| 1. |
- Steghöfer, Jan-Philipp, 1983, et al.
(författare)
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Involving External Stakeholders in Project Courses
- 2018
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Ingår i: ACM Transactions on Computing Education. - : Association for Computing Machinery (ACM). - 1946-6226 .- 1946-6226. ; 18:2
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Tidskriftsartikel (refereegranskat)abstract
- Problem: The involvement of external stakeholders in capstone projects and project courses is desirable dueto its potential positive effects on the students. Capstone projects particularly profit from the inclusion ofan industrial partner to make the project relevant and help students acquire professional skills. In addition,an increasing push towards education that is aligned with industry and incorporates industrial partners canbe observed. However, the involvement of external stakeholders in teaching moments can create friction andcould, in the worst case, lead to frustration of all involved parties.Contribution: We developed a model that allows analysing the involvement of external stakeholders inuniversity courses both in a retrospective fashion, to gain insights from past course instances, and in aconstructive fashion, to plan the involvement of external stakeholders.Key Concepts: The conceptual model and the accompanying guideline guide the teachers in their analysisof stakeholder involvement. The model is comprised of several activities (define, execute, and evaluate thecollaboration). The guideline provides questions that the teachers should answer for each of these activities.In the constructive use, the model allows teachers to define an action plan based on an analysis of potentialstakeholders and the pedagogical objectives. In the retrospective use, the model allows teachers to identifyissues that appeared during the project and their underlying causes. Drawing from ideas of the reflectivepractitioner, the model contains an emphasis on reflection and interpretation of the observations made bythe teacher and other groups involved in the courses.Key Lessons: Applying the model retrospectively to a total of eight courses shows that it is possible toreveal hitherto implicit risks and assumptions and to gain a better insight into the interaction betweenexternal stakeholders and students. Our empirical data reveals seven recurring risk themes that categorisethe different risks appearing in the analysed courses. These themes can also be used to categorise mitigationstrategies to address these risks pro-actively. Additionally, aspects not related to external stakeholders, e.g.,about the interaction of the project with other courses in the study program, have been revealed. Theconstructive use of the model for one course has proved helpful in identifying action alternatives and finallydeciding to not include external stakeholders in the project due to the perceived cost-benefit-ratio.Implications to practice: Our evaluation shows that the model is viable and a useful tool that allowsteachers to reason about and plan the involvement of external stakeholders in a variety of course settings,and in particular in capstone projects.
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| 2. |
- Burden, Håkan, 1976, et al.
(författare)
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Teaching and Fostering Reflection in Software Engineering Project Courses
- 2019
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Ingår i: Agile and Lean Concepts for Teaching and Learning: Bringing Methodologies from Industry to the Classroom. - Singapore : Springer Singapore. - 9789811327513 ; , s. 231-262, s. 231-262
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Reflection is an important part of agile software processes as witnessed, e.g., by the Sprint Retrospectives in Scrum or by the various learning feedback loops in XP. Engineering education also emphasises the importance of reflective practice, e.g., in Kolb's learning cycle and Schön's reflection-in/on-action. Our contribution in this chapter is a toolkit for reflective practice that shows how reflection can be used by software engineering students for two purposes: to reflect on the application of a software process and to reflect on their learning process. In order to help students understand the purpose of reflection and how to approach reflection, we follow a cognitive apprenticeship approach in which the teachers reflect about the events in the course, their own goals, and how they are aligned with the teaching. Students are asked to reflect during supervisions and as part of their written assignments from the very beginning of the course. We thus combine a meta-cognitive approach where reflection is taught as a learning strategy with a common software engineering practice of continuous improvement through reflection. We evaluate the reflective model and a course design based on it through the student, teacher, and theoretical lenses based on empirical data.
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| 3. |
- Burden, Håkan, 1976, et al.
(författare)
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Facilitating entrepreneurial experiences through a software engineering project course
- 2019
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Ingår i: Proceedings - 2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training, ICSE-SEET 2019. - : IEEE. ; May 2019, s. 28-37
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Konferensbidrag (refereegranskat)abstract
- Skills and competencies in entrepreneurship, such as the ability to generate innovative ideas and the courage to engage with stakeholders and society, have gained importance in engineering curricula. In this case study paper, we report on how we have integrated entrepreneurial experiences into a software engineering project course and made the creation of value and reflection on the application of a structured process the heart and soul of the course. Based on current research on entrepreneurship education as well as the definition of entrepreneurial competencies used by the European Union, we show how the learning objectives, the teaching moments, the integration of external stakeholders, and the assessment work together to create an entrepreneurial environment in which students are encouraged and rewarded to work in an entrepreneurial way. Based on data from reflection reports, course evaluations, and interviews we discuss the pros and cons of our approach and how the student perception and expectations often run counter to the motivations of the course design. We thus contribute guidance for other teachers based on our own experiences in relation to the findings of our peers.
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| 4. |
- Tyrén, Markus, et al.
(författare)
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Considerations and Technical Pitfalls for Teaching Computational Thinking with BBC micro:bit
- 2018
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Ingår i: ACM International Conference Proceeding Series. - New York, NY, USA : ACM. ; , s. 81-86
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Konferensbidrag (refereegranskat)abstract
- As many countries are about to make changes in the primary school curriculum by introducing computational thinking, new methods and support for teachers is needed in order help them develop and adapt teaching materials. In this paper, technical pitfalls and other considerations for designing teaching materials with the microcontroller BBC micro:bit are presented. The results are based on a series of 21 workshops in different parts of Sweden aiming to investigate what is important to consider when designing teaching materials with the BBC micro:bit for training Swedish primary schools students computational thinking skills. The contribution of the paper are a number of identified considerations that can be helpful for teachers when designing exercises and planning for teaching computational thinking with the BBC micro:bit.
