Effects of a Program Integrating Course for Students of Computer Science and Engineering

Kann, Viggo; Högfeldt, Anna-Karin

doi:10.1145/2839509.2844610

Cited by 14 publications

(15 citation statements)

References 10 publications

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“…e course consists of reflection seminars, 4 times a year, in small (12-14 students) cross-grade groups with a professor as a mentor. is concept was invented by the first author in 2008 [13] and has been further developed by both authors since then [14][15][16][17][18].…”

Section: Design Of the Course The Study Skills Module And The Intermentioning

confidence: 99%

Improving Study Skills by Combining a Study Skill Module and Repeated Reflection Seminars

Hedin

Kann

2019

Education Research International

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If students have a broad spectrum of study skills, learning will likely be positively affected, since they can adapt the way they learn in different situations. Such study skills can be learned in, for example, learning-to-learn courses. Several studies of such courses have been done over the years, but few of these have been carried out in longitudinal naturalistic settings, where the effect has been evaluated over several years in nonexperimental settings. In this paper, we present a novel approach for learning study skills, as a part of a course running over three years. The course starts with a learning-to-learn module, followed by 11 follow-ups that include, among other things, peer discussions about learning strategies with the aim of promoting self-regulated learning. This evaluation shows which study skills the students were most interested in trying, how successful they were in continuing to use the study skills, and which effects the students believed the study skills had after trying them. No significant change was found in how satisfied the students were with their overall study technique immediately after the initial module, but in the long term, 78% of the students believed the course had promoted their ability to analyze and adapt their study habits. We conclude that our approach could be a useful way to get the students to improve their repertoire and use of study skills, and we believe that the students also will improve general self-regulated learning skills.

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Section: Design Of the Course The Study Skills Module And The Intermentioning

confidence: 99%

Improving Study Skills by Combining a Study Skill Module and Repeated Reflection Seminars

Hedin

Kann

2019

Education Research International

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“…This could lead to a better understanding of how reflection is expressed all over the world. The work of Kann and Högfeldt [8] and Lin et al [10] points in this direction.…”

Section: Discussionmentioning

confidence: 97%

“…The evaluation showed that the human coders rated the texts similarly to the annotations of the system. Kann and Högfeldt [8] used several dictionaries for a longitudinal study of reflective writings. Lin et al [10] leveraged the Linguistic Inquiry and Word Count (LIWC) tool, which is a system built on top of several dictionaries.…”

Section: Dictionary-based Approachesmentioning

confidence: 99%

Reflective writing analytics

Ullmann

2017

Proceedings of the Seventh International Learning Analytics &Amp; Knowledge Conference

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Despite their importance for educational practice, reflective writings are still manually analysed and assessed, posing a constraint on the use of this educational technique. Recently, research started to investigate automated approaches for analysing reflective writing. Foundational to many automated approaches is the knowledge of words that are important for the genre. This research presents keywords that are specific to several categories of a reflective writing model. These keywords have been derived from eight datasets, which contain several thousand instances using the log-likelihood method. Both performance measures, the accuracy and the Cohen's κ, for these keywords were estimated with ten-fold cross validation. The results reached an accuracy of 0.78 on average for all eight categories and a fair to good interrater reliability for most categories even though it did not make use of any sophisticated rule-based mechanisms or machine learning approaches. This research contributes to the development of automated reflective writing analytics that are based on datadriven empirical foundations. CCS Concepts KeywordsReflective writing; natural language processing; reflective writing analytics; automated detection of reflection.

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“…Our first case study draws on a data set consisting of competency statements generated by fourth year students in the 5-year Computer Science and Engineering degree program at the KTH Royal Institute of Technology. The data was collected through a mandatory survey administered as an element of the Program Integrating Course [51] in May 2018 at the end of the academic year. The question chosen for this case study, comprises a small part of the overall survey, and was formulated as follows.…”

Section: Competencymentioning

confidence: 99%

“…This exercise thus indicates that, in the case we consider here, the program director, who defines the program objectives, and the 4th year students agree to a large extent on which competencies a student should possess after completing the program. The level of agreement can be taken as an important indicator of program coherence and alignment of student conceptions with programme leadership expectations [51].…”

Section: Competencymentioning

confidence: 99%

Modelling competencies for computing education beyond 2020: a research based approach to defining competencies in the computing disciplines

Frezza

Daniels

Pears

et al. 2018

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education

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How might the content and outcomes of tertiary education programmes be described and analysed in order to understand how they are structured and function? To address this question we develop a framework for modelling graduate competencies linked to tertiary degree programmes in the computing disciplines. While the focus of our work is computing the framework is applicable to education more broadly. The work presented here draws upon the pioneering curricular document for information technology (IT2017), curricular competency frameworks, other related documents such as the software engineering competency model (SWECOM), the Skills Framework for the Information Age (SFIA), current research in competency models, and elicitation workshop results from recent computing conferences. The aim is to inform the ongoing Computing Curricula (CC2020) project, an endeavour supported by the Association for Computing Machinery (ACM) and the IEEE Computer Society. We develop the Competency Learning Framework (CoLeaF), providing an internationally relevant tool for describing competencies. We argue that

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Effects of a Program Integrating Course for Students of Computer Science and Engineering

Cited by 14 publications

References 10 publications

Improving Study Skills by Combining a Study Skill Module and Repeated Reflection Seminars

Improving Study Skills by Combining a Study Skill Module and Repeated Reflection Seminars

Reflective writing analytics

Modelling competencies for computing education beyond 2020: a research based approach to defining competencies in the computing disciplines

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