our findings may inspire other educators to think about their own display of emotions and care, and what this transmits to their students. Thus, the work also contributes to the discussion of ways to increase diversity among students and equitable access to computing education.
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| 7. |
- Nylén, Aletta, et al.
(författare)
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Why are we here? : The educational value model (EVM) as a framework to investigate the role of students’ professional identity development
- 2018
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Ingår i: 2018 IEEE Frontiers in Education Conference (FIE). - Piscataway, NJ : IEEE. - 9781538611746
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Konferensbidrag (refereegranskat)abstract
- Education can be seen as a preparation for a future profession, where some educational programs very clearly prepare their students for a certain profession, e.g. plumber, nurse and architect. The possible professions for students following education programs in computing is quite varied and thus difficult to cater for, but to educate towards a professional life is still a stated goal in most higher education settings. We argue that this goal is typically not even closely reached and provide an analysis indicating factors explaining this situation. The analysis is based on the concept of professional identity. In earlier work [1] a framework with which to reason about student interactions with the regulatory structure of higher education and teachers was developed. In that paper we developed a compound model which not only relates these players to one another, but also provides approaches to reasoning about misalignments which arise when students and teachers approach their shared learning context from different perspectives. This framework is in this paper applied to address different aspects of professional identity with the intent of bringing forth deeper insights into challenges with educating towards professions. This issue is highly complex and the framework provides a structure that is beneficial for analysing different aspects in a more holistic manner.
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| 8. |
- Peters, Anne-Kathrin, et al.
(författare)
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Care ethics to develop computing and engineering education for sustainability
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - : IEEE. - 9781728189611 - 9781728189628
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Konferensbidrag (refereegranskat)abstract
- The aim of this special session is to connect researchers interested in computing and engineering education for sustainability. We will explore the use of care and care ethics as a theoretical perspective to develop sustainability education. Theoretical discussions in environmental and sustainability education (ESE) research and feminist research will be introduced to develop an understanding of care for education. Those theories will be illustrated and motivated based on concrete examples in computing and computing education. The participants get to choose among four different topics of discussion in the session, 1) the role of education to prepare for care, 2) theoretical discussions of care as a concept to develop education and education research, 3) pedagogical methods to foster care, 4) care and responsibility in the curriculum. The outcome of this session is two-fold: The participants will gain new ways of conceiving education for human and planetary well-being and they will get to know researchers and educational developers with an interest in and experiences with sustainability education.
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| 9. |
- Peters, Anne-Kathrin, et al.
(författare)
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Utilising Diversity for Project Work and Learning : A Study of the Learning Agreement Intervention
- 2019
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Ingår i: 2019 IEEE Frontiers in Education Conference (FIE 2019). - : IEEE. - 9781728117461
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Konferensbidrag (refereegranskat)abstract
- The learning agreement has great potential as a learning intervention that supports learners to take ownership of their learning and to develop in ways that are meaningful to them. It is useful to educate a diverse student cohort. In a project course as the one investigated in this study, the learning agreement intervention can be beneficial to make use of the different experiences and competencies that a diverse student group brings to the table. In practice however, the learning agreement invention is uncommon in education and not well understood. As it is used in the present study, it is essentially a document in which the students describe competencies that they want to develop, as well as how they will develop and assess those competencies. This study has investigated the learning agreement intervention as it was conducted in an open-ended group project, in particular a workshop to improve the quality and usefulness of the students' learning agreements. Two versions of learning agreements, the one before the workshop and the one after, from 19 students were analysed, as well as semi-structured interview data with the students. We find that many learning agreements are of little use, even after the workshop. A qualitative thematic analysis suggests that the students experience the learning agreement and workshop as useful but that they still struggle with the learning agreement, particularly with describing activities to develop and assess their learning. We derive ideas for how to improve the learning agreement intervention, e.g. by integrating it more with the project work.
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| 10. |
- Vasilchenko, Anna, et al.
(författare)
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Students as Prosumers : Learning from Peer-Produced Materials in a Computing Science Course
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - 9781728189628 - 9781728189611
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Konferensbidrag (refereegranskat)abstract
- This paper presents an investigation of a pedagogical approach where student act as prosumers of peergenerated knowledge. A cohort of computing science students were tasked to interview field experts, and then produced a report of the interview results in the form of a short video accompanied by a written summary. The reports were used to facilitate learning about aspects and phases of IT systems life cycle. This paper investigates student and instructor attitudes to and experiences of this pedagogical approach. Our findings suggest that the students were generally not ready for this learning method, which led to the “love it or hate it” split within the observed cohort. While the instructing team was convinced of the benefits of the used pedagogical approach and planned to continue using it in future, they were faced with a number of challenges. The biggest of those challenges was that the instructors had no control over the quality of teaching materials, which affected learning experience of the students. This paper’s findings contribute to the understanding of CS student and instructor expectations, attitudes, and experiences of nontraditional teaching and learning activities such as creating videos and reusing student-produced multi-media materials.
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