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| 5. |
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| 6. |
- Adawi, Tom, 1970, et al.
(författare)
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Characterizing Software Engineering Students' Discussions during Peer Instruction : Opportunities for Learning and Implications for Teaching
- 2016
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Ingår i: International Journal of Engineering Education. - 0949-149X. ; 32:2, s. 927-936
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Tidskriftsartikel (refereegranskat)abstract
- Peer instruction is a method for activating students during lectures, which has gained a considerable amount of attention in higher education due to claims of dramatic improvement in learning gains. The purpose of this qualitative research study is to investigate what types of discussions engineering students engage in during a peer instruction session and what learning possibilities that are enabled by these different types of discussions. We observed twelve students during six separate and simulated peer instruction sessions and the students were interviewed individually after the sessions.Ananalysis of the data revealed that the students engaged in three qualitatively different types of discussions: affirmative discussions, motivating discussions, and argumentative discussions. We characterize these different types of discussions in terms of the number of alternative answers the students discuss, the extent to which they draw on prior knowledge and experiences, as well as the fundamental difference between an explanation and an argument. A good opportunity for learning is opened up when students are aspiring to find the truth, not simply being satisfied with what they believe to be true. We conclude that students do not always engage in discussions that support their learning in the best way, and we discuss implications for using peer instruction as a teaching method.
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| 7. |
- Almeida Costa, Nicole, 1988, et al.
(författare)
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Testing Proof of Concept of a Web-Based Ship Manoeuvring Training Tool in the Classroom
- 2019
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Ingår i: Proceedings of Ergoship 2019. - 9788293677048 ; , s. 1-10
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Konferensbidrag (refereegranskat)abstract
- Currently, real-time ship manoeuvring simulations are confined to static environments e.g., desktop/full-mission bridge simulators. Seaman Online™ is a novel web-based ship manoeuvring training tool allowing students and professional mariners to practice manoeuvres in ports and confined waters from their personal computers. This paper describes the tool’s first-time implementation in a Master Mariner university programme. The students were asked to complete a post-questionnaire regarding their use experience and the results were discussed between the course instructors and the toolproviding organization at two debriefings. The aim was to obtain feedback about (a) the usefulness of the tool in manoeuvring training; (b) further design improvements and usability; and (c) how to best incorporate it into the programme curriculum in coming academic years for improved user experience. Results revealed usability and maturity issues and the need for further guidance on simulation-based training objectives and limitations. Overall, the tool’s usefulness and potential in individual manoeuvring training were demonstrated.
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| 8. |
- Burden, Håkan, 1976, et al.
(författare)
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Teaching sustainable development through entrepreneurial experiences
- 2021
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Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Ltd.. - 1467-6370 .- 1758-6739. ; 22:1, s. 142-156
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The purpose of this study is to address the challenges of teaching sustainable development to computer engineering students. Part of the problem is that they perceive the topic as irrelevant for their future profession. Design/methodology/approach: To address this challenge, we introduced a project element into a course on sustainable development where the students developed applications for sustainable mobility together with the local public transport authority, an academic institution and a multinational telecom company. Findings: The findings conclude that the course changes improved the overall student satisfaction while succeeding in anchoring sustainable development in a context which the students can relate to. The collaboration was also perceived as fruitful by the external stakeholders who encouraged the students to stay in touch for their bachelor theses and internships. Research limitations/implications: The theoretical implication is a first attempt in integrating sustainable development education with entrepreneurial experiences, whereas the practical implication is a description of how the integration can be realized. Practical implications: The contribution is therefore of value for both educational researchers to open novel research opportunities and for teachers to describe new possibilities for sustainable development education. Originality/value: The contribution describes how entrepreneurial experiences can be used to motivate engineering students in mandatory courses on sustainable development and ethics. The approach is novel in that the approach has not been described earlier in this context.
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| 9. |
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| 10. |
- Steghöfer, Jan-Philipp, 1983, et al.
(författare)
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No silver brick : Opportunities and limitations of teaching Scrum with Lego workshops
- 2017
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Ingår i: Journal of Systems and Software. - : Elsevier BV. - 0164-1212 .- 1873-1228. ; 131, s. 230-247
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Tidskriftsartikel (refereegranskat)abstract
- Education in Software Engineering has to both teach technical content such as databases and programming but also organisational skills such as team work and project management. While the former can be evaluated from a product perspective, the latter are usually embedded in a Software Engineering process and need to be assessed and adapted throughout their implementation. The in-action property of processes puts a strain on teachers since we cannot be present throughout the students’ work. To address this challenge we have adopted workshops to teach Scrum by building a Lego city in short sprints to focus on the methodological content. In this way we can be present throughout the process and coach the students. We have applied the exercise in six different courses, across five different educational programmes and observed more than 450 participating students. In this paper, we report on our experiences with this approach, based on quantitative data from the students and qualitative data from both students and teachers. We give recommendations for learning opportunities and best practices and discuss the limitations of these workshops in a classroom setting. We also report on how the students transferred their methodological knowledge to software development projects in an academic setting.
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