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Publications (10 of 43) Show all publications
Kann, V., Carlsund, N. & Wingård, L. (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-249438 (URN)
Conference
KTH SoTL 2019, March 28-29, Stockholm, Sweden
Note

QC 20190521

Available from: 2019-04-12 Created: 2019-04-12 Last updated: 2019-05-21Bibliographically approved
Havtun, H., Kann, V., Carlsund, N. & Wingård, L. (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: 2019-05-22Bibliographically approved
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: Proceedings of 24rd Annual ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE’19), July 15-17, Aberdeen, Scotland, UK.: . 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: Proceedings of 24rd Annual ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE’19), July 15-17, Aberdeen, Scotland, UK., 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
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)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.
Available from: 2019-09-11 Created: 2019-09-11 Last updated: 2019-09-11
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
Available from: 2019-09-11 Created: 2019-09-11 Last updated: 2019-09-11
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: 2018-09-03Bibliographically 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)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: 2019-04-15Bibliographically 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
Heintz, F., Berglund, A., Hedin, B. & Kann, V. (2015). En jämförelse mellan programsammanhållande kurser vid KTH och LiU. In: : . Paper presented at 5:e utvecklingskonferensen för Sveriges ingenjörsutbildningar.
Open this publication in new window or tab >>En jämförelse mellan programsammanhållande kurser vid KTH och LiU
2015 (Swedish)Conference paper, Published paper (Refereed)
Abstract [sv]

Programsammanhållande kurser där studenter från årskurs 1-3 gemensamt reflekterar över teman med koppling till deras studier och framtida yrkesliv finns på både KTH och Linköpings universitet (LiU). Syftet med kurserna är främst att skapa en helhet i utbildningen och ge förståelse för vad den leder till, genom att få studenterna att reflektera över sina studier och sin kommande yrkesroll. Detta leder förhoppningsvis till ökad genomströmning och minskade avhopp. Kurserna har gemensamt ursprung men har utvecklats i olika riktningar. Artikeln jämför tre programsammanhållande kurser för Datateknik KTH, Medieteknik KTH samt Data- och mjukvaruteknik Linköpings universitet.

Keywords
programsammanhållning, yrkesrollen, reflektion
National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-176611 (URN)
Conference
5:e utvecklingskonferensen för Sveriges ingenjörsutbildningar
Note

QC 20160212

Available from: 2015-11-07 Created: 2015-11-07 Last updated: 2016-02-12Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3199-8953

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