| 1. |
- Steghöfer, Jan-Philipp, 1983, et al.
(författare)
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Involving External Stakeholders in Project Courses
- 2018
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Ingår i: ACM Transactions on Computing Education. - : Association for Computing Machinery (ACM). - 1946-6226. ; 18:2
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Tidskriftsartikel (refereegranskat)abstract
- Problem: The involvement of external stakeholders in capstone projects and project courses is desirable dueto its potential positive effects on the students. Capstone projects particularly profit from the inclusion ofan industrial partner to make the project relevant and help students acquire professional skills. In addition,an increasing push towards education that is aligned with industry and incorporates industrial partners canbe observed. However, the involvement of external stakeholders in teaching moments can create friction andcould, in the worst case, lead to frustration of all involved parties.Contribution: We developed a model that allows analysing the involvement of external stakeholders inuniversity courses both in a retrospective fashion, to gain insights from past course instances, and in aconstructive fashion, to plan the involvement of external stakeholders.Key Concepts: The conceptual model and the accompanying guideline guide the teachers in their analysisof stakeholder involvement. The model is comprised of several activities (define, execute, and evaluate thecollaboration). The guideline provides questions that the teachers should answer for each of these activities.In the constructive use, the model allows teachers to define an action plan based on an analysis of potentialstakeholders and the pedagogical objectives. In the retrospective use, the model allows teachers to identifyissues that appeared during the project and their underlying causes. Drawing from ideas of the reflectivepractitioner, the model contains an emphasis on reflection and interpretation of the observations made bythe teacher and other groups involved in the courses.Key Lessons: Applying the model retrospectively to a total of eight courses shows that it is possible toreveal hitherto implicit risks and assumptions and to gain a better insight into the interaction betweenexternal stakeholders and students. Our empirical data reveals seven recurring risk themes that categorisethe different risks appearing in the analysed courses. These themes can also be used to categorise mitigationstrategies to address these risks pro-actively. Additionally, aspects not related to external stakeholders, e.g.,about the interaction of the project with other courses in the study program, have been revealed. Theconstructive use of the model for one course has proved helpful in identifying action alternatives and finallydeciding to not include external stakeholders in the project due to the perceived cost-benefit-ratio.Implications to practice: Our evaluation shows that the model is viable and a useful tool that allowsteachers to reason about and plan the involvement of external stakeholders in a variety of course settings,and in particular in capstone projects.
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| 2. |
- Burden, Håkan, 1976, et al.
(författare)
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Facilitating entrepreneurial experiences through a software engineering project course
- 2019
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Ingår i: Proceedings - 2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training, ICSE-SEET 2019. - : IEEE. ; May 2019, s. 28-37
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Konferensbidrag (refereegranskat)abstract
- Skills and competencies in entrepreneurship, such as the ability to generate innovative ideas and the courage to engage with stakeholders and society, have gained importance in engineering curricula. In this case study paper, we report on how we have integrated entrepreneurial experiences into a software engineering project course and made the creation of value and reflection on the application of a structured process the heart and soul of the course. Based on current research on entrepreneurship education as well as the definition of entrepreneurial competencies used by the European Union, we show how the learning objectives, the teaching moments, the integration of external stakeholders, and the assessment work together to create an entrepreneurial environment in which students are encouraged and rewarded to work in an entrepreneurial way. Based on data from reflection reports, course evaluations, and interviews we discuss the pros and cons of our approach and how the student perception and expectations often run counter to the motivations of the course design. We thus contribute guidance for other teachers based on our own experiences in relation to the findings of our peers.
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| 3. |
- Burden, Håkan, 1976, et al.
