1.5 Degrees of Separation

Pollock, Ian; Alshaigy, Bedour; Bradley, Andrew P.; Krogstie, Birgit R.; Kumar, Viraj; Ott, Linda; Peters, Anne-Kathrin; Riedesel, Charles; Wallace, Charles

doi:10.1145/3344429.3372500

Cited by 6 publications

(5 citation statements)

References 72 publications

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“…Software systems have become increasingly pervasive each day in our society. Many have argued that creators of such software systems and technologies are directly responsible for the long-term consequences of their designs [23]. However, the study of software systems i.e.…”

Section: B Multi-disciplinary Outlook In Cs Educationmentioning

confidence: 99%

Developing Future Computational Thinking in Foundational CS Education: A Case Study From a Liberal Education University in India

Kalluri,

Prasad,

Sharma

et al. 2024

IEEE Trans. Educ.

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This paper proposes a new theoretical model with a goal to develop future human computationalthinking in the foundational Computer Science (CS) education. The model blends six critical types of thinking i.e. logical thinking, systems thinking, sustainable thinking, strategic thinking, creative thinking and responsible thinking into the design of a first year undergraduate programming course. The study describes a creative blended pedagogy that embeds the proposed model into the course plan.Background: The emergence of artificial intelligent systems such as large language models from a knowledge provider perspective, coupled with a gradual change in post-pandemic outlook of education challenge the relevance and raises concerns about the future of education. The 21st-century human computational-thinking requirements viz. learning to code (skill), and thinking computationally (competency) will be inadequate in the future. Moreover, there is substantial evidence which shows that most introductory programming courses fail to integrate critical elements like ethics and responsibility as part of the course.Intended outcomes: The authors anticipate experiential learning models such as this has immense potential to future-proof CS education, as well as make future software engineers responsible citizens.Application design: The proposed model blends the six types of thinking into the design and activities in the course. The underlying theoretical basis of these activities revolve around three key principles -Experiential learning, Self-Reflection, and Peer learning.Findings: This case study from a liberal educational institution in India has qualitatively shown several evidences favouring student's developing six critical elements of thinking that shapes their future computational-thinking ability.

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Section: B Multi-disciplinary Outlook In Cs Educationmentioning

confidence: 99%

Developing Future Computational Thinking in Foundational CS Education: A Case Study From a Liberal Education University in India

Kalluri,

Prasad,

Sharma

et al. 2024

IEEE Trans. Educ.

View full text Add to dashboard Cite

show abstract

“…One issue that arose during the work to integrate sustainability throughout the programme was to define the borders of sustainability. In computing education, the level of integration of sustainability issues can be characterized as "immature" (Pollock et al, 2019), with mostly calls to action being presented but few clear definitions, guiding principles or assessments of interventions. Pollock et al (2019) also describe how the integration of sustainability is often done "in the abstract", without specific learning activities, outcomes or assessments within courses.…”

Section: Different Understandings Of Sustainability In Engineering Ed...mentioning

confidence: 99%

“…In computing education, the level of integration of sustainability issues can be characterized as "immature" (Pollock et al, 2019), with mostly calls to action being presented but few clear definitions, guiding principles or assessments of interventions. Pollock et al (2019) also describe how the integration of sustainability is often done "in the abstract", without specific learning activities, outcomes or assessments within courses. The definitions of what amounts to equitable and sustainable computing are often mismatched to societal definitions, and value conflicts tend to be ignored in research on issues of "Green IT" (Knowles, 2014).…”

Section: Different Understandings Of Sustainability In Engineering Ed...mentioning

confidence: 99%

“…Computing education is still motivated and underpinned by notions that the most vital abilities are to learn how to build new, advanced applications using powerful techniques such as machine learning (Pollock et al , 2019). The adoption of a mature and self-critical attitude towards the role of technology in society is not seen as an equally central competence in graduate profiles (ibid).…”

Section: Introductionmentioning

confidence: 99%

“…There are several challenges for those who seek to restructure and widen the scope of engineering degree programmes, including institutional barriers (Leifler and Dahlin, 2020), professional identities and different perceptions of sustainability (Pollock et al , 2019). A previous case study in Sweden has shown that there is a gap between the needed competences related to economic issues, sustainable business management, social topics, green technologies and the education provided to engineers (Hanning et al , 2012).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Changing the world one engineer at a time – unmaking the traditional engineering education when introducing sustainability subjects

Eidenskog

Leifler

Sefyrin

et al. 2023

IJSHE

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Purpose The information technology (IT) sector has been seen as central to society's transformation to a more just and sustainable society, which underlines teachers’ responsibility to foster engineers who can contribute specifically to such ends. This study aims to report an effort to significantly update an existing engineering programme in IT with this ambition and to analyse the effects and challenges associated with the transformation. Design/methodology/approach This study is based on a combination of action-oriented research based on implementing key changes to the curriculum; empirical investigations including surveys and interviews with students and teachers, and analysis of these; and a science and technology studies-inspired analysis. Findings Respondents were generally positive towards adding topics relating to sustainability. However, in the unmaking of traditional engineering subjects, changes created a conflict between core versus soft subjects in which the core subjects tended to gain the upper hand. This conflict can be turned into productive discussions by focusing on what kinds of engineers the authors’ educate and how students can be introduced to societal problems as an integrated part of their education. Practical implications This study can be helpful for educators in the engineering domain to support them in their efforts to transition from a (narrow) focus on traditional disciplines to one where the bettering of society is at the core. Originality/value This study provides a novel approach to the transformation of engineering education through a theoretical analysis seldom used in studies of higher education on a novel case study.

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Higher education in turbulent times: navigating the transition from un-sustainability in a world dominated by technology

Hume

2022

IJSHE

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Purpose The purpose of this paper is to reflect on the implications for higher education of a rapidly changing global context, where technologies play a role in the propagation of unsustainable patterns of change. Drawing from research on science and technology studies as well as existing work on (higher) education for sustainability, it seeks to expose the multidimensional nature of these patterns to raise a series of questions for educators, particularly those in engineering, computer science and other technical disciplines, and inform structured curricular and organisational interventions. Design/methodology/approach Theoretical perspectives on unsustainable patterns of technological change are explored with the objective of informing how the mitigation of their evolution could be addressed in educational settings. Key themes in the sustainability and higher education literature are then identified with the purpose of informing curricular and organisational intervention. Findings Countering unsustainable patterns of technological change requires the development of key sustainability competencies within more technical disciplines, informed by concepts in science and technology studies. This requires change at curricular, organisational and institutional levels to enable spaces for inter- and transdisciplinary learning to be created, so that skills may be developed. Originality/value This paper reflects on unsustainable patterns of technological change, identifying challenges for educators, in particular those in more technical disciplines.

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1.5 Degrees of Separation

Cited by 6 publications

References 72 publications

Developing Future Computational Thinking in Foundational CS Education: A Case Study From a Liberal Education University in India

Developing Future Computational Thinking in Foundational CS Education: A Case Study From a Liberal Education University in India

Changing the world one engineer at a time – unmaking the traditional engineering education when introducing sustainability subjects

Higher education in turbulent times: navigating the transition from un-sustainability in a world dominated by technology

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