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Publications (10 of 44) Show all publications
Havtun, H., Wingård, L., Carlsund, N. & Kann, V. (2019). Continuous assessment: Time and effort well spent for students and teachers?. In: KTH SoTL 2019: . Paper presented at KTH SoTL 2019, March 28-29, Stockholm, Sweden.
Open this publication in new window or tab >>Continuous assessment: Time and effort well spent for students and teachers?
2019 (English)In: KTH SoTL 2019, 2019Conference paper, Poster (with or without abstract) (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:kth:diva-249439 (URN)
Conference
KTH SoTL 2019, March 28-29, Stockholm, Sweden
Note

QC 20190412

Available from: 2019-04-12 Created: 2019-04-12 Last updated: 2019-10-29Bibliographically approved
Riese, E. & Kann, V. (2019). Erfarna lärarassistenters upplevelser av övningar i inledande programmeringskurser. In: : . Paper presented at 7:e utvecklingskonferensen för Sveriges ingenjörsutbildningar.
Open this publication in new window or tab >>Erfarna lärarassistenters upplevelser av övningar i inledande programmeringskurser
2019 (Swedish)In: , 2019Conference paper, Published paper (Refereed)
Abstract [sv]

Lärarassistenter, äldre studenter som hjälper den kursansvariga läraren med undervisningen, spelar ofta en betydande roll i kurser som ges till stora studentgrupper. En av lärarassistenternas arbetsuppgifter är att undervisa på övningstillfällen, där studenterna är indelade i mindre grupper och får fördjupa sig i begrepp och teori som tagits upp på föreläsningar. Vi ville undersöka hur lärarassistenterna själva upplever sin roll kring övningstillfället inom inledande programmeringskurser. Detta med syfte att undersöka om kursansvariga kan göra något ytterligare för att stödja sina lärarassistenter, för att i sin tur främja lärande hos sina studenter. Vi genomförde en intervjustudie med sex stycken erfarna assistenter och analyserade datan med en tematisk analys. I den tematiska analysen identifierades två övergripande teman: brist på utbildning och instruktioner samt brist på kommunikation.

Keywords
assistenter, inledande programmeringskurser, lärarassistenter, övningar
National Category
Didactics
Research subject
Computer Science
Identifiers
urn:nbn:se:kth:diva-266794 (URN)
Conference
7:e utvecklingskonferensen för Sveriges ingenjörsutbildningar
Available from: 2020-02-14 Created: 2020-02-14 Last updated: 2020-02-14
Hedin, B. & Kann, V. (2019). Improving Study Skills by Combining a Study Skill Module and Repeated Reflection Seminars. Education Research International, Article ID 9739854.
Open this publication in new window or tab >>Improving Study Skills by Combining a Study Skill Module and Repeated Reflection Seminars
2019 (English)In: Education Research International, ISSN 2090-4002, E-ISSN 2090-4010, article id 9739854Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Hindawi Publishing Corporation, 2019
National Category
Educational Sciences
Research subject
Computer Science; Technology and Learning
Identifiers
urn:nbn:se:kth:diva-246185 (URN)10.1155/2019/9739854 (DOI)000461626600001 ()2-s2.0-85063217918 (Scopus ID)
Note

QC 20190318

Available from: 2019-03-14 Created: 2019-03-14 Last updated: 2019-05-10Bibliographically approved
Riese, E., Bälter, O., Hedin, B. & Kann, V. (2019). Programme Integrating Courses Fighting to Get Engineers to Reflect on Non-technical Topics. In: ITiCSE '19 Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education: . Paper presented at ITiCSE ’19,24rd Annual ACM Conference on Innovation and Technology in Computer Science Education, July 15-17, 2019, Aberdeen, Scotland, UK. (pp. 133-139). New York, NY, USA: ACM Digital Library
Open this publication in new window or tab >>Programme Integrating Courses Fighting to Get Engineers to Reflect on Non-technical Topics
2019 (English)In: ITiCSE '19 Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, New York, NY, USA: ACM Digital Library, 2019, p. 133-139Conference paper, Published paper (Refereed)
Abstract [en]

Programme Integrating Courses (PICs) aim to tie students, teachers and courses in education programmes closer together. In this study, we investigate three PICs, as part of engineering programmes in computer science and media technology. The purpose of this study was to gain a deeper understanding of how students and mentors experience the PICs with a focus on the assessment and the relationship between students, and students and mentors. We used a mixed method approach, interviewed 22 students and 6 mentors, and sent out questionnaires to all 25 mentors and all students from two of the three courses (630+470 students). The results showed that the students and mentors appreciated the social aspects of the courses, getting to know each other and share experiences. However, some were uncomfortable reflecting upon the given non-technical topics. On a general level, the students stated that their mentors assessed their reflections correctly but they were sceptical towards being graded on a scale other than pass/fail.

