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| 2. |
- 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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| 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. |
- Gulliksen, Jan, et al.
(författare)
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Digital spetskompetens – den nya renässansmänniskan : Genomlysning, definition, prognosverktyg och rekommendationer för framtida utveckling
- 2020
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Rapport (populärvet., debatt m.m.)abstract
- Att Sverige ska vara “bäst i världen på att utnyttja digitaliseringens möjligheter” är sedan 2011 regeringens övergripande digitaliseringsmål. Regeringens digitaliseringsstrategi från 2016 bryter ner målet i fem delmål, där digital kompetens är det som lyfts först och innehåller största andelen förslag. För att möta näringslivets och offentlig sektors behov måste matchningen av kompetens och behovet av en ökad digitalt kompetent arbetskraft tillgodoses enligt digitaliseringsstrategin. I “Smart industri”, regeringens nyindustrialiseringsstrategi, lyftes digitalisering av industri och ökade kompetensbehov, i regeringens nationella strategi för informations‐ och cybersäkerhet måste Sverige stärka behovet av kompetensförsörjning inom området. Det betonas även i regeringens nationella inriktning för artificiell intelligens från 2018 att om Sverige ska vara ledande i att tillvarata AI:s möjligheter för ökad välfärd och stärkt konkurrenskraft, behöver vi öka andelen personer som har de kunskaper som behövs för att använda och utveckla AI. I OECD:s analys “Going Digital in Sweden” från 2018 av vad Sverige behöver göra för att vara bäst i världen på att utnyttja digitaliseringens möjligheter, konstateras att bristen på digitala specialister och digital spetskompetens är en flaskhals för innovation och tillväxt i Sverige och behovet kommer att öka när digitaliseringen utvecklas och nya teknologier som AI får genomslag. Även Digitaliseringsrådet efterfrågar ett gemensamt agerande från arbetsmarknad, näringsliv och utbildningssektorn för ökad matchning mellan utbud och efterfrågan på digital kompetens samt för ökad jämställdhet i IT‐ branschen. Begreppet digital spetskompetens har flitigt använts i media och rapporter, utan att ha haft en gemensamt överenskommen definition eller betydelse. Denna rapport har analyserat och penetrerat digital spetskompetens för att förstå hur begreppet uppfattas av näringsliv och offentlig sektor, av de som anställer och de som utbildar, av de som själva besitter digital spetskompetens och de som har behov av att anlita sådan. Vi har diskuterat vad utbildning spelar för roll, huruvida det krävs en bred digital förståelse eller djup unik spetskompetens inom ett specifikt område, vad färdigheter har för betydelse, huruvida attityder och värderingar spelar någon roll och huruvida det krävs en konstant vidareutveckling av kunskapen för att kunna sägas besitta digital spetskompetens. Rapportens titel “Digital spetskompetens – den nya renässansmänniskan” är vald för att belysa de många krav och förväntningar som läggs på den digitalt spetskompetente i att vara såväl högutbildad och allmänbildad, vara ansvarstagande, föränderlig och stadigt i vidareutveckling, etc. Vi ser en förväntansbild som visar på komplexiteten att faktiskt kunna definiera begreppet på ett heltäckande sätt. Begreppet renässansmänniska avses inte tolkas maktstrukturellt. Arbetet har genomförts under perioden januari‐april 2020 av undertecknande forskare vid KTH och Uppsala universitet. Förutom huvudförfattarna har även Jeffrey Buckley, postdoktor i teknikvetenskapens lärande, bidragit med sammanställning och analys av litteraturen och rapid reviewprocessen. Vi vill härmed tacka alla som bidragit genom intervjuer, workshops, analyser och diskussioner och framför allt våra uppdragsgivare från UKÄ och Tillväxtverket för stöd och diskussioner under projektets gång. Tack också till Helena Bernald som korrekturläst och bistått med transkribering. För rapporten svarar dock huvudförfattarna.
