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  • 1. Alghamdi, F.
    et al.
    Pears, Arnold Neville
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Nylén, A.
    Computer science teachers perspectives on competencies - A case study in the Kingdom of Saudi Arabia2018In: 11th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2018, Saint-Petersburg, Russia, Springer, 2018, Vol. 11169, p. 129-140Conference paper (Refereed)
    Abstract [en]

    The Kingdom of Saudi Arabia (KSA) has recently adopted the Saudi Teaching Competencies Standard (STCS). This paper tries to answer how these competencies are achieved, how they are maintained, and what support exists to support teaching CS competently in the KSA. This paper presents the results of an investigation of teacher awareness of, and attitudes to, the STCS in the Kingdom. Through the study reported here, we address an urgent need in the Kingdom to understand teacher preparedness in terms of CS teaching competencies. The study draws on interviews with ten CS teachers in five different cities in the KSA. A thematic coding analysis approach was used. This study explores the CS teaching competencies held by teachers in three areas of CS teaching, focusing on connection to society, professional practice and professional development. The results of the study highlight the CS teaching competencies that CS teachers feel they currently grasp well in the KSA. By enhancing awareness of what teachers currently do well we contribute to the adjustment and improvement of the STCS and help to build a program which addresses the current in-service training needs of CS teachers. The outcomes also help to raise awareness of the challenges of implementing the Computer Education curriculum in KSA schools.

  • 2. Andersson, Staffan
    et al.
    Pears, Arnold Neville
    The Impact of Academic Staff Development on Their Approach to Teaching and Learning2017Conference paper (Refereed)
  • 3. Cajander, Åsa
    et al.
    Daniels, Mats
    Golay, Diane
    Moll, Jonas
    Nylén, Aletta
    Pears, Arnold Neville
    Peters, Anne-Kathrin
    McDermott, Roger
    Unexpected student behaviour and learning opportunities: Using the theory of planned behaviour to analyse a critical incident2017In: 2017 IEEE Frontiers in Education Conference (FIE), IEEE conference proceedings, 2017Conference paper (Refereed)
    Abstract [en]

    One of the challenges in being a teacher is to set up an educational setting where the students receive relevant learning opportunities for the specific course, the students' education in general, and for their future. However, efforts to create such educational settings do not always work in the way that faculty has intended. In this paper we investigate one such effort seen from a critical incident perspective. Central to the analysis in this paper is how the Theory of Planned Behaviour (TPB) can provide explanations for the incident. The critical incident can be summarised as students refusing to take part in a non-compulsory, but from the faculty perspective highly educational, activity. We describe the incident in depth, give the background for the educational intervention, and analyse the incident from the perspective of TPB. This paper makes two major contributions to engineering education research. The first is the development of a method for analysing critical teaching and learning incidents using the TPB. The critical incident analysis illustrates how the method is used to analyse and reason about the students' behaviour. Another contribution is the development of a range of insights which deal with challenges raised by learning interventions, especially those involved with acquiring hidden or “invisible skills” not usually seen or acknowledged by students to belong to core subject area of a degree program.

  • 4. Frezza, S.
    et al.
    Daniels, M.
    Pears, Arnold Neville
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Cajander, Å.
    Kann, Viggo
    KTH, School of Electrical Engineering and Computer Science (EECS), Theoretical Computer Science, TCS.
    Kapoor, A.
    McDermott, R.
    Peters, A. -K
    Sabin, M.
    Wallace, C.
    Modelling competencies for computing education beyond 2020: A research based approach to defining competencies in the computing disciplines2018In: Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, Association for Computing Machinery , 2018, p. 148-174Conference 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.

  • 5. Frezza, S.
    et al.
    Kann, Viggo
    KTH.
    Peters, A. -K
    Pears, Arnold Neville
    KTH.
    Kapoor, A.
    Wallace, C.
    Cajander, Å.
    Daniels, M.
    McDermott, R.
    Sabin, M.
    Modeling global competencies for computing education2018In: 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 (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.