Place, publisher, year, edition, pages
New York, NY, USA: ACM Digital Library, 2019
Series
Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, ISSN 1942-647X
Keywords
Programme integrating course; assessment, engineering students, reflection, higher education
National Category
Didactics
Research subject
Computer Science; Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-258917 (URN)10.1145/3304221.3319754 (DOI)2-s2.0-85070857062 (Scopus ID)978-1-4503-6895-7 (ISBN)
Conference
ITiCSE ’19,24rd Annual ACM Conference on Innovation and Technology in Computer Science Education, July 15-17, 2019, Aberdeen, Scotland, UK.
Note

QC 20191107

Available from: 2019-09-11 Created: 2019-09-11 Last updated: 2019-11-07Bibliographically approved
Kann, V. (2019). Programme Integrating Courses Making Engineering Students Reflect. In: Theorizing STEM Education in the 21st Century: . IntechOpen
Open this publication in new window or tab >>Programme Integrating Courses Making Engineering Students Reflect
2019 (English)In: Theorizing STEM Education in the 21st Century, IntechOpen , 2019Chapter in book (Refereed)
Abstract [en]

A programme integrating course (PIC) is a special type of course, lasting for several academic years and aiming to strengthen programme coherence, by tying the students, instructors and programme director closer together. The first PIC was started at KTH in 2008. Since then, the concept has been polished and adopted by many engineering and masters of science programmes at KTH and at other universities. The course is built around regular (four times a year) reflection seminars in small cross-grade groups, mentored by a teacher. Each seminar has a topic, for example, study skills, procrastination, exchange studies, generic skills, minorities and equal treatment and ergonomics and mental health. Before the seminar, the students are presented with some material to read and view. Based on the texts and videos, each student should write a reflection document and read and comment some other students’ reflections. At the seminar, the students will further discuss the topic and discuss the courses that they are currently taking. PIC has been evaluated and found very valuable by both the students and the teachers acting as mentors. This chapter will review the existing literature on PICs, which is mostly in Swedish.

Place, publisher, year, edition, pages
IntechOpen, 2019
Keywords
programme integrating course, self-regulated learning, programme coherence, reflection, engineering education
National Category
Learning
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-261394 (URN)10.5772/intechopen.88253 (DOI)
Note

QC 20191007

Available from: 2019-10-05 Created: 2019-10-05 Last updated: 2019-10-07Bibliographically approved
Riese, E. & Kann, V. (2019). Teaching assistants’ experience of their roles and responsibilities in relation to tutorials. In: KTH SoTL 2019: . Paper presented at KTH SoTL 2019, March 28-29, Stockholm, Sweden. Stockholm: KTH Royal Institute of Technology
Open this publication in new window or tab >>Teaching assistants’ experience of their roles and responsibilities in relation to tutorials
2019 (English)In: KTH SoTL 2019, Stockholm: KTH Royal Institute of Technology , 2019Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Stockholm: KTH Royal Institute of Technology, 2019
National Category
Didactics
Research subject
Computer Science
Identifiers
urn:nbn:se:kth:diva-258914 (URN)
Conference
KTH SoTL 2019, March 28-29, Stockholm, Sweden
Note

QCR 20191118

Available from: 2019-09-11 Created: 2019-09-11 Last updated: 2019-11-18Bibliographically approved
Frezza, S., Kann, V., Peters, A.-K. -., Pears, A. N., Kapoor, A., Wallace, C., . . . Sabin, M. (2018). Modeling global competencies for computing education. In: ITiCSE 2018 Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education: . Paper presented at 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2018, Larnaca, Cyprus, 2 July 2018 through 4 July 2018 (pp. 348-349). Association for Computing Machinery (ACM)
Open this publication in new window or tab >>Modeling global competencies for computing education
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2018 (English)In: ITiCSE 2018 Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, Association for Computing Machinery (ACM), 2018, p. 348-349Conference paper, Published paper (Refereed)
Abstract [en]

This working group contributes to formulating a framework for modeling competencies in the current and future disciplines that comprise computing education. We draw upon the innovative approach taken in the 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 other computing conferences. The outcomes contribute to the Computing Curricula 2020 (CC2020) project, and include the formulation and review of sets of disciplinary-relevant competencies for use in computing education. This work directly informs the CC2020 project sponsored by the Association for Computing Machinery (ACM) and the IEEE Computer Society.

