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| 2. |
- Berglund, Anders, 1956-, et al.
(författare)
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"How research came inside me as a new knowledge" : An inside perspective from two Bhutanese students on learning research in Computing Education
- 2018
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Ingår i: 2018 6th International Conference on Learning and Teaching in Computing and Engineering (LaTICE). - : IEEE. - 9781538678978 ; , s. 98-102
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Konferensbidrag (refereegranskat)abstract
- Scholars have argued that there is no simple definition for research due to a wide variety of disciplines and educational contexts; how students are involved in research may vary a lot with a discipline, and with national and regional curricula within a particular discipline. The present study advances autoethnographic accounts of two Bhutanese students' participation in research. The context of participation is their exchange period, and specifically their attendance at a particular Computing Education Research course, at Uppsala University. The autoethnographic epiphanies that our report suggest transformations in perspective as to what research is and what it may provide personally. The students coauthored the present paper, which, we hope, helped in generating a plausible autoethnographic text, while manifesting their continued interest in research.
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| 3. |
- Isomöttönen, Ville, et al.
(författare)
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How students get going : Triggers for students' learning in project-based education
- 2018
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Ingår i: Proc. 23rd Conference on Innovation and Technology in Computer Science Education. - New York : ACM Press. - 9781450357074 ; , s. 117-122
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Konferensbidrag (refereegranskat)abstract
- Repeatedly documented positive student responses to project-based learning during its decades-long tradition in CS attest to the effectiveness of learning by doing. Support for reflective learning nevertheless continues to be a topic worth studying because the intensity of project work together with a high technical orientation among CS students often complicate reflective practice. A critical incident-inspired assignment was added to a project-based course to support reflective practice in spring 2017. In a previous study, the authors analyzed how students approached the assignment and whether they found it supportive for learning. The present study content-analyses the situations that triggered experiences of learning, as indicated by student-written incident reports during the projects. The results show that students' experience of needing to do something for the project, hands-on experience, problems they encounter during the work, interaction, and receiving new information are all triggers for learning during the project. Students' internal processing and external demands were also identified as triggers, but do not seem to be effective as often as the other triggers in this data. The results provide a detailed view on the students' learning "triggers," and hence complement the general, favorable assumption of learning by doing.
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| 4. |
- Isomöttönen, Ville, et al.
(författare)
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Multiple Authentic Project-Based Experiences and Persistent Learning?
- 2019
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Ingår i: 2019 IEEE Frontiers in Education Conference (FIE 2019). - : IEEE. - 9781728117461
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Konferensbidrag (refereegranskat)abstract
- This work-in-progress paper in the research category investigates students' experiences of learning over two project-based courses, of which the first is taken during bachelor studies and the second is taken during master studies. The research goal was to explore if and how the first project experience was considered beneficial to the latter. A pilot interview was conducted and analyzed for qualitatively different themes. Transformative learning theory (TIT) is introduced as the theoretical framework because of its focus on persistent learning originating in transformations in meaning perspectives. The results are discussed in the context of TLT, and they inform curriculum design and research on project-based learning.
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| 5. |
- 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. |
- McDermott, Roger, et al.
(författare)
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Phronesis, Authentic Learning and the Solution of Open-Ended Problems in Computing and Engineering 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
- One of the most significant changes in Higher Education pedagogy that has occurred over the past fifty years is the idea that university students should not just be taught theoretical subject knowledge but should engage with practical aspects of their course so developing the skills and professional competences that will allow them to gain successful employment after graduation. In this paper, we relate this development to the Aristotelian notion of intellectual virtue and specifically the concept of phronesis. We discuss the way in which this idea has developed from classical beginnings to the modern educational setting, and argue that the notion of phronesis, that is, practical wisdom or prudential judgement, is crucial to a range of activities which are fundamental to science, engineering and computing education. These include an understanding of what it means to engage in authentic learning and the solution of open-ended or ill-structured problems. We also discuss the role the concept plays in describing key features of work-based learning. Finally, we make some comments concerning the relative value the education system places on different types of knowledge, and why an appropriate understanding of phronesis allows for a proper appreciation of contingent knowledge within the curriculum.
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| 8. |
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| 9. |
- Nylén, Aletta, et al.
(författare)
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Exploring the critical incident technique to encourage reflection during project-based learning
- 2017
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Ingår i: Proc. 17th International Conference on Computing Education. - New York : ACM Press. - 9781450353014 ; , s. 88-97
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Konferensbidrag (refereegranskat)abstract
- Previous research has reported on the challenge of promoting stu- dents’ generic reflection during authentic project-based courses. This work explores a teaching intervention based on Flanagan’s Critical Incident Technique (CIT) during a project-based software development course. The intervention aims at increasing students’ awareness of their own learning and at encouraging reflective practice throughout the project. Students were asked to report on ’incidents’ when they experienced learning during the course, and to reflect on the task itself at the end of the course. The present study focuses on how students approached the incident reporting task and how they perceived it. The results indicate that CIT reporting induces reflection on learning and has positive effects on students’ awareness of their own professional knowledge. On the other hand, students found it difficult to identify learning and many found the practice to disturb their work flow.
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