| 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. |
- Bälter, Olle, et al.
(författare)
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Lärstrategier på längden och tvären
- 2015
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Ingår i: 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Uppsala universitet. - : Uppsala universitet.
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Konferensbidrag (refereegranskat)abstract
- Studiestrategier påverkar vad studenter får ut av sin utbildning. Vi har genomfört enkätstudier (ASSIST och RSPQ) för att mäta strategierna hos civilingenjörsstudenter på två olika program (Datateknik respektive Medicinsk teknik) på KTH. Resultaten visar att för denna tämligen homogena studentgrupp finns det inga större skillnader mellan årskurser eller program, men studenter med ytinriktad studiestrategi kommer efter eller hoppar av i större utsträckning än andra. Eftersom det åtminstone går att normalisera studiestrategier är det viktigt att arbeta för att normen är konstruktiv, det vill säga minska inslaget av ytinriktade strategier. De bägge instrumenten korrelerar runt 0,5 med varandra och enstaka frågor går att ifrågasätta, varför tolkningar av enstaka mätningar bör göras med försiktighet.
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| 3. |
- Enström, Emma, et al.
(författare)
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Iteratively Intervening with the “Most Difficult” Topics of an Algorithms and Complexity Course
- 2017
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Ingår i: ACM Transactions on Computing Education. - : ACM Digital Library. - 1946-6226. ; 17:1
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Tidskriftsartikel (refereegranskat)abstract
- When compared to earlier programming and data structure experiences that our students might have, the perspective changes on computers and programming when introducing theoretical computer science into the picture. Underlying computational models need to be addressed, and mathematical tools employed, to understand the quality criteria of theoretical computer science. Focus shifts from doing to proving. Over several years, we have tried to make this perspective transition smoother for the students of a third-year mandatory algorithms, data structures, and computational complexity course. The concepts receiving extra attention in this work are NP-completeness, one of the most central concepts in computer science, and dynamic programming, an algorithm construction method that is powerful but somewhat unintuitive for some students.The major difficulties that we attribute to NP-completeness are that the tasks look similar but have a different purpose than in algorithm construction exercises. Students do not immediately see the usefulness of the concept, and hence motivation could be one issue. One line of attacking NP-completeness has been to emphasize its algorithmic aspects using typical tools for teaching algorithms.Some potential difficulties associated with dynamic programming are that the method is based on a known difficult concept—recursion—and that there are many ingredients in a dynamic programming solution to a problem.For both dynamic programming and NP-completeness, we have invented several new activities and structured the teaching differently, forcing students to think and adopt a standpoint, and practice the concepts in programming assignments. Student surveys show that these activities are appreciated by the students, and our evaluations indicate that they have positive effects on learning. We believe that these activities could be useful in any similar course.The approach to improving the course is action research, and the evaluation has been done using course surveys, self-efficacy surveys, rubrics-like grading protocols, and grades. We have also interviewed teaching assistants about their experiences.
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| 4. |
- 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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| 5. |
- Grimsberg, Michaël, et al.
(författare)
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Vem styr egentligen grundutbildningen?
- 2015
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Ingår i: Proceedings 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Uppsala universitet, 18 – 19 november 2015. - : Uppsala universitet. ; , s. 18-22
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Konferensbidrag (refereegranskat)abstract
- Vi belyser olikheter och likheter i hur grundutbildningen styrs på fyra svenska tekniska högskolor. Vi jämför hur lärare och examinatorer väljs ut, hur medel fördelas och vilken roll programansvariga (eller motsvarande) har. De strukturella skillnaderna är relativt stora med störst autonomi för programansvariga på Chalmers tekniska högskola vilket delvis har att göra med att detta lärosäte lyder under aktiebolagslagen.
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| 6. |
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| 7. |
- Hedin, Björn, 1970-, et al.
(författare)
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Improving Study Skills by Combining a Study Skill Module and Repeated Reflection Seminars
- 2019
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Ingår i: Education Research International. - : Hindawi Publishing Corporation. - 2090-4002 .- 2090-4010.
