| 1. |
- 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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| 2. |
- Apiola, Mikko, et al.
(författare)
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A Scientometric Journey Through the FIE Bookshelf : 1982-2020
- 2021
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Ingår i: 2021 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781665438513
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Konferensbidrag (refereegranskat)abstract
- IEEE/ASEE Frontiers in Education turned 50 at the 2020 virtual conference in Uppsala, Sweden. This paper presents an historical retrospective on the first 50 years of the conference from a scientometric perspective. That is to say, we explore the evolution of the conference in terms of prolific authors, communities of co-authorship, clusters of topics, and internationalization, as the conference transcended its largely provincial US roots to become a truly international forum through which to explore the frontiers of educational research and practice. The paper demonstrates the significance of FIE for a core of 30% repeat authors, many of whom have been members of the community and regular contributors for more than 20 years. It also demonstrates that internal citation rates are low, and that the co-authoring networks remain strongly dominated by clusters around highly prolific authors from a few well known US institutions. We conclude that FIE has truly come of age as an international venue for publishing high quality research and practice papers, while at the same time urging members of the community to be aware of prior work published at FIE, and to consider using it more actively as a foundation for future advances in the field.
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| 3. |
- Apiola, Mikko, et al.
(författare)
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From a National Meeting to an International Conference : A Scientometric Case Study of a Finnish Computing Education Conference
- 2022
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Ingår i: IEEE Access. - : Institute of Electrical and Electronics Engineers (IEEE). - 2169-3536. ; 10, s. 66576-66588
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Tidskriftsartikel (refereegranskat)abstract
- Computerisation and digitalisation are shaping the world in fundamental and unpredictable ways, which highlights the importance of computing education research (CER). As part of understanding the roots of CER, it is crucial to investigate the evolution of CER as a research discipline. In this paper we present a case study of a Finnish CER conference called Koli Calling, which was launched in 2001, and which has become a central publication venue of CER. We use data from 2001 to 2020, and investigate the evolution of Koli Calling's scholarly communities and zoom in on it's publication habits and internalisation process. We explore the narrative of the development and scholarly agenda behind changes in the conference submission categories from the perspective of some of the conference chairs over the years. We then take a qualitative perspective, analysing the conference publications based on a comprehensive bibliometric analysis. The outcomes include classification of important research clusters of authors in the community of conference contributors. Interestingly, we find traces of important events in the historical development of CER. In particular, we find clusters emerging from specific research capacity building initiatives and we can trace how these connect research spanning the world CER community from Finland to Sweden and then further to the USA, Australia and New Zealand. This paper makes a strategic contribution to the evolution of CER as a research discipline, from the perspective of one central event and publication venue, providing a broad perspective on the role of the conference in connecting research clusters and establishing an international research community. This work contributes insights to researchers in one specific CER community and how they shape the future of computing education
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| 4. |
- Berglund, Anders, 1956-, et al.
(författare)
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A Sustainable Internationally Distributed Project Course in Software development
- 2021
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Ingår i: ENLIGHT Teaching and Learning Conference, Gent,. The Netherlands.
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Konferensbidrag (refereegranskat)abstract
- This course is a project course that offers outcomes both within learning of the students’ disciplines and as development of professional competencies, so called generic competencies including inter‐ cultural competence. Creating international teams can enhance learning, as the students need to learn how to collaborate in a more structured way. The course has been run with smaller variations for more than 20 years, so the concept is sustainable
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| 5. |
- Berglund, Anders, 1956-, et al.
(författare)
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Through the eyes of a research team: Using theory to enhance STEM Education
- 2021
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Ingår i: 2021 6th International STEM Education Conference (iSTEM-Ed). - : IEEE. ; , s. 1-4
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Konferensbidrag (refereegranskat)abstract
- Computing Education Research (CER) is an example of Discipline-Based Education Research (DBER) that has developed substantively over the last few decades. This is especially true for the Uppsala Computing Education Research Group (UpCERG). In this paper, we use UpCERG as a lens to see how a conscious use of theory can enhance the quality of STEM education. This is accomplished through presenting our use of the concept “theory” in the paper and by using the theses produced by the group as a way to illustrate the increased importance of theoretical development.
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| 6. |
- 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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| 7. |
- Högfeldt, Anna-Karin, et al.
(författare)
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Leadership, support and organisation for academics'€™ participation in engineering education change for sustainable development
- 2022
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Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898.
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Tidskriftsartikel (refereegranskat)abstract
- This work spotlights the experiences from ten years of implementing sustainable development in all educational programs at a technical university. With a focus on the critical issue of involving more academics in the work, experiences are shared through an ethnographic account including focus group interviews. "€˜Sustainable development"€™ has been perceived as both superficial and overwhelming; unclear yet somehow predetermined; it has been perceived to demand non-existent space in the curriculum; and it has challenged the academics regardless of the subjects'€™ relatedness to sustainability. It is concluded that the evolution of a web of interconnected people, key academics, activities, norms and tools has contributed to an increased participation. The work for authenticity, reliability and feasibility, along with institution-wide and long-term academic development tools is presented.
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| 8. |
- Högfeldt, Anna-Karin, et al.
(författare)
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Mellan vision och praktik i förändring : Övergripande arenor och nätverk som hållbara mötesplatser?
- 2020
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Ingår i: Hållbart lärande.