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| 6. |
- Isomöttönen, Ville, et al.
(författare)
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Searching for global employability : Can students capitalize on enabling learning environments?
- 2019
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Ingår i: ACM Transactions on Computing Education. - : Association for Computing Machinery (ACM). - 1946-6226. ; 19:2, s. 11:1-29
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Tidskriftsartikel (refereegranskat)abstract
- Literature on global employability signifies “enabling” learning environments where students encounter ill-formed and open-ended problems and are required to adapt and be creative. Varying forms of “projects,” co-located and distributed, have populated computing curricula for decades and are generally deemed an answer to this call. We performed a qualitative study to describe how project course students are able to capitalize on the promise of enabling learning environments. This critical perspective was motivated by the circumstance of the present-day education systems being heavily regulated for the precipitated production of human capital. The students involved in our study described education system-imposed and group-imposed narratives of narrowed opportunities, as well as many self-related challenges. However, students welcomed autonomy as an enjoyable condition and linked it with motivation. Whole-group commitment and self-related attributes such as taking care of one’s own learning appeared as important conditions. The results highlight targets for interventions that can counteract constraining study conditions and continue the march of projects as a means to foster complex learning for the benefit of students and professionalism in global software engineering.
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| 7. |
- Nylén, Aletta, et al.
(författare)
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Why are we here? : Student perspectives on the goal of STEM higher education
- 2017
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Ingår i: 2017 IEEE Frontiers in Education Conference (FIE). - Piscataway, NJ : Institute of Electrical and Electronics Engineers (IEEE). - 9781509059195 - 9781509059201
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Konferensbidrag (refereegranskat)abstract
- A key component of the tertiary education system is the negotiation of common expectations in terms of pedagogy and the manner in which learning is scaffolded in the learning context. This paper addresses this interplay of perspectives by drawing on two elements of our previous work, a longitudinal study of student identity development [1] and a study contrasting project course students' experiences with teachers' expectations [2]. The paper develops a model of student interaction with teachers and the higher education system, which contributes to a better understanding of the consequences of recent changes and trends in higher education, e.g. demands for activating students, increased level of detail in course specifications, and examination of "non-core subject content". This is an immensely complex area and we approach this challenge with a focus on the issue of students rejecting learning opportunities. Through this lens we will identify and illustrate some essential aspects of how to adapt educational settings to better accommodate how students behave and view the goal of their education.
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| 8. |
- 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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| 9. |
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| 10. |
- Pears, Arnold Neville, 1964-, et al.
(författare)
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The Archetype Learning Method : Scaffolding teamwork competences in the engineering classroom
- 2017
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Ingår i: 2017 IEEE Frontiers in Education Conference (FIE). - Piscataway, NJ : Institute of Electrical and Electronics Engineers (IEEE). - 9781509059195 - 9781509059201
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Konferensbidrag (refereegranskat)abstract
- Globalisation of both the workplace and higher education is a fact for many Universities and Industries. For the universities the challenge lies both in identifying the needs and developing pedagogies suitable for preparing their students to become a workforce that can contribute in a global economy. Thus, a central issue is how to provide an appropriate level of background knowledge and skills which contribute to the success of the individual in the workplace, and to the success of their employers. Helping students develop the skills required for success in global software development teams provides a number of unique challenges and opportunities for the designers of engineering degree programmes. A central issue is that students bring with them local cultural norms, different native languages, and rhetorical traditions, which place an additional burden to the already difficult task of working effectively in a student engineering team. The contribution of this paper is the presentation of two learning activities; 1) structured role-play and 2) hypothetical archetypes, used within a method we call the "Archetype Learning Method" (ALM). The activities are geared towards enhancing the students' awareness of the underlying complexities inherent in participating in global software engineering and through that provide scaffolding to the development of teamwork skills. Our method provides students with strategies for engaging more productively in teamwork in a global context, hence contributing to the systematic development of one of the critical professional skills identified in the CHAOS report.
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