Developing global teamwork skills: The Runestone project

Pears, Arnold; Daniels, Mats

doi:10.1109/educon.2010.5492460

Cited by 24 publications

(9 citation statements)

References 11 publications

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“…Today, project-based learning has extended to multicultural [22] and multi-disciplinary projects [23]. Furthermore, some scholars have specifically emphasized use of open-ended problems in projects, which indicates no inevitable direction or means for students' problem solving [24].…”

Section: Taxonomic Studies On Projeect-based Educationmentioning

confidence: 99%

Open-ended projects opened up — aspects of openness

Nylén

Daniels

Isomöttönen

et al. 2017

2017 IEEE Frontiers in Education Conference (FIE)

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Abstract-One of the most important areas of competence for professional engineers is the ability to function well in project work, in particular they need to be able to efficiently solve open-ended problems in different collaborative settings. The development of this ability is however not prominent in engineering education despite numerous authors suggesting openended problems as a pedagogical tool to promote development of collaborative problem solving competence by including elements of group or project work in courses. In our own long experience of using open-ended problems in collaborative student projects, we have identified a lack of systematic progression in learning outcomes and skill development. We see this as a major obstacle for fully exploiting the potentials of using open-ended problems as an educational tool. We present a framework that provides a structured view of challenges related to openness that students can encounter in educational projects and that has an impact on the overall complexity of the project. We argue that there are different categories of openness to consider when designing educational settings based on open-ended projects. The categories addressed in this paper are: Character of the problems addressed. Character of the teams. Time constraints. Faculty involvement. External factors. Aspects of openness in the different categories are presented and related to professional engineering competencies. Furthermore, it is discussed how variations in project complexity can be accomplished by variations within the aspects and combinations of aspects. In particular, the framework addresses development and progression of professional competencies.

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Section: Taxonomic Studies On Projeect-based Educationmentioning

confidence: 99%

Open-ended projects opened up — aspects of openness

Nylén

Daniels

Isomöttönen

et al. 2017

2017 IEEE Frontiers in Education Conference (FIE)

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“…The Runestone project [21] is an initiative very similar to our course, run jointly by universities in Sweden, Finland, and China. Similarly to our course, students are organized in teams across two universities and they are in charge of software development from A to Z.…”

Section: Different Workload Expectationsmentioning

confidence: 99%

Managing Diversity in Distributed Software Development Education—A Longitudinal Case Study

Bosnić

Ciccozzi

Crnković

et al. 2019

ACM Trans. Comput. Educ.

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Teaching Distributed Software Development with real distributed settings is a challenging and rewarding task. Distributed courses are idiosyncratically more challenging than standard local courses. We have experienced this during our distributed course, which has been run for 14 consecutive years. In this article, we present and analyze the emerging diversities specific to distributed project-based courses. We base our arguments on our experience, and we exploit a three-layered distributed course model, which we use to analyze several course elements throughout the 14-years lifetime of our distributed project-based course. In particular, we focus on the changes that the course underwent throughout the years, combining findings obtained from the analyzed data with our own teaching perceptions. Additionally, we propose insights on how to manage the various diversity aspects. CCS Concepts: • Social and professional topics → Software engineering education;• Applied computing → Collaborative learning;•Software and its engineering → Software development methods;

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“…produced or required by an activity" (Browning et al, 2006). Usually, this term is mostly employed by the project management community (Cleland-Huang et al, 2012;Monteiro et al, 2014), by other communities employing concepts of project management (Issa and AlAli, 2011), and by the engineering education community (Pears and Daniels, 2010).…”

Section: Iced19mentioning

confidence: 99%

Using a Design Ontology to Identify the Terms that Represent the Design Results Across Research Communities

Rosa¹,

Rozenfeld²

2019

Proc. Int. Conf. Eng. Des.

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This paper is contextualized in a research project that aims to create a new paradigm to support the design process, substituting the sequential nature of design process models by a flexible structure. To implement this paradigm, we must identify the final and intermediate results of the design process, such as documents, models, artefacts, among others. However, design research is wide and multidisciplinary, resulting in non-uniformity of the terminology across research communities, what hinders the results identification by means of a literature review. This paper aims to identify the terms employed by different research communities to refer to the intermediate and final results of the design process, structuring synonym terms across research communities and establishing how those terms interrelate in the design ontology. Using literature review, the following terms were analysed: design objects, elements, deliverables, entities, information, components, data, and artefacts. The results provide a holistic view of how the terms are employed throughout research communities, supporting the creation of search strings and pointing out opportunities for improving the design ontology.

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Developing global teamwork skills: The Runestone project

Cited by 24 publications

References 11 publications

Open-ended projects opened up — aspects of openness

Open-ended projects opened up — aspects of openness

Managing Diversity in Distributed Software Development Education—A Longitudinal Case Study

Using a Design Ontology to Identify the Terms that Represent the Design Results Across Research Communities

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