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| 2. |
- Cassel, Sofia, et al.
(författare)
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Enhanced learning by promoting engineering competencies
- 2014
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Ingår i: Proc. 44th ASEE/IEEE Frontiers in Education Conference. - Piscataway, NJ : IEEE Press. - 9781479939213 ; , s. 2044-2049
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Konferensbidrag (refereegranskat)abstract
- An engineering graduate needs to master a number of important skills: problem solving, critical thinking, communication, collaboration, etc. In this paper we describe how a course in computer security, taught in the Computer and Information Engineering programme at Uppsala University, has been developed over a period of three years. The aim is to better develop the engineering competencies of students, improving their understanding of course contents, training their ability to reflect on it, and to apply their knowledge when facing realistic problems.The course is designed to activate students, based on practical labs and theoretical tasks which are solved in groups. The student reports are assessed at seminars, where the solutions are presented orally, peer-reviewed and discussed. The seminars encourage and reward activities at the higher levels of taxonomies such as Bloom's.The results of the development, based on a CEQ-based course evaluation, indicate that students take a deeper approach to learning. They develop their problem-solving skills to a high degree, appreciate the practical solving of open-ended problems, and take responsibility for collaborative learning. Their overall satisfaction with the course is quite high, despite indications that they find the workload high.
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| 3. |
- Hansson, Henrik
(författare)
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Fear of the Mouse and other ICT4D Change projects in developing countries
- 2014
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Ingår i: FIE Frontiers in Education conference. - : IEEE conference proceedings. - 9781479939213
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Konferensbidrag (refereegranskat)abstract
- The Swedish International Development Cooperation Agency (Sida) funds an advanced training program for key decision makers who can influence the implementation of ICT in education in developing countries. The program started in 2012 and runs for 3 years, with an optional extension of up to 5 years. The participants from 2012 to 2014 were from Afghanistan, Bangladesh, Cambodia, India, Kosovo, Bolivia, Uruguay, Ethiopia, Liberia, Rwanda, Tanzania, Uganda, and Zimbabwe. The program educates and coaches approximately 30 participants in a course (6 courses so far) that lasts 16 months. Four course weeks are located in Sweden and the remaining period is focused on the change project implementation in the home country with coaching from Sweden using distance technology. The course modules are: 1) Visions for learning: International, national, and regional policies for education, 2) Managing change in education: Leadership, processes, and evaluation, 3) Interactive learning environments and digital inclusion, and 4) Support and tools for change. The department of computer and systems sciences at Stockholm University and Life Academy Sweden jointly run the program. Each participant is selected based on the change project suggested, personal qualifications, and the status of the work organisation. The ICT in Education change projects initiated so far have been categorized into the following themes: Management, Human rights (children’s and women’s rights), Language Learning, and Open resources and Teacher Education. The study analyses the relevance, implementation and impact of these change projects, highlighting contextual and universal obstacles when introducing ICT for teaching and learning on a national or local scale. This project has created a large international network of key people who will impact development in these regions. Master and PhD students from Stockholm University have been connected to this research and development project providing added capacity and facilitating power. This work in progress outlines multi‐disciplinary and international issues using a comparative perspective. At the time of the FIE conference in October 2014 180 change projects has been initiated and are ongoing and two “half time” follow up meetings has been held, one in India and one in Uganda. The lessons learned, critical challenges and ideas for the future regarding the use and implementation of ICT in developing countries will be presented, discussed and reflected upon at the conference. “Fear of the mouse” is a quote from a change project in Bangladesh, with the purpose of introducing computers in rural schools. “The teachers are afraid of the (computer) mouse, they don’t dare to touch it, fear they will destroy something, but once they feel the mouse, move it and learn how to use it, they realize they need it!”. A lot of cases from the real world will be presented both as examples of the needs for specific contextualisation and as general cases highlighting worldwide problems. Video documentation, surveys, field studies and interviews are the primary data sources.