  • 6.
    Impagliazzo, John
    et al.
    Hofstra Univ, New York, NY 11549 USA..
    Pears, Arnold Neville
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    The CC2020 Project - Computing Curricula Guidelines for the 2020s2018In: PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION, IEEE , 2018, p. 2021-2024Conference paper (Refereed)
    Abstract [en]

    This paper provides an overview of a worldwide project to chart the future of computing education on a global scale. The Computing Curricular 2020 (CC2020) initiative engages a task force of thirty-six professionals from sixteen countries and six continents in the task of producing resources that map the computing and educational advances that have occurred since the publication of its predecessor, CC2005. The results of the initiative will be futuristic in the sense that it will be a durable portfolio of resources useful to educational institutions, governments, industry, students, and the public on a global scale. This paper summarizes the status and approaches developed by the CC2020 taskforce, a digest of the content anticipated in the resources delivered as well as suggestions for their use.

  • 7. Mannila, Linda
    et al.
    Nordén, Lars-Åke
    Pears, Arnold Neville
    Digital Competence, Teacher Self-Efficacy and Training Needs2018In: Proceedings of the 2018 ACM Conference on International Computing Education Research, 2018, p. 78-85Conference paper (Refereed)
  • 8. McDermott, Roger
    et al.
    Zarb, Mark
    Daniels, Mats
    Nylén, Aletta
    Pears, Arnold Neville
    Isomöttönen, Ville
    Caspersen, Michael
    The authenticity of ’authentic’ assessment: Some faculty perceptions2017In: Proc. 47th ASEE/IEEE Frontiers in Education Conference :, IEEE conference proceedings, 2017Conference paper (Refereed)
  • 9. Nordén, Lars-Åke
    et al.
    Mannila, Linda
    Pears, Arnold Neville
    Department of Information Technology, Uppsala University, Sweden.
    Development of a self-efficacy scale for digital competences in schools2017In: 2017 IEEE Frontiers in Education Conference (FIE), Institute of Electrical and Electronics Engineers (IEEE), 2017Conference paper (Refereed)
    Abstract [en]

    As computer science enters the school curricula in an increasing number of countries, teachers must prepare to integrate digital competences into their teaching. This integration is a moving target where new methods, tools and applications appear and disappear at such rates that teachers must have confidence to independently and continuously explore what is new, what is relevant and how to plan their pedagogic activities to include digital competences. In this context approaches which can be used to study self-efficacy in digital competences among school teachers are desperately needed. With such a tool in place, we can make a baseline study and then follow teachers over time to measure changes in their self-efficacy, the cause of these changes and learn how to build their digital competence self-efficacy in different ways. The same tool can also be used to measure the self-efficacy in other populations, e.g., students in teacher training programs to ensure that they obtain an adequate self-efficacy in digital competences during their studies. This paper describes the development of a self-efficacy scale in digital competences, based on the DigiComp 2.0 framework definition of digital competence. The tool focuses predominantly on digital competences relevant for teachers in school years K-9.

  • 10. Nylén, Aletta
    et al.
    Cajander, Åsa
    Daniels, Mats
    Pears, Arnold Neville
    aDepartment of Information Technology, Uppsala University, Sweden.
    McDermott, Roger
    Why are we here?: Student perspectives on the goal of STEM higher education2017In: 2017 IEEE Frontiers in Education Conference (FIE), Institute of Electrical and Electronics Engineers (IEEE), 2017Conference paper (Refereed)
    Abstract [en]

    A key component of the tertiary education system is the negotiation of common expectations in terms of pedagogy and the manner in which learning is scaffolded in the learning context. This paper addresses this interplay of perspectives by drawing on two elements of our previous work, a longitudinal study of student identity development [1] and a study contrasting project course students' experiences with teachers' expectations [2]. The paper develops a model of student interaction with teachers and the higher education system, which contributes to a better understanding of the consequences of recent changes and trends in higher education, e.g. demands for activating students, increased level of detail in course specifications, and examination of "non-core subject content". This is an immensely complex area and we approach this challenge with a focus on the issue of students rejecting learning opportunities. Through this lens we will identify and illustrate some essential aspects of how to adapt educational settings to better accommodate how students behave and view the goal of their education.

  • 11.
    Pears, Arnold
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. Uppsala universitet.
    Dagiene, V.
    Jasute, E.
    Baltic and nordic K-12 teacher perspectives on computational thinking and computing2017In: 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, Springer, 2017, Vol. 10696, p. 141-152Conference paper (Refereed)
    Abstract [en]

    This paper reports on the results of a study of teacher preparedness and practices in relation to teaching computing and computational thinking at schools in Sweden, Finland and Lithuania. The study was conducted as part of a NordForsk funded project to explore how Computing Education Research in the Universities can help the development of teacher training and K-12 curriculum and teaching practices. The study found that many teachers are already engaged in teaching relevant material in the schools, and that many have good support in their local school environment. However, there are also significant challenges which emerge from the new curricula that have been introduced in Sweden and Finland. To meet these challenges new teacher training programmes will be needed, and we recommend that computational thinking and computing concepts be introduced into the core subject content of teacher education programmes in order to better prepare teachers to meet the educational demands of our increasingly digitalised society.

