Making group processes explicit to student

Isomöttönen, Ville

doi:10.1145/2591708.2591717

Cited by 6 publications

(3 citation statements)

References 26 publications

(30 reference statements)

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“…Yet another noteworthy force that may impede students' development is hesitation to engage with complex learning (here, reflection at a conceptual level) under practical, intensive coursework. Attempts to foster such learning has engendered student responses such as "time wasted on meta-thinking" [Isomöttönen 2014]. Such responses may be indicative of a "doing mode," in which mere completion of practical assignments is regarded as a sufficient learning outcome [Su 2010], a condition which in our thinking can readily prevail in the praxis-oriented computing discipline.…”

Section: Employability Learning Environment Individual Studentmentioning

confidence: 99%

Searching for Global Employability

Isomöttönen

Daniels

Cajander

et al. 2019

ACM Trans. Comput. Educ.

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Literature on global employability signifies "enabling" learning environments where students encounter illformed and open-ended problems and are required to adapt and be creative. Varying forms of "projects," co-located and distributed, have populated computing curricula for decades and are generally deemed an answer to this call. We performed a qualitative study to describe how project course students are able to capitalize on the promise of enabling learning environments. This critical perspective was motivated by the circumstance of the present-day education systems being heavily regulated for the precipitated production of human capital. The students involved in our study described education system-imposed and group-imposed narratives of narrowed opportunities, as well as many self-related challenges. On the other hand, students welcomed autonomy as an enjoyable condition and linked it with motivation. Whole-group commitment and self-related attributes such as taking care of one's own learning appeared as important conditions. The results highlight targets for interventions that can counteract constraining study conditions and continue the march of projects as a means to foster complex learning for the benefit of students; and professionalism in global software engineering.

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Section: Employability Learning Environment Individual Studentmentioning

confidence: 99%

Searching for Global Employability

Isomöttönen

Daniels

Cajander

et al. 2019

ACM Trans. Comput. Educ.

Self Cite

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“…All of the players provided feedback on the game. The educational value was rated as Medium (9), High (27), and Huge (5). The overall quality was rated as Sufficient (1), Good (10), Very good (23), and Excellent (7).…”

Section: Open Daymentioning

confidence: 99%

“…Making group processes explicit, for example, by discussing Tuckman stages [7] with the students, can help overcome this issue. Arguably, this would also improve all students in teamwork, since unless group processes are taught explicitly, working on a team project teaches teamwork only implicitly [5]. Another difficulty is the grouping into teams itself, which we will explore in our future work.…”

Section: Team Formation and Teamworkmentioning

confidence: 99%

Enhancing cybersecurity skills by creating serious games

Švábenský

Vykopal

Čermák

et al. 2018

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

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Adversary thinking is an essential skill for cybersecurity experts, enabling them to understand cyber attacks and set up effective defenses. While this skill is commonly exercised by Capture the Flag games and hands-on activities, we complement these approaches with a key innovation: undergraduate students learn methods of network attack and defense by creating educational games in a cyber range. In this paper, we present the design of two courses, instruction and assessment techniques, as well as our observations over the last three semesters. The students report they had a unique opportunity to deeply understand the topic and practice their soft skills, as they presented their results at a faculty open day event. Their peers, who played the created games, rated the quality and educational value of the games overwhelmingly positively. Moreover, the open day raised awareness about cybersecurity and research and development in this field at our faculty. We believe that sharing our teaching experience will be valuable for instructors planning to introduce active learning of cybersecurity and adversary thinking.

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Project-Based Learning Emphasizing Open Resources and Student Ideation: How to Raise Student Awareness of IPR?

Isomöttönen

Kärkkäinen

2016

Communications in Computer and Information Science

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Making group processes explicit to student

Cited by 6 publications

References 26 publications

Searching for Global Employability

Searching for Global Employability

Enhancing cybersecurity skills by creating serious games

Project-Based Learning Emphasizing Open Resources and Student Ideation: How to Raise Student Awareness of IPR?

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