(författare)
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Teaching and Fostering Reflection in Software Engineering Project Courses
- 2019
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Ingår i: Agile and Lean Concepts for Teaching and Learning: Bringing Methodologies from Industry to the Classroom. - Singapore : Springer Singapore. - 9789811327513 ; , s. 231-262, s. 231-262
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Reflection is an important part of agile software processes as witnessed, e.g., by the Sprint Retrospectives in Scrum or by the various learning feedback loops in XP. Engineering education also emphasises the importance of reflective practice, e.g., in Kolb's learning cycle and Schön's reflection-in/on-action. Our contribution in this chapter is a toolkit for reflective practice that shows how reflection can be used by software engineering students for two purposes: to reflect on the application of a software process and to reflect on their learning process. In order to help students understand the purpose of reflection and how to approach reflection, we follow a cognitive apprenticeship approach in which the teachers reflect about the events in the course, their own goals, and how they are aligned with the teaching. Students are asked to reflect during supervisions and as part of their written assignments from the very beginning of the course. We thus combine a meta-cognitive approach where reflection is taught as a learning strategy with a common software engineering practice of continuous improvement through reflection. We evaluate the reflective model and a course design based on it through the student, teacher, and theoretical lenses based on empirical data.
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| 4. |
- Carlborg, Niklas, et al.
(författare)
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The scope of autonomy when teaching computational thinking in primary school
- 2019
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Ingår i: International Journal of Child-Computer Interaction. - : Elsevier BV. - 2212-8689 .- 2212-8697. ; 21, s. 130-139
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Tidskriftsartikel (refereegranskat)abstract
- During the 21st century, there has been an increased interest in the field of computational thinking as a consequence of the ever faster technical development. However, educating future generations in programming and computational thinking is not trivial. Many different platforms and teaching approaches can be used for this purpose. Inspired by the UK initiative with BBC micro:bit, this paper strives to identify what may be important to consider when designing teaching materials with the BBC micro:bit for training Swedish primary school learners’ computational thinking skills relating to mathematical and technical school subjects. This has been investigated in an iterative process, by conducting 21 workshops with the goal to support primary school teachers in developing BBC micro:bit teaching materials. The contribution of this paper is the Scope of autonomy model, which is based on the relation between learning potential, the risk of feeling overwhelmed, and the amount of choices provided in exercises. The model aim to support teachers in developing and appropriating material for teaching programming and computational thinking with individual progression in accordance with the new curriculum.
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| 5. |
- Tyrén, Markus, et al.
(författare)
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Considerations and Technical Pitfalls for Teaching Computational Thinking with BBC micro:bit
- 2018
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Ingår i: ACM International Conference Proceeding Series. - New York, NY, USA : ACM. ; Part F137702, s. 81-86
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Konferensbidrag (refereegranskat)abstract
- As many countries are about to make changes in the primary school curriculum by introducing computational thinking, new methods and support for teachers is needed in order help them develop and adapt teaching materials. In this paper, technical pitfalls and other considerations for designing teaching materials with the microcontroller BBC micro:bit are presented. The results are based on a series of 21 workshops in different parts of Sweden aiming to investigate what is important to consider when designing teaching materials with the BBC micro:bit for training Swedish primary schools students computational thinking skills. The contribution of the paper are a number of identified considerations that can be helpful for teachers when designing exercises and planning for teaching computational thinking with the BBC micro:bit.
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| 6. |
- Almeida Costa, Nicole, 1988, et al.
(författare)
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Testing Proof of Concept of a Web-Based Ship Manoeuvring Training Tool in the Classroom
- 2019
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Ingår i: Proceedings of Ergoship 2019. - 9788293677048 ; , s. 1-10
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Konferensbidrag (refereegranskat)abstract
- Currently, real-time ship manoeuvring simulations are confined to static environments e.g., desktop/full-mission bridge simulators. Seaman Online™ is a novel web-based ship manoeuvring training tool allowing students and professional mariners to practice manoeuvres in ports and confined waters from their personal computers. This paper describes the tool’s first-time implementation in a Master Mariner university programme. The students were asked to complete a post-questionnaire regarding their use experience and the results were discussed between the course instructors and the toolproviding organization at two debriefings. The aim was to obtain feedback about (a) the usefulness of the tool in manoeuvring training; (b) further design improvements and usability; and (c) how to best incorporate it into the programme curriculum in coming academic years for improved user experience. Results revealed usability and maturity issues and the need for further guidance on simulation-based training objectives and limitations. Overall, the tool’s usefulness and potential in individual manoeuvring training were demonstrated.
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| 7. |
- Björner Brauer, Hanna, et al.
