Student reflections on Collaborative Technology in a globally distributed student project

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

“…First the communication skills mentioned, see Table 3, are very much focused on oral and human communication, and not so much communication mediated by technology or communication with technology. One reason for this might be that some computer science students see technology as a neutral medium for communication [61], that does not affect communication, and therefore do not mention this kind of communication. Moreover, listening is not mentioned as a part of communication and many students seem to focus on information transfer or one way communication from them to others.…”

A framework for writing learning agreements

“…In the document each student identifies the professional competencies on which to focus. The students chose three professional competencies from the nine graduate attributes promoted at Curtin University, Perth, Australia [28] and presented in Table II [29].…”

“…Also, the students seem to have difficulties accepting that there is no clear definition for the different professional competencies. We have thus identified a need to scaffold the students in writing these agreements although this very strategy was intended to scaffold them in developing professional competencies [29]. This has been done in lectures and workshops, but unfortunately without the desired outcome.…”

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

“…Reflection in general [37][38][39], making a learning contract [3], and constructive controversy [40][41] are the main methods used to provide this scaffolding. We have also looked into the issue of valuing peers [3] and this has been a guiding light for the assignment presented here.…”