Early Reflections about the ITiS Project

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I have just looked at the second reflection made by the students in my groups regarding the start of the project in the IT in Society course. It has been an interesting read that give some insights into the challenges for the students, but also for us as faculty running such a course. Here area few of my observations:

A student points out that they are not supposed to create a product and that this is something they are not used to. The student also muses that this might make it hard to work on the project, for instance since they will only cover the start of the project. I did find this intriguing as it reminded me of the discussion regarding product vs process as the assessing unit in a course unit. I think there are merits and weaknesses with either extreme, but argue that a combination is generally advisable. Another aspect is the interpretation of product, since I think this concept is much broader that an artefact (or running program). For instance, the students in the IT in Society course will write a report for the client and to not view this as a product is interesting to me. Perhaps we should be better at conveying different views on what a product can be.

Another interesting observation is that an added complexity of the task is that it is not enough that the members of a group understand the plan for the work, which they are what they are used to. This is, I think, similar to another student pointing out that the project will be more tougher than first assumed (due to no programming). One student makes a clear reference to open-ended problems, which is something that we have written quite extensively about (here are a few examples: The Contribution of Open Ended Group Project to International Student Collaborations, Open Ended Group Projects a ‘Tool” for More Effective Teaching, Open-Ended Projects Opened Up – Aspects of Openness (to be presented at ASEE/IEEE FIE in three weeks), and Developing and Assessing Professional Competencies: a Pipe Dream?)

Most identifies cultural differences as a risk in the project and point out the excellent seminar hold by Helena Bernáld on this issue. An interesting manifestation of this is that three out of four group leaders are Americans, despite the fact that they have less time in their study plan for the collaboration and that they are only a third of the students in the project. This fact is definitely something for the student group to be aware of as it could influence the pace of the project. It was also interesting to note that the student assumed this was ok since we’ve run the collaboration for many years and thus would know that this would not be a problem. This comment indicate to me that there is a view that there are a recipe for how to conduct a project of this kind, rather than there being some generally good advise that would be helpful given that they are adapted to a particular setting.

 

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Measuring the “unmeasurable” – shooting oneself in the foot?

fractal-1232491_1280.jpgGave a lecture on the Computer Science Education Research course here at Uppsala University this week. What I tried to convey were different aspects on measuring in the context of doing computing/engineering education research. I did that in the context of my efforts of trying to shed more light on the development of professional competencies in degree programs, an area that is ripe with complexity and aspects where ways to measure is far from obvious.

While preparing for the lecture, or rather discussion seminar, I became somewhat cynic and wondered if pursuing research in complex environments where measurements typically have a subjective touch is just stupid. Wouldn’t it be better to look into things where one can identify clearly measurable aspects that reviewers will recognise and feel comfortable with and thus have a better chance of getting work published? Nah, not if this meant that what I could research would be limited to simple and uninteresting things.

Don’t get me wrong – I don’t think all measurable things are simple and uninteresting, just that there is a danger that it could be so. I think that there is a risk that what is looked at has to be reduced, or confined, to a level where what is measured more or less loses meaning. My advice, – easy to say, much harder to do -, was to strive for balance between the complexity of issues to research and possibilities to “measure”. I think such a balance could be achieved by searching for tools and theories suitable for addressing aspects of a complex issue, aspects that are of interest and provides interesting insights into the issue. I didn’t use this “map” (made by Roger McDermott, Robert Gordon University, Aberdeen, UK, in his presentation of our paper “Investigation into the Personal Epistemology of Computer Science Students” at ITiCSE in Canterbury 2013), but it would have been a good illustration to inspire discussions about this.

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Weekend grook greeting, week 27

friends-1013856_1920.jpg…  time for weekend after a week with mostly vacation…… and really nice weather.. so pretty hard to concentrate on preparing for my keynote at ITiCSE in Arequipa, Peru, coming Wednesday…  might be good to have some extra time due to time zone differences..  :-p        …  maybe I should be a friend as in this grook….


FRIENDS IN NEED

Why so sad and woebegone?
will the world not heed you?
Courage! Even you have won<
friends you may rely upon
when they really need you.


…   nah…  not that I don’t think my friends would give support if asked… and I think they would enjoy helping in this…  and would be there in general if I really needed that…  I think Piet is a bit cynic in this grook…  I think friends would want to be rely upon in a case of real need…

..  oh well..  hope your weekend will be void of friends in need or indeed yourself…

Keynote Speaker at ITiCSE

ITiCSEI hope you will be attending ITiCSE in Peru this summer, since I’m one of the keynote speakers and want a big audience!!

I will address how I view the identities of teachers and students interfering with integration of development of professional competencies in degree programs. I will give examples from our research and my experience that illustrates the difficulties and outline some potential interventions that might lead to changes. My hope is that this talk will result in many fruitful discussions, both at the talk and afterwards.