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| 4. |
- Jobe, William
(författare)
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No University Credit, No Problem? : Exploring Recognition of Non-Formal Learning
- 2014
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Ingår i: 2014 IEEE Frontiers in Education Conference Proceedings. - : IEEE Computer Society. - 9781479939220 - 9781479939213 ; , s. 2420-2426
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Konferensbidrag (refereegranskat)abstract
- Massive Open Online Courses (MOOCs) are disrupting traditional, higher education and redefining how learning takes place online. These open courses typically offer some form of recognition, such as a certificate of completion and/or digital badge, to recognize, validate, and in some cases even accredit learning. A general problem with MOOCs is the uncertainty regarding the use and goals of recognition, validation, and accreditation (RVA), and participants’ acceptance and perception of such techniques. This research effort addresses this problem by exploring course partici-pants’ attitudes and levels of acceptance of non-formal learning recognition compared to traditional university credit in both devel-oped and developing countries. The actual study uses both certifi-cates of completion and digital badges to recognize and validate learning in an introductory, university level course in web pro-gramming using HTML5/CSS. The course is available to anyone, but was specifically marketed to participants from Sweden and Kenya. Empirical data was gathered using interviews and online surveys in the course. The preliminary results are that participants from developing countries value digital recognition to a greater extent than their counterparts in Europe. However, both Swedes and Kenyans see open courses with digital recognition as a com-plement to traditional learning to individually construct an educa-tion.
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| 6. |
- Mobini, Pooyeh, 1983-, et al.
(författare)
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E-Participation in higher education : The importance of non-technical factors as identified in the EU-project MyUniversity
- 2014
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Ingår i: 2014 IEEE Frontiers in Education Conference Proceedings. - : IEEE Computer Society. - 9781479939220 - 9781479939213 ; , s. 63-70
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Konferensbidrag (refereegranskat)abstract
- E-participation not only covers the general participation of citizens, but also enables higher education decision makers to communicate with all involved stakeholders. EU has funded projects in the area of e-participation in order to respond to this emerging requirement. Lots of studies have been published about these projects. But they have mainly covered technical aspects and less about non-technical challenges. In the present study, we have been trying to identify the non- technical factors. The EU-funded project MyUniversity has been selected as a case study. Data collection was conducted by means of recorded semi structured interviews with stakeholders. Data-analysis was done using a systematic coding of audio files. The following non-technical factors were identified and analyzed as crucial for the success of e-participation in higher education: 1) The socio-cultural context, 2) Identification of users, 3) Usability, drivers and motivation. The study showed that deeper needs assessments locally at each university and "cultural studies" should not be neglected. Moreover, each educational institute should use its own motivational techniques based on their cultural studies. This study concludes that the "business strategies" used by EU for introducing e-participation projects in higher education, need to be revised taking into account the identified issues.
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| 7. |
- Tedre, Matti, et al.
(författare)
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Methodology Education in Computing : Arrangements and Results from Two Courses
- 2014
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Ingår i: 2014 IEEE Frontiers in Education Conference Proceedings. - : IEEE Computer Society. - 9781479939220 - 9781479939213 ; , s. 668-673
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Konferensbidrag (refereegranskat)abstract
- Methodology education is one of the less studied and discussed areas of computing education. Underplaying methodological education starts from computing curricula, which discuss methodology to different degrees, depending on the branch of computing. In computer science education research, programming courses have been analyzed through and through, but methodology courses in computing are largely devoid of course descriptions, analytic studies, and experimental studies. This paper presents the learning objectives, contents, and arrangements for a fully online graduate level course on methodology and research design in computing. The course was run twice in a relatively large school of computing (5700 students) and it included students from a neighboring institution of the same size. Students' (N=136) learning was analyzed from multiple viewpoints. Their final work was analyzed qualitatively by course facilitators as well as scored on a 90-point scale. Their coursework was qualitatively reviewed and graded by their peers and facilitators. The effect of students' learning approaches to course results was analyzed using Biggs' R-SPQ-2F questionnaire. Student feedback was collected using a slightly modified course feedback questionnaire of the university. This paper presents the course arrangements, course results, and analysis of students' learning.
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| 8. |
- Verdú, E., et al.
(författare)
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Intelligent Tutoring Interface for Technology Enhanced Learning in a Course of Computer Network Design
- 2014
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Ingår i: 2014 IEEE Frontiers in Education Conference. - : IEEE Press. - 9781479939213 ; , s. 932-938
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Konferensbidrag (refereegranskat)abstract
- This paper describes the user interface of anIntelligent Tutoring System that enables the customization of e-Learning systems according to the needs of students requiringrecommendation along pedagogical pathways. The interface hasbeen implemented for the Moodle e-learning platform by using astandard extension mechanism provided by this LearningManagement System (LMS) referred as “block”. The designedinterface allows the intelligent system to interact with the LMSand the learner, whose learning is continuously monitored andsupported by means of personalized recommendations andmessages. The system usability has been evaluated in the contextof a course about Computer Network Design. Results show thatthe designed interface is well integrated into Moodle andgenerates a non-intrusive user interface.
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