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Tidskriftsartikel (refereegranskat)abstract
- If students have a broad spectrum of study skills, learning will likely be positively affected, since they can adapt the way they learn in different situations. Such study skills can be learned in, for example, learning-to-learn courses. Several studies of such courses have been done over the years, but few of these have been carried out in longitudinal naturalistic settings, where the effect has been evaluated over several years in nonexperimental settings. In this paper, we present a novel approach for learning study skills, as a part of a course running over three years. The course starts with a learning-to-learn module, followed by 11 follow-ups that include, among other things, peer discussions about learning strategies with the aim of promoting self-regulated learning. This evaluation shows which study skills the students were most interested in trying, how successful they were in continuing to use the study skills, and which effects the students believed the study skills had after trying them. No significant change was found in how satisfied the students were with their overall study technique immediately after the initial module, but in the long term, 78% of the students believed the course had promoted their ability to analyze and adapt their study habits. We conclude that our approach could be a useful way to get the students to improve their repertoire and use of study skills, and we believe that the students also will improve general self-regulated learning skills.
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| 8. |
- Heintz, Fredrik, 1975-, et al.
(författare)
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En jämförelse mellan programsammanhållande kurser vid KTH och LiU
- 2015
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Ingår i: Proceedings of 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar (UtvSvIng).
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Konferensbidrag (refereegranskat)abstract
- Programsammanhållande kurser där studenter från årskurs 1-3 gemensamt reflekterar över teman med koppling till deras studier och framtida yrkesliv finns på både KTH och Linköpings universitet (LiU). Syftet med kurserna är främst att skapa en helhet i utbildningen och ge förståelse för vad den leder till, genom att få studenterna att reflektera över sina studier och sin kommande yrkesroll. Detta leder förhoppningsvis till ökad genomströmning och minskade avhopp. Kurserna har gemensamt ursprung men har utvecklats i olika riktningar. Artikeln jämför tre programsammanhållande kurser för Datateknik KTH, Medieteknik KTH samt Data- och mjukvaruteknik Linköpings universitet.
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| 9. |
- Kann, Viggo, 1964-
(författare)
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Blir studenternas språk sämre?
- 2016
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Ingår i: Proc. Sixth Swedish Language Technology Conference. - Umeå.
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Konferensbidrag (refereegranskat)abstract
- In Sweden, there has since 2013 been a debate in public media, where university professors, mostly from departments of history, have argued that today’s students entering university are much less accomplished than earlier students when it comes to basic Swedish language skills. According to the debate, both the spelling and grammar of Swedish students are weak. The first signs of this are said to have been observed in 2010. In order to objectively study the language skills of Swedish first-year university students, we have constructed a tool, based on the Swedish spell checker Stava and the Swedish grammar checker Granska, that measures the language skills that, according to the critics, have been deteriorating during the last 3–4 years. We have collected two corpora of authentic first-year student essays from two Swedish universities. Each corpus contains essays from six different years. The results show, surprisingly, that the language skills of the studied groups of students have not deteriorated during the period. If anything, the skills have slightly improved regarding the level of difficulty of the language.
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| 10. |
- Kann, Viggo, 1964-, et al.
(författare)
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Effects of a Program Integrating Course for Students ofComputer Science and Engineering
- 2016
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Ingår i: Proc. 47th ACM Technical Symposium on Computing Science Education. - New York, NY, USA : ACM Digital Library. - 9781450336857 ; , s. 510-515
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Konferensbidrag (refereegranskat)abstract
- Study programs are a central component of the higher education system, in particular for professional education. However, for many education programs, especially in engineering, a large part of the beginner students fail to reach graduation. A reason for this could be lack of program coherence. In order to strengthen the program coherence of the computer science and engineering program at KTH, a program integrating course was introduced in 2010. The course runs at low speed through the first three years of the program. It consists of reflection seminars in small cross-grade groups of students, led by a professor as a mentor. In the seminars the students exercise self-regulated learning abilities, such as metacognitive skills, when reflecting, discussing and acting upon different topics, such as study techniques, procrastination, studying abroad, plagiarism and responsibility, and the professional life after the studies. We have studied and found both perceived and measurable positive effects of the program integrating course. In this paper we describe effects on the students’ study skills, their ability to reflect and interest in exchange studies.
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