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Konferensbidrag (refereegranskat)abstract
- Universitet över hela världen svarar med olika strategier och initiativ på det ökandeförändringsbehovet av den högre utbildningens innehåll, form och resultat (Geschwind, 2019). Dettabidrag syftar till att analysera hur KTH:s övergripande nätverk och arenor för utbildningens utvecklingkan fungera som mötesplatser och bidra till en dialog mellan vision och praktik i förändring.Det finns en medvetenhet om förändringsarbetets komplexa natur inom högre utbildning (Högfeldt,2018; Roxå et al, 2011; Kezar, 2011; Fisher & Henderson, 2018), där övergripande ledord och visionersällan kan översättas i omedelbar handling i lärares och studenters vardag (Barman et al, 2016). Vanligtförekommande barriärer för förändringsarbete är organisationens strukturer, profilering ochvärdesättning (Trowler, 2001; Hellawell & Hancock, 2001; Edström, 2017). UKÄ (2017) drar slutsatsenatt det som kännetecknar goda förutsättningar för förändringsarbete är ledarskap och lärareskunskapsbildning och engagemang. Bendermacher et al (2017) visar i en kartläggning att de mestvälfungerande miljöerna har en sammanhållen kvalitetskultur som är inkluderande och tillåter ad-hocbottomup-initiativ. KTH har senaste decenniet arbetat med att utveckla arenor för att tillvarataorganisationens kraft och kompetens.År 2012 startades programansvarigas nätverk, PA-nätverket, efter att en intern utbildningsutvärderingidentifierat programansvarsrollen som otydlig och svår. Nätverksträffarna hålls månatligen. Exempelpå teman är genomströmning, jämställdhetsintegration och programsammanhållning.Studierektorsnätverket bildades 2017, där de månadsvisa träffarna behandlar teman som digitalexamination och bättre användning av lärosalar. Vid ett par tillfällen har nätverken gemensammaträffar med teman som studentinflytande och särskild behörighet för kurser.Nätverken kompletteras med s.k. storträffar som är öppna för alla på KTH 1 . Storträffarna hållsterminsvis och varar en halvdag. Varje deltagare kan delta i tre rundabordsdiskussioner och haromkring tio olika teman att välja på. Efter diskussionerna sammanfattar bordsledarna i plenum.Storträffen avslutas med att vicerektor för utbildning ger sina reflektioner och diskuterar hur arbetetgår vidare. För att underhålla det kontinuerliga arbetet mellan storträffarna arrangeras olika grupper runt prioriterade frågor, öppna för alla anställda och studenter. Här utbyts kunskaper, förslaggenereras och storträffarna används för förmedling och återkoppling.Analysen vilar bland annat på enkäter i samband med storträffarna. 2019 var 83% av deltagarna nöjda.Majoriteten framhöll att de fått nya idéer och fått dela egna erfarenheter. Endast 5% uppger att deinte var bekväma att delta aktivt i diskussionerna. Antalet deltagare vid träffarna har successivt ökat,och vi ser att olika roller och funktioner hittar fram. Samtidigt vet vi att det är många som inte hittarsin plats i den här typen av sammanhang. Vi vill med detta bidrag analysera KTH:s arenor och nätverkgällande i vilken utsträckning de uppfyller behovet av att stärka kopplingen mellan vision och praktik.
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| 9. |
- Högfeldt, Anna-Karin, et al.
(författare)
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Organizing for Capacity and Involvement among Faculty, Students and Staff in Engineering Education Change : 10 Years of Development
- 2021
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Ingår i: Proceedings of 2021 World Engineering Education Forum/Global Engineering Deans Council, WEEF/GEDC 2021. - : Institute of Electrical and Electronics Engineers Inc.. ; , s. 340-348
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Konferensbidrag (refereegranskat)abstract
- KTH, as most universities, is going through major transformations to respond to the challenges in society. In this contribution, we present ten years of development work that has aimed to enable strengthened participation in educational change, across KTH's organizational boundaries-among teachers, students, and administrative staff. A practitioner and action-oriented approach has guided the development work, from 2011 to today, in creating new meeting arenas. The pandemic outbreak and the associated paralysis of our normal activities proved to lead to an increased importance of the established arenas for educational issues. A broadening could be seen in participating actors and a significant increase in the number of participants. We conclude with emphasizing the value we see with organizing for participation in the transformation of higher education.
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| 10. |
- Peters, Anne-Kathrin
(författare)
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Learning Computing at University: Participation and Identity : A Longitudinal Study
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Computing education has struggled with student engagement and diversity in the student population for a long time. Research in science, technology, engineering, and mathematics (STEM) education suggests that taking a social, long-term perspective on learning is a fruitful approach to resolving some of these persistent challenges.A longitudinal study has been conducted, following students from two computing study programmes (CS/IT) over a three-year period. The students reflected on their experiences with CS/IT in a series of interviews. Drawing on social identity theory, the analysis has focused on describing participation in CS/IT, doing, thinking, feeling in relation to CS/IT, as negotiated among different people.Phenomenographic analysis yields an outcome space that describes increasingly broad ways in which the students experience participation in CS/IT over the years. Two further outcome spaces provide nuanced insights into experiences that are of increasing relevance as the students advance in their studies; participation as problem solving and problem solving for others. Problem solving defined as solving difficult (technical) problems seems predominate in the learning environment. Problem solving for others brings the user into perspective, but first in the human computer interaction (HCI) course in year three. Students react with scepticism to HCI, excluding HCI from computing, some are students who commenced their studies with broader interests in computing.Demonstrating (technical) problem solving competence is the most vital indicator competence in the two study programmes and the students adapt their reflections on who they are as computing students and professionals accordingly. People showing broader interests in computing risk being marginalised. I identify a gap between conceptions of computing as interdisciplinary and important for society and constructions of computing as technical. Closing the gap could improve retention and diversity, and result in graduates that are better prepared to contribute to societal development.
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