(författare)
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Re-configuring practices in times of energy crisis : A case study of Swedish households
- 2024
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Ingår i: Energy Research & Social Science. - : Elsevier Ltd. - 2214-6296 .- 2214-6326. ; 114, s. 103578-103578
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Tidskriftsartikel (refereegranskat)abstract
- During the autumn, winter and early spring of 2022/2023, Europe faced rapidly increasing energy prices and threats of power cuts. The situation was consequently labelled an “energy crisis”, and one sector that was severely affected was households. In response to the situation, European households made efforts to reduce and time-shift their energy use to mitigate the effects of the crisis. Considering that domestic energy practices are often difficult to change, particularly in the long term, we find this effect of the energy crisis on households important to understand more deeply. In this paper, we use social practice theory to investigate how Swedish households responded to the crisis and what changes they made in terms of re-configurations of their practices. The aim was to contribute knowledge on how households adapt to a changing energy system with volatile prices, limitations in electric power, and threats of energy crisis. We conducted two rounds of semi-structured interviews with 9 households in single-family houses in the middle and south of Sweden during and after the crisis, in total 18 interviews, to examine what re-configurations of practices emerged and which persisted over time. The results show that significant changes were apparent in primarily the practice domains of heating and hygiene. While some of these changes were temporary, other re-configurations of energy practices persisted beyond the months of crisis and high prices, indicating that meanings of frugality and sufficiency were strengthened. Our results demonstrate that households were reminded of certain electricity use that is otherwise typically backgrounded in homes and that the energy crisis stimulated re-configuration and re-examination of norms as well as reflection on electricity use in general. Finally, we discuss the effects of the energy crisis on household practices in comparison with other crises and disruptions, and point to the importance of communicating clearly with households about the societal effects of their efforts, in order to manage the legacy of this crisis for similar future crisis situations.
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| 8. |
- Burden, Håkan, 1976, et al.
(författare)
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Teaching sustainable development through entrepreneurial experiences
- 2021
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Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Ltd.. - 1467-6370 .- 1758-6739. ; 22:1, s. 142-156
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The purpose of this study is to address the challenges of teaching sustainable development to computer engineering students. Part of the problem is that they perceive the topic as irrelevant for their future profession. Design/methodology/approach: To address this challenge, we introduced a project element into a course on sustainable development where the students developed applications for sustainable mobility together with the local public transport authority, an academic institution and a multinational telecom company. Findings: The findings conclude that the course changes improved the overall student satisfaction while succeeding in anchoring sustainable development in a context which the students can relate to. The collaboration was also perceived as fruitful by the external stakeholders who encouraged the students to stay in touch for their bachelor theses and internships. Research limitations/implications: The theoretical implication is a first attempt in integrating sustainable development education with entrepreneurial experiences, whereas the practical implication is a description of how the integration can be realized. Practical implications: The contribution is therefore of value for both educational researchers to open novel research opportunities and for teachers to describe new possibilities for sustainable development education. Originality/value: The contribution describes how entrepreneurial experiences can be used to motivate engineering students in mandatory courses on sustainable development and ethics. The approach is novel in that the approach has not been described earlier in this context.
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| 9. |
- Seravalli, Anna, 1984-, et al.
(författare)
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Design in the public sector : Nurturing reflexivity and learning
- 2022
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Ingår i: The Design Journal. - : Taylor & Francis. - 1460-6925 .- 1756-3062. ; 25:2, s. 225-242
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Tidskriftsartikel (refereegranskat)abstract
- It has been highlighted how design engagement with the public sector risks being either irrelevant or instrumental to technocratic agendas due to a lack of understanding of the public sector’s nature. Based on the idea of public sector innovation as a matter of learning and adaptation for continuous improvement, this article looks at how participatory design approaches can be used to drive co-learning processes within the public sector, namely, collaborative learning processes about institutional aspects. It reflects on the authors’ engagement within a Swedish public organisation that relied on traditional design processes and co-learning processes. By analysing these processes, the article highlights how design as problem framing, by supporting collaborative reflexivity, can be a fruitful way to engage with institutional aspect.
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| 10. |
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