Concurrent Design: The Importance of Theoretical and Practical Training

Strand, Knut Arne; Storvik, Monica; Hjeltnes, Thorleif

doi:10.21125/inted.2016.0770

Cited by 2 publications

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“…CCD is a project management method for multidisciplinary design in which a multidisciplinary team follows a process including a set of CCD-sessions [24] to solve a problem. The method is based on real-time interaction in an organised collaboration room.…”

Section: Concurrent Designmentioning

confidence: 99%

Students’ professional competencies in computing project courses in the Norwegian context

Szynkiewicz

Lundberg

Daniels

2020

2020 IEEE Frontiers in Education Conference (FIE)

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In this Research Full Paper we look at IT students' experiences from collaborative project-based courses at two Norwegian universities through the lens of "Curtin graduate attributes". Many universities use lists of graduate attributes, sometimes referred to as competencies, generic skills, or capabilities that graduates should acquire during their studies. For the time being, these two Norwegian higher education institutions have not implemented graduate attributes into their curricula, though there are several ongoing initiatives that promote students' employability and development of professional competencies. Through interviews, observations, and thematic analysis with overtones of grounded theory, we aim to identify Norwegian IT students' perceptions of professional competencies acquired at project-based learning courses. The findings are analysed through the use of the identity and employability frameworks, taking into consideration the cultural context. This paper answers two research questions: 1) What professional competencies do students acquire in projectbased learning settings? 2) How do project-based learning courses support the development of employability and identity? We have identified that putting more emphasis on graduate attributes can help to legitimise diverse ways of participation in the computing discipline and at the same time broaden its identity.

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Section: Concurrent Designmentioning

confidence: 99%

Students’ professional competencies in computing project courses in the Norwegian context

Szynkiewicz

Lundberg

Daniels

2020

2020 IEEE Frontiers in Education Conference (FIE)

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“…New participants could claim that they see the usefulness of the method, but they do not always save time or resources, and they do not always get better results. Even though they claim they understand the method, it might be that they have missed important details to make it work optimal [9].…”

Section: Concurrent Design and The Need For Improved Trainingmentioning

confidence: 99%

Training in concurrent design the interplay of theory, practice, reflection and infrastructure

Strand

Hjeltnes

2017

2017 International Conference on Engineering, Technology and Innovation (ICE/ITMC)

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Concurrent Design is a rather complicated method, which on the one side require theoretical knowledge of how projects best should be carried out, while it on the other side requires practical training and experience in order to utilize the method in a good way. In this paper we present the main findings from a study where we followed two implementations of a Master's degree course of 15 ECTS within Concurrent Design, that includes both theoretical and practical training. The overall objective for the study was to understand how training within Concurrent Design should take place in the best possible way. Our findings suggest there should be an interplay between theoretical training, practical training, collective reflection among those involved, and utilization of an infrastructure which is also adapted to training purposes. The main contribution presented in this paper is the TPRI-Model for improved training in Concurrent Design where the interplay of Theory, Practice, Reflection and Infrastructure are discussed.

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Concurrent Design: The Importance of Theoretical and Practical Training

Cited by 2 publications

References 0 publications

Students’ professional competencies in computing project courses in the Norwegian context

Students’ professional competencies in computing project courses in the Norwegian context

Training in concurrent design the interplay of theory, practice, reflection and infrastructure

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