Critical thinking, peer-writing, and the importance of feedback

Cajander, Åsa; Daniels, Mats; Peters, Anne-Kathrin; McDermott, Roger

doi:10.1109/fie.2014.7044234

Cited by 6 publications

(5 citation statements)

References 36 publications

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“…The collaboration between these universities has been running for ten years, and has developed through the use of action research oriented series of changes [33]. Some examples of these are the introduction of personal learning contracts [2], written individual reflections [1] and speed dating exercises based on the constructive controversy theory [34]. The course has developed iteratively with a series of action research cycles each year as the teachers on both sides of the Atlantic are researchers in the area of computer science education.…”

Section: A the Uppsala/rose-hulman Collaborationmentioning

confidence: 99%

“…Collaborative group projects now have a well-established role in undergraduate Computer Science and Information Systems courses where they are used as the main educational setting for students to learn important professional competencies [1,2,3]. Over the last decade, prompted partly by rapid globalisation in the computing profession, there have been attempts to integrate this kind of collaborative learning experience with opportunities for students to participate in authentic team working activities in geographically distributed settings.…”

Section: Introductionmentioning

confidence: 99%

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A comparative analysis of two globally distributed group projects: A perspective from CSCW/CSCL research

McDermott

Daniels

Cajander

et al. 2015

2015 IEEE Frontiers in Education Conference (FIE)

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Section: A the Uppsala/rose-hulman Collaborationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A comparative analysis of two globally distributed group projects: A perspective from CSCW/CSCL research

McDermott

Daniels

Cajander

et al. 2015

2015 IEEE Frontiers in Education Conference (FIE)

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“…"The way the reviewer provided the feedback was very easy to identify the points in which I should work upon, and as I mentioned in the beginning, his comments includes critical thoughts that I make great use of." 6 Teamwork Including Communication Skills: evaluating the ability to function in an intercultural team and to present and receive information both in writing and orally. This is the main part of the assessment and it includes evaluating the final report produced by the student cohort.…”

Section: Reflecting: Evaluating the Ability To Reflect On One's Own Cmentioning

confidence: 99%

“…In 2005 we introduced international collaboration in a semester long project course, where the Uppsala students work with students at an American university. This course has an explicit focus on competencies suitable for global collaboration and different pedagogical challenges with this has been investigated in an action research manner [3][4][5][6][7][8][9]14,15 . The goals are to help to scaffold progressive development of global engineering competencies and experience.…”

Section: Introductionmentioning

confidence: 99%

Integrating Global Systems Development Skills into the Engineering Curriculum

Pears¹,

Daniels²,

Cajander³

2014 ASEE International Forum Proceedings

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prize and as member of the educational advisory board of the Faculty of Technology and Natural Sciences. He has a strong interest in teaching and learning research in computer science and engineering, and leads the UpCERG research group in computing and engineering education research at Uppsala University. He has published more than 40 articles in the area internationally, and is well known as a computing education researcher through his professional activities in the ACM, and IEEE. In the IEEE he serves as a member of the Board of Governors of the IEEE Computer Society, where he is active in the Education Activities Board, serving also on the steering committee of the Frontiers in Education Conference and as Chair of the newly established Special Technical Community (STC) for Education. In addition he is a Director of CeTUSS (The Swedish National Center for Pedagogical Development of Technology Education in a Societal and Student Oriented Context, www.cetuss.se) and the IEEE Education Society Nordic Chapter. He as a reviewer for a number of major journals and conferences, including the Computer Science Education Journal (Taylor and Francis), the ACM SIGCSE and ITiCSE and Koli Calling International Computer Science Education conferences.

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“…5,6 This resource has been used in different studies as a guide for incorporating critical thinking in engineering curricula. [7][8][9][10][11] The major strategies and pedagogies to incorporate critical thinking instruction into curriculum reported by engineering educators are the following: applying Socratic questioning method, 12,13 integrating liberal education, 14 writing assignments, [15][16][17] active learning, 18 problem-based learning and design projects, 7,8,19,20 engineering judgment and problem solving, [20][21][22] or a combination of those. 23 Nevertheless, the extent and degree of success of addressing critical thinking in educational settings remains a work in progress.…”

Section: Introductionmentioning

confidence: 99%

Liberation in Education: What Role Do Liberatory Praxis and Theory Play in Fostering Critical Thinking?

Jalali¹,

Matheis²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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The revolutionary changes in ABET EC 2000 accreditation criteria promoted the address of critical thinking in engineering curricula by emphasizing such outcomes as ethics, social and global context, communication, lifelong learning and contemporary issues in addition to technical work in design and problem solving. However, the mainstream notion of critical thinking as used in the educational settings is often connected with the conceptions of reasoning and logic. Critical thinking is often seen as a skill in line with decision making and problem solving applications. The extent and degree of success of addressing critical thinking is still under question.Liberation as its own field of praxis and theory which has been excluded from formal education, can provide a unique contribution in changing status quo. For the oppressed to get engaged in the process of discovery and transformation, critical thinking is such a crucial component. In this paper, liberation as a program of praxis and theory will be introduced. Then considering different stages in a liberatory process, the role of critical thinking in liberation struggle will be discussed and evaluated. Finally, paper focuses on contribution of liberatory scholars and in particular Paulo Freire and Gloria Anzaldúa in addressing promising components of critical thinking such as relation, communication, and imagination. This paper aims to raise awareness regarding liberation scholarship as a resource for researchers and practitioners in engineering education.

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Critical thinking, peer-writing, and the importance of feedback

Cited by 6 publications

References 36 publications

A comparative analysis of two globally distributed group projects: A perspective from CSCW/CSCL research

A comparative analysis of two globally distributed group projects: A perspective from CSCW/CSCL research

Integrating Global Systems Development Skills into the Engineering Curriculum

Liberation in Education: What Role Do Liberatory Praxis and Theory Play in Fostering Critical Thinking?

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