Place, publisher, year, edition, pages
Association for Computing Machinery (ACM), 2018
Series
Modeling global competencies for computing education, ISSN 1942-647X
Keywords
CC2005, CC2020, Computing competencies, Computing overview strategies, Curriculum guidelines
National Category
Other Computer and Information Science
Identifiers
urn:nbn:se:kth:diva-234114 (URN)10.1145/3197091.3205844 (DOI)2-s2.0-85052023381 (Scopus ID)9781450357074 (ISBN)
Conference
23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2018, Larnaca, Cyprus, 2 July 2018 through 4 July 2018
Note

QC 20180903

Available from: 2018-09-03 Created: 2018-09-03 Last updated: 2020-01-28Bibliographically approved
Frezza, S., Daniels, M., Pears, A. N., Cajander, Å., Kann, V., Kapoor, A., . . . Wallace, C. (2018). Modelling competencies for computing education beyond 2020: A research based approach to defining competencies in the computing disciplines. In: Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE: . Paper presented at 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2018, 2 July 2018 through 4 July 2018 (pp. 148-174). Association for Computing Machinery
Open this publication in new window or tab >>Modelling competencies for computing education beyond 2020: A research based approach to defining competencies in the computing disciplines
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2018 (English)In: Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, Association for Computing Machinery , 2018, p. 148-174Conference paper, Published paper (Refereed)
Abstract [en]

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 this competency based approach is well suited for constructing learning environments and assists degree programme architects in dealing with the challenge of developing, describing and including competencies relevant to computer and IT professionals. In this paper we demonstrate how the CoLeaF competency framework can be applied in practice, and though a series of case studies demonstrate its effectiveness and analytical power as a tool for describing and comparing degree programmes in the international higher education landscape.

Place, publisher, year, edition, pages
Association for Computing Machinery, 2018
Keywords
CC2020, Computing competencies, Curriculum guidelines, Professional competencies, Computer aided instruction, Curricula, Education computing, Engineering research, Machinery, Software engineering, Computing disciplines, Engineering Competencies, International higher education, Learning environments, Engineering education
National Category
Computer and Information Sciences
Identifiers
urn:nbn:se:kth:diva-247209 (URN)10.1145/3293881.3295782 (DOI)000478860300006 ()2-s2.0-85061122624 (Scopus ID)9781450362238 (ISBN)
Conference
23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2018, 2 July 2018 through 4 July 2018
Note

QC 20190415

Available from: 2019-04-15 Created: 2019-04-15 Last updated: 2020-02-19Bibliographically approved
Kann, V. & Ekeberg, Ö. (2018). Student based program development. In: ITiCSE 2018 Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education: . Paper presented at 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2018, Larnaca, Cyprus, 2 July 2018 through 4 July 2018 (pp. 379-379). Association for Computing Machinery (ACM)
Open this publication in new window or tab >>Student based program development
2018 (English)In: ITiCSE 2018 Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, Association for Computing Machinery (ACM), 2018, p. 379-379Conference paper, Published paper (Refereed)
Abstract [en]

The aim of this work is to investigate a new method of involving all students in the continued development of an educational program. Using this method, we have obtained a list of well-scrutinized suggestions for improvement that have support among the students, and that we can start to implement. We have also saved a large pool of suggestions that could be used in the future.

Place, publisher, year, edition, pages
Association for Computing Machinery (ACM), 2018
Keywords
Program development, Quality, Student involvement
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-234112 (URN)10.1145/3197091.3205818 (DOI)2-s2.0-85052025842 (Scopus ID)9781450357074 (ISBN)
Conference
23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2018, Larnaca, Cyprus, 2 July 2018 through 4 July 2018
Note

QC 20180903

Available from: 2018-09-03 Created: 2018-09-03 Last updated: 2018-09-03Bibliographically approved
Kann, V. & Högfeldt, A.-K. (2016). Effects of a Program Integrating Course for Students ofComputer Science and Engineering. In: Proc. 47th ACM Technical Symposium on Computing Science Education: . Paper presented at ITICSE 2016 (pp. 510-515). ACM Digital Library
Open this publication in new window or tab >>Effects of a Program Integrating Course for Students ofComputer Science and Engineering
2016 (English)In: Proc. 47th ACM Technical Symposium on Computing Science Education, ACM Digital Library, 2016, p. 510-515Conference paper, Published paper (Refereed)
Abstract [en]

Study programs are a central component of the higher education system, in particular for professional education. However, for many education programs, especially in engineering, a large part of the beginner students fail to reach graduation. A reason for this could be lack of program coherence. In order to strengthen the program coherence of the computer science and engineering program at KTH, a program integrating course was introduced in 2010. The course runs at low speed through the first three years of the program. It consists of reflection seminars in small cross-grade groups of students, led by a professor as a mentor. In the seminars the students exercise self-regulated learning abilities, such as metacognitive skills, when reflecting, discussing and acting upon different topics, such as study techniques, procrastination, studying abroad, plagiarism and responsibility, and the professional life after the studies. We have studied and found both perceived and measurable positive effects of the program integrating course. In this paper we describe effects on the students’ study skills, their ability to reflect and interest in exchange studies.

Place, publisher, year, edition, pages
ACM Digital Library, 2016
Keywords
program coherence; reflection; self-regulated learning
National Category
Learning
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-182601 (URN)10.1145/2839509.2844610 (DOI)2-s2.0-84968662313 (Scopus ID)978-1-4503-3685-7 (ISBN)
Conference
ITICSE 2016
Note

QC 20160314

Available from: 2016-03-10 Created: 2016-02-20 Last updated: 2016-08-16Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3199-8953

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