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- Jónsson, Björn Þór, et al.
(författare)
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Aligning quality assurance at the course unit and educational program levels
- 2016
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Ingår i: Proc. 46th ASEE/IEEE Frontiers in Education Conference. - Piscataway, NJ : IEEE Press. - 9781509017904
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Konferensbidrag (refereegranskat)abstract
- Quality assurance is a subject that has grown dramatically in importance in recent times. In previous work, we have described how the ACM Curricula can be used to support the Quality Assurance process of educational programs, using the Computer Science program at Reykjavik University as an example. Faculty members and employers of graduates participated in the process, that resulted in providing both detailed quantitative data and qualitative information. The assessment also raised awareness of how abstract topics and learning outcomes from an international standard can be used when revising the curricula of a particular course in a CS program. Quality assurance is indeed a continuous process, where the results of evaluations should be used to drive improvements. In this paper we focus on how a Database course was re-structured based on a recent quality assurance process.
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| 2. |
- Ballew, William, et al.
(författare)
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Investigations into the Use of Learning Agreements to Enhance Stakeholder Engagement and Promote Self-Efficacy in Computing Education
- 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
- We examine controversial issues surrounding the locus of control in the implementation of learning agreements, plans or contracts, in the context of the U.K. university-level Graduate Apprenticeship scheme. We begin by giving an account of the stakeholders and their positions as well as their motivating principles as they strive to maintain their respective loci of control with regard to the negotiation of the learning agreement. We then describe the idiomatic challenges to implementation of a learning agreement and subsequent plan in work-based learning environments with a range of employers from different sectors. An investigation into the manner in which learning agreement tenets are changed due to competing pressures on the various stakeholders leads to a discussion of challenges to successful prioritisation of the learning plan that occur as a result of mutually exclusive requirement sets. We discuss the challenges that may present themselves in which the requirements of one set of stakeholders appear to conflict with others and the questions that are raised as those involved seek to ensure suitable standards of academic quality in difficult cases. Finally, we discuss whether learning agreements are the most appropriate operational instruments for maintaining standards in these circumstances.
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| 7. |
- Clear, Tony, et al.
(författare)
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2D and 3D Introductory Processes in Virtual Groups
- 2003
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Ingår i: IEEE Frontiers in Education. - 0780379616 ; , s. S1F1-S1F6
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Konferensbidrag (refereegranskat)abstract
- This paper reports upon a collaborative learningtrial conducted in 2002 between students at AucklandUniversity of Technology New Zealand and UppsalaUniversity Sweden.The trial design included an initial phase in which virtualgroups became acquainted, using different modes of cybericebreaker,and a subsequent phase with a common taskinvolving group decision making - evaluating and rankingthe different icebreaker experiences.The software used in the trial comprised 1) a customdeveloped web-based groupware database, and 2) a Java3D application, employing configurable avatars, whichcould be manipulated in a virtual world. Each of theseapplications supported icebreaking activities intended toestablish trust between virtual group members, the latter in3D mode, and the former in 2D mode.The trial process and the software are initially outlined. Theevaluation strategy, and approaches to data analysis arethen discussed, and the paper concludes with a report ofpreliminary findings from the trial.
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| 8. |
- Clear, Tony, et al.
(författare)
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A cyber-icebreaker for an effective virtual group?
- 2001
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Ingår i: ACM SIGCSE Bulletin. ; 33:3
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports selected results from the most recent of a series of international collaborative trials between students at Auckland University of Technology and Uppsala University. The trials require students to work together in virtual groups, comprising students from each institution, to perform a common task. The topic of this paper is how to form and sustain more effective virtual groups. In this trial a cyber-icebreaker task has been introduced and its contribution to group effectiveness is explored. Some conclusions are drawn pinpointing the strengths and weaknesses of this trial design, and some insights into effective design of electronic collaborative learning groups are gained.
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| 9. |
- Clear, Tony, et al.
(författare)
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A framework for writing learning agreements
- 2016
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Ingår i: Proc. 46th ASEE/IEEE Frontiers in Education Conference. - Piscataway, NJ : IEEE Press. - 9781509017904
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Konferensbidrag (refereegranskat)abstract
- Active learning is a popular concept for motivating learning. Learning agreements are one strategy towards this goal. They can be used to aid the students to take ownership of their learning and in becoming more active in a course. Learning Agreements are especially useful tools for scaffolding learning in courses with a focus on developing the professional competencies of students, such as in Open Ended Group Projects, Work Integrated Learning or other authentic learning contexts. Such educational contexts are complex and we have found it necessary to scaffold student learning using agreements based on professional competencies. This has led to a pedagogical framework, which has found successful application in a number of contexts. This framework has been built based on discussions with students, and has involved the development of a supporting wiki which contains descriptions of the different professional competencies involved in the learning agreement. The IT based framework has been iteratively developed together with the students taking the course in the fall of 2015. The development and assessment of this framework is contrasted in the context of two courses using learning agreements, one (in Sweden) with a focus on development of professional competencies and the other (in New Zealand) addressing a mix of professional competencies and subject knowledge in a work integrated learning setting.
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