  • 12.
    Pears, Arnold Neville
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Developing Computational Thinking, "Fad" or "Fundamental"?2019In: Constructivist Foundations, ISSN 1782-348X, E-ISSN 1782-348X, Vol. 14, no 3, p. 410-412Article in journal (Refereed)
    Abstract [en]

    Publicised by Wing and later expanded on, computational thinking purports to be the foundation of thought for coming generations, an indispensable skill-set that compulsory education must provide. The target article uses small tasks to develop skills relevant to computational science and computing, and explores the student interaction with these tasks. Useful skills may be developed by these students, but the article does not explicitly connect these tasks to computational thinking skills or competencies. This causes the reader to ask the question: are they developing computational thinking, or some other set of computer-related skills? A more fundamental question, and one beyond the scope of the target article, is what are the skills that are ultimately unique for computational thinking?

  • 13.
    Pears, Arnold Neville
    et al.
    Department of Information Technology, Uppsala University,.
    Daniels, Mats
    Cajander, Åsa
    The Archetype Learning Method: Scaffolding teamwork competences in the engineering classroom2017In: 2017 IEEE Frontiers in Education Conference (FIE), Institute of Electrical and Electronics Engineers (IEEE), 2017Conference paper (Refereed)
    Abstract [en]

    Globalisation of both the workplace and higher education is a fact for many Universities and Industries. For the universities the challenge lies both in identifying the needs and developing pedagogies suitable for preparing their students to become a workforce that can contribute in a global economy. Thus, a central issue is how to provide an appropriate level of background knowledge and skills which contribute to the success of the individual in the workplace, and to the success of their employers. Helping students develop the skills required for success in global software development teams provides a number of unique challenges and opportunities for the designers of engineering degree programmes. A central issue is that students bring with them local cultural norms, different native languages, and rhetorical traditions, which place an additional burden to the already difficult task of working effectively in a student engineering team. The contribution of this paper is the presentation of two learning activities; 1) structured role-play and 2) hypothetical archetypes, used within a method we call the "Archetype Learning Method" (ALM). The activities are geared towards enhancing the students' awareness of the underlying complexities inherent in participating in global software engineering and through that provide scaffolding to the development of teamwork skills. Our method provides students with strategies for engaging more productively in teamwork in a global context, hence contributing to the systematic development of one of the critical professional skills identified in the CHAOS report.

  • 14. Seery, N
    et al.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Pears, Arnold Neville
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Multidisciplinary teaching: The emergence of an holistic STEM teacher2019In: Proceedings - Frontiers in Education Conference, FIE, Institute of Electrical and Electronics Engineers Inc. , 2019Conference paper (Refereed)
    Abstract [en]

    This full research paper approaches the teaching of STEM from a new multi-disciplinary perspective. While the importance of the STEM agenda is not in dispute, the plurality in treatment of STEM as individual subjects or disciplinary areas of study potentially limits the evolution of a new conception of STEM education. In this paper, determinist disciplined learning is challenged through the advocacy of a learning science agenda, which we argue from the perspective of modern teacher education.Unintentionally, our educational systems and structures can create a silo-effect, sometimes impeding the development of multi and trans-disciplinary competencies. This paper advances an argument for a conception of teacher education that supports the development of the holistic STEM teacher. Our conception of the holistic STEM educator revolves around central themes focused on building, manipulating and synthesising STEM specific attitudes, skills and knowledge. The proximal and distal effects are also considered in subsequent discussion.This paper does not propose a generalist teacher, as the significance of content knowledge as a critical component of teacher efficacy is not contested. On the contrary, it considers an unbounded and applied perspective to the treatment of STEM with implications for an enhanced comprehension of abstracted knowledge and support for a more robust construction of meaning. The vision of a STEM teacher is articulated with respect to position, treatment and competencies intending to qualify and sustain the STEM agenda through pragmatic action.

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