Category Archives: Professional Competencies

Participating in Panel Discussion about Software Engineering @ITiCSE 2018 on Cyprus

I have been invited to be a member of a panel on Software Engineering. The area to discuss is how the field has advanced and whether its education addresses the main problems and industry needs. I have several ideas of what to bring up at the workshop, and I haven’t really decided which one to choose yet. The ideas are:

  • Generellt software engineering at the university has too little focus on addressing wicked problems. There are far too many IT projects that fail.
  • Too little focus on professional competencies and the development of those.
  • Too little focus on user involvement and user needs.
  • We need to prepare students for working in an automateld software engineering profession. And we need to engage in the creation of this profession.
  • We need to see to it that computing becomes an inclusive profession and address the gender equality issue. Now!

I’ll write another blog post when I have decided which direction to go in… This will be fun!

Presented My Work With Student Activating Teaching Strategies at a Faculty Teaching Course

A few weeks ago I was invited to do a lecture at a mandatory faculty course organized for my colleagues, and for me. The course was organsied by TUR. 

At first I thought that I would talk about the IT in Society course which I have been teaching for 15 years. It is a great course, but I have presented our work with it several times, so instead I chose to describe the pedagogic underpinnings of the new course that I am teaching together with Diane Golay.

I started my presentation by describing that working wich complex IT systems in large organizations equals addressing a wicked problem. A wicked problem is defined like this in Wikipedia, and by Rittel and Webber (1973):

A wicked problem is a problem that is difficult or impossible to solve because of incomplete, contradictory, and changing requirements that are often difficult to recognize.

I then continued to present the many course elements that we have designed iteratively since October. The course has many different pedagogicak underpinnings related to student activating pedagogy:

  • Student contributing pedagogy, as defined by John Hamer
  • Roleplay when learning how to do interviews
  • Interview of a practitioner in the field
  • Flipped Classroom looking at instructional videos before lectures.
  • Peer review of another groups’ work
  • Self-flipped classroom producing learning materials for yourself and others.
  • Discussions based on the framework of constructive controversy
  • Informal learning support on Facebook
  • Home exam with a special section for those who aim for a higher grade.

A Framework for Competence Development in Project Courses: A Pedagogic Development Project

Except for cognitive and technical skills, a number of professional competencies are needed to be able who work in a global job market. Some examples of such professional competencies are communication skills, creative thinking, reflection skills and intercultural competence. More work is needed, though, on understanding and spread how such professional competencies can be developed in project courses. The overarching goal of our development project was therefore to develop a framework for scaffolding the development of professional competencies..

The framework is based on working with open problems in project courses where students are given the freedom to define and drive the work themselves, and highlight aspects like progression and measurability, as well as support, including support from other students, in skills development. This by giving examples of different forms of support for students in their learning, but also for teachers to design learning environments suitable for the development of competencies. The idea is that the framework will be able to function in a variety of ways and in different roles and aims at an increased understanding of how active student participation can contribute to better learning environments for students.

The project is based on previous work with a project course, IT in society. In this work, a guiding principle has been that it is essential for the motivation that the development of competencies exists in a context relevant to the students, in this particular case, an international collaboration on IT use in a complex reality-based project in health care. However, the skills as such are often of a general nature and lessons learned from this context are useful for the development of competencies also in other contexts. The focus of this project is the use of learning agreements with reflections and student feedback. In the work we have developed a number of personas for different types of students and a prototype of a Wikipedia-like platform to collect resources intended for student development of professional skills. These resources are developed for the course IT in society, but are useful as inspiration for university teachers and trainers regarding methods of working with skills development through active student participation in project courses.

In addition to inspiring, we also want to consciously raise the resistance we noted to take the development of these skills seriously. The latter is related to the work of Anne Peters as a PhD student in UpCERG (Uppsala Computing Education Research Group). exemplified in her dissertation (Peters, 2017). In this report we first give a brief presentation of the main work carried out in the project, followed by a presentation of the results the work generated. The report ends with an attachment with publications, and a discussion and summary including future work.

