Change search
ReferencesLink to record
Permanent link

Direct link
Developing and Assessing Professional Competencies: a Pipe Dream?: Experiences from an Open-Ended Group Project Learning Environment
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. (UpCERG)
2011 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Professional competencies are explicitly identified in the primary learning outcomes for science and engineering degrees at many tertiary institutions.  Fulfillment of the requirements to equip our students with these skills, while formally acknowledged as important by all stakeholders, can be hard to demonstrate in practice.  Most degree awarding institutions would have difficulties if asked to document where in degree programs such competencies are developed.

The work in this thesis addresses the issue of professional competencies from several angles.  The Open-Ended Group Project (OEGP) concept is introduced and proposed as an approach to constructing learning environments in which students’ development of professional competencies can be stimulated and assessed.  Scholarly, research-based development of the IT in Society course unit (ITiS) is described and analyzed in order to present ideas for tailoring OEGP-based course units towards meeting learning objectives related to professional competence.  Work in this thesis includes an examination of both the meanings attributed to the term professional competencies, and methods which can be used to assess the competencies once they are agreed on.

The empirical work on developing ITiS is based on a framework for educational research, which has been both refined and extended as an integral part of my research.  The action research methodology is presented and concrete examples of implementations of different pedagogical interventions, based on the methodology, are given.  The framework provides support for relating a theoretical foundation to studies, or development, of learning environments.  The particular theoretical foundation for the examples in this thesis includes, apart from the action research methodology, constructivism, conceptual change, threshold concepts, communities of practice, ill-structured problem solving, the reflective practicum, and problem based learning.

The key finding in this thesis is that development and assessment of professional competencies is not a pipe dream.  Assessment can be accomplished, and the OEGP concept provides a flexible base for creating an appropriate learning environment for this purpose.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2011. , 107 p.
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology, ISSN 1651-6214 ; 808
Keyword [en]
Computing education research, engineering education research, computer science, open-ended group project, professional competencies, action research, educational research framework, learning, communities of practice, constructivism, conceptual change, threshold concepts, problem based learning, ill-structured problem solving, international student collaboration, constructive controversy, reflection
National Category
Computer Science Didactics
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
URN: urn:nbn:se:uu:diva-145983ISBN: 978-91-554-8024-0OAI: oai:DiVA.org:uu-145983DiVA: diva2:402446
Public defence
2011-04-09, Auditorium Minus, Museum Gustavianum, Akademigatan 3, Uppsala, 13:15 (English)
Opponent
Supervisors
Note

Felaktigt tryckt som Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology 738

Available from: 2011-03-18 Created: 2011-02-14 Last updated: 2014-07-21
List of papers
1. Reflections on International Projects in the Undergraduate CS Education
Open this publication in new window or tab >>Reflections on International Projects in the Undergraduate CS Education
1999 (English)In: Computer Science Education, Vol. 9, no 3, 256-267 p.Article in journal (Refereed) Published
Abstract [en]

Educational methods race to keep pace with the opportunities afforded by technology, and in computer science we need methods that tie together the diverse aspects of the discipline and set them in a realistic human context. Projects have the potential to address various aims and perspectives, and international projects add new dimensions to student teamwork, requiring students to handle collaboration that is remote, cross-cultural, and linguistically challenging. This paper examines some of the educational issues associated with international projects, in the discussion of two examples: PASTICS and Runestone.

National Category
Computer Engineering
Identifiers
urn:nbn:se:uu:diva-40502 (URN)
Available from: 2008-11-26 Created: 2008-11-26 Last updated: 2011-03-18
2. Open Ended Group Projects (OEGP): A way of including diversity in the IT curriculum
Open this publication in new window or tab >>Open Ended Group Projects (OEGP): A way of including diversity in the IT curriculum
2006 (English)In: Diversity in information technology education: Issues and controversities, Information Science Publishing, London , 2006, 166-195 p.Chapter in book (Refereed)
Abstract [en]

Modern societies are now beginning to accept that their citizens are diverse but, arguably, have not yet faced up to the challenges of diversity. Schools and universities thus have a role to play in equipping students for the diverse society in which they will live and work. IT students in particular need to appreciate the diversity of society as they specify, design, build and evaluate systems for a wide range of people. This chapter examines the concept of the Open Ended Group Project (OEGP) and uses examples to demonstrate that OEGP forms an effective technique for encouraging students to work together in diverse teams. The appropriateness of OEGP as a means of addressing diversity in the curriculum is examined and it is concluded that OEGP offers a suitable means of enabling students to develop strategies for accommodating diversity in both their future working life and the wider society.

