| 1. |
- Steghöfer, Jan-Philipp, 1983, et al.
(author)
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Involving External Stakeholders in Project Courses
- 2018
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In: ACM Transactions on Computing Education. - : Association for Computing Machinery (ACM). - 1946-6226. ; 18:2
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Journal article (peer-reviewed)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.
(author)
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Teaching and Fostering Reflection in Software Engineering Project Courses
- 2019
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In: 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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Book chapter (other academic/artistic)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. |
- Carlborg, Niklas, et al.
(author)
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The scope of autonomy when teaching computational thinking in primary school
- 2019
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In: International Journal of Child-Computer Interaction. - : Elsevier BV. - 2212-8689 .- 2212-8697. ; 21, s. 130-139
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Journal article (peer-reviewed)abstract
- During the 21st century, there has been an increased interest in the field of computational thinking as a consequence of the ever faster technical development. However, educating future generations in programming and computational thinking is not trivial. Many different platforms and teaching approaches can be used for this purpose. Inspired by the UK initiative with BBC micro:bit, this paper strives to identify what may be important to consider when designing teaching materials with the BBC micro:bit for training Swedish primary school learners’ computational thinking skills relating to mathematical and technical school subjects. This has been investigated in an iterative process, by conducting 21 workshops with the goal to support primary school teachers in developing BBC micro:bit teaching materials. The contribution of this paper is the Scope of autonomy model, which is based on the relation between learning potential, the risk of feeling overwhelmed, and the amount of choices provided in exercises. The model aim to support teachers in developing and appropriating material for teaching programming and computational thinking with individual progression in accordance with the new curriculum.
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| 4. |
- Tyrén, Markus, et al.
(author)
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Considerations and Technical Pitfalls for Teaching Computational Thinking with BBC micro:bit
- 2018
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In: ACM International Conference Proceeding Series. - New York, NY, USA : ACM. ; , s. 81-86
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Conference paper (peer-reviewed)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. |
- Adawi, Tom, 1970, et al.
(author)
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Characterizing Software Engineering Students' Discussions during Peer Instruction : Opportunities for Learning and Implications for Teaching
- 2016
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In: International Journal of Engineering Education. - 0949-149X. ; 32:2, s. 927-936
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Journal article (peer-reviewed)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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| 6. |
- Carlborg, Niklas, 1990, et al.
(author)
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The Scope of Autonomy Model – Development of Teaching Materials for Computational Thinking in Primary School
- 2018
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In: ACM International Conference Proceeding Series. - New York, NY, USA : ACM. ; Part F137702, s. 37-44, s. 37-44
-
Conference paper (peer-reviewed)abstract
- During the 21st century there has been an increasing interest in the field of computational thinking as a consequence of the ever faster technical development. However, educating future generations in programming and computational thinking is not trivial. Many different platforms and teaching approaches can be used for this purpose. Inspired by the UK initiative with BBC micro:bit, this paper strives to identify what may be important to consider when designing teaching materials with the micro:bit for training Swedish primary school pupils’ computational thinking skills relating to mathematical and technical school subjects. This has been investigated in an iterative process, by conducting 21 workshops with the goal to support primary school teachers in developing micro:bit teaching materials. The contribution of this paper is the Scope of autonomy model, which is based on the relation between pupils learning potential, their risk of feeling overwhelmed and the amount of choices provided in exercises. The model aim to support teachers in developing material for teaching programming and computational thinking in accordance with the new curriculum.
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| 7. |
- Edelbro, Catrin, et al.
(author)
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European initiative on CDIO in raw material programmes
- 2017
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In: Proceedings of the 13th International CDIO Conference in Calgary. - Calgary.
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Conference paper (peer-reviewed)abstract
- One of five Knowledge and Innovation Communities (KICs), was launched in Europe in 2014and has its focus on exploration, extraction, mineral processing, metallurgy, recycling andmaterial substitution of raw materials. To reach the vision, where the European Union’sindustrial strength is based on a cost-efficient, secure, sustainable supply and use of rawmaterials, a new generation of skilled people entering industry, universities and researchneeds to be developed. Today’s technical MSc graduates in raw materials and especiallyprimary resources (i.e. exploration, extraction, mining and mineral processing and metallurgy)best suits large companies where they often act as specialists and experts. For small tomedium enterprises as well as for our future engineers other skills than technical arenecessary. As a part of the KIC Raw Materials, the education project “The implementation ofCDIO in raw material programmes” started in 2016. The project focuses, during 2016-2017,on (WP1) faculty- and (WP2) pilot case development. There are no academic institutes inEurope that have yet applied CDIO for primary resource related MSc programmes. Thispaper describes an education project within the KIC Raw material and presents key outputswith implementing CDIO in mining and metallurgy related programmes.
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| 8. |
- Kawasaki, Yayoi, et al.
(author)
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Color Judgments of #The Dress and #The Jacket in a Sample of Different Cultures.
- 2021
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In: Perception. - : SAGE Publications. - 0301-0066 .- 1468-4233. ; 50:3, s. 216-230
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Journal article (peer-reviewed)abstract
- Two viral photographs, #The Dress and #The Jacket, have received recent attention in research on perception as the colors in these photos are ambiguous. In the current study, we examined perception of these photographs across three different cultural samples: Sweden (Western culture), China (Eastern culture), and India (between Western and Eastern cultures). Participants also answered questions about gender, age, morningness, and previous experience of the photographs. Analyses revealed that only age was a significant predictor for the perception of The Dress, as older people were more likely to perceive the colors as blue and black than white and gold. In contrast, multiple factors predicted perception of The Jacket, including age, previous experience, and country. Consistent with some previous research, this suggests that the perception of The Jacket is a different phenomenon from perception of The Dress and is influenced by additional factors, most notably culture.
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| 9. |
- Svanängen, Patrik, et al.
(author)
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Life long educaion of foundry employees - A step forward
- 2018
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In: 73rd World Foundry Congress "Creative Foundry", WFC 2018 - Proceedings. - : Stowarzyszenie Techniczne Odlewnikow Polskich/Polish Foundrymen's Association. - 9788390430638 ; , s. 637-637
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Conference paper (peer-reviewed)
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