Place, publisher, year, edition, pages
Information Science Publishing, London, 2006
Keyword
Computing education
National Category
Computer Science
Identifiers
urn:nbn:se:uu:diva-77351 (URN)1-59140-742-7 (ISBN)
Available from: 2006-03-14 Created: 2006-03-14 Last updated: 2011-03-18
3. Experiences from using Constructive Controversy in an Open Ended Group Project
Open this publication in new window or tab >>Experiences from using Constructive Controversy in an Open Ended Group Project
2010 (English)In: Proc. 40th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2010, S3D-1-5 p.Conference paper (Refereed)
Place, publisher, year, edition, pages
Piscataway, NJ: IEEE, 2010
National Category
Computer Science Didactics
Identifiers
urn:nbn:se:uu:diva-139736 (URN)10.1109/FIE.2010.5673418 (DOI)978-1-4244-6261-2 (ISBN)
Available from: 2010-12-23 Created: 2010-12-29 Last updated: 2012-06-08Bibliographically approved
4. Engineering Education Research in Practice: Evolving use of open ended group projects as a pedagogical strategy for developing skills in global collaboration
Open this publication in new window or tab >>Engineering Education Research in Practice: Evolving use of open ended group projects as a pedagogical strategy for developing skills in global collaboration
2010 (English)In: International journal of engineering education, ISSN 0949-149X, Vol. 26, no 4, 795-806 p.Article in journal (Refereed) Published
Abstract [en]

Globalization presents engineering educators with new challenges as they face the need for graduates who can function comfortably in an increasingly distributed team context which crosses country and cultural boundaries. Scaffolding learners to acquire professional attributes which transcend the solely technical places stress on traditional curriculum models. This paper analyses an Open Ended Group Project Framework (OEGP) situated in an action research program applied within the IT in Society course at Uppsala University. The approach results in conscious evolution of the course as an integral element of its design. It enables flexible planned educational change informed by a combination of learning theories and stakeholder input. In this paper we discuss the role of the research program in addressing the educational challenges we faced assisting students to develop global collaboration skills. The implications of combining this course with one at a partner institution in the USA and developing a global collaboration are also addressed. The paper concludes by summarizing the benefits of adopting an integrated action research and OEGP framework to support flexible course delivery in a global professional engineering context.

Keyword
Open Ended Group Projects, global collaboration, action research, engineering education research
National Category
Computer Science
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-112983 (URN)000282010500007 ()
Available from: 2010-01-25 Created: 2010-01-25 Last updated: 2012-06-08Bibliographically approved
5. Assessing professional skills in engineering education
Open this publication in new window or tab >>Assessing professional skills in engineering education
2011 (English)In: Australian Computer Science Communications, ISSN 0157-3055, Vol. 33, no 2, 145-154 p.Article in journal (Refereed) Published
National Category
Computer Science Didactics
Identifiers
urn:nbn:se:uu:diva-145999 (URN)
Available from: 2011-01-20 Created: 2011-02-14 Last updated: 2012-06-08Bibliographically approved

Open Access in DiVA

fulltext(2348 kB)873 downloads
File information
File name FULLTEXT02.pdfFile size 2348 kBChecksum SHA-512
bc1aa32a504743a1a1c063e83407f62d449c8d1c75aed01a1b0ae36d7a3f5ee351bb053e08509028e39468baa2ed26e7641cc4c933746a065bbbc6eea0ae127a
Type fulltextMimetype application/pdf
Buy this publication >>

Search in DiVA

By author/editor
Daniels, Mats
By organisation
Division of Computer SystemsComputer Systems
Computer ScienceDidactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 880 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 1515 hits
ReferencesLink to record
Permanent link

Direct link