On Learning of Supervision Skills

I constantly improve my supervisions skills through experience and reflection, and this blog post will be about how I work with improving in this area. Being a good supervisor is not easy, but I do try to be a supportive and coaching supervisor helping students. In a way it is like playing chess to be a supervisor. You always need to think and learn from the new situations that occur.

Participating in Leadership Courses. One way of improving is also through participating in different leadership courses, as supervision and leadership are closely connected.

Discuss Supervision with a Coach. At Uppsala University, you also have the possibility to meet and discuss with a coach, Rabbe Hedengren, which is such a nice learning opportunity.

Book Circle on Leadership. I also very much enjoy reading about leadership, and I meet and discuss leadership books with a group of leaders around once a year. Recently I read: ”Innan floden tar oss” by Helena Thorfinn and we are going to discuss it in relation to leadership and our view of being leaders.

Listen to Pod Casts. I also listen to pod casts on leadership, academia and positive psychology that motivate me to reflect and improve. Some of the pod casts I really like are:

Mentoring other Other Supervisors. One way of learning and improving supervision skills is to talk to other supervisors about it. Since 2011 I am a member of the network of experienced PhD supervisors at Uppsala University. This means that I have the opportunity to discuss supervision of PhD students with colleagues taking the “supervision of PhD students course” two or three times every semester. The visits have three steps:

1) We meet and discuss the supervision situation before a supervision meeting during approximatively one hour.

2) They auscultate a supervision meeting during 1-2 hours.

3) We discuss what happened during the meeting. Often these visits result in new ideas and reflections on improvements of my supervision skills, and they are as much a learning opportunity for me as for the person visiting me.

Writing about Learning of Supervision Skills. Other ways of learning is of course writing! In 2016, I wrote a journal paper on inclusive supervision skills together with Ulrike Schnaas where we elaborate on collegial learning.

Organizing Workshops on Supervision. We also organized a workshop on inclusive supervision skills at the Network and Development Educational Conference (NU in Swedish) conference. The workshop was a success and included a role play and many good discussions on supervision. Such an interesting learning experience!!

Participating in Conferences on Supervision. I also participated in the conference European University Association (EUA-CDE) on the theme “The Future of Doctoral Education” in Delft, 2015 where I presented work on supervision and discussed it with experienced supervisors from around the globe.

Reflection. Most of all I try to give myself time to reflect on what I am doing at work. I am a dedicated believer in Shöön’s The reflective practitioner, and that reflection is key to learning.

My View of Supervision

My philosophy regarding supervision is to coach depending on background, motivation, and current situation of the person, and to come up with a joint model about how to go forward. This way of thinking is inspired by Vygotsky´s zone of proximal development. I also actively seek to use a situated view of leadership and try to see my students as individuals, and adapt my leadership based on the personal characteristics of the student, knowledge, situation and context. When problems occur, I try to discuss them with the student as soon as possible to collaborately find a good solution.

I often use strategies borrowed from the area of coaching in my supervision (I have been a coach as a part of my research projects, see Cajander et al 2010). As a part of this I avoid coming up with advice such as “you should now do XY & Z”, but rather try to coach the student to come up with their own solutions. I am completely convinced that I cannot know what would be the best solution or approach for them since research is complex, and I never have the full picture like they do. However, there are situations related to the research quality, for example, where the supervisors might indeed know possible ways forward that are unknown to the PhD or master student. Such areas might for example include where to find relevant literature or where to publish. Finally, my supervision is based on the growth mindset which is shortly described as “I/you don’t know this YET”, and I often talk about this mindset in relation to grit with my PhD students.

Master and bachelor students doing their thesis work in connection to my research are invited to participate in research projects, and are included in the conferences arranged etc. if they want to. I think that it is an important learning experience to be a part of the team in the project. Some of the students have indeed done wonderful work that has resulted in publications such as for example:

Other students have also won awards for being the best students, such as Viktor Kjellman and Johan Andersson and their master thesis on “Patient Empowerment and User Experience in eHealth Services: A Design-Oriented Study of eHealth Services in Uppsala” as in the blog post picture!

 

IT in Society Students Presenting Work on Tracking Technologies at the Largest eHealth Meeting in the Nordic Countries?

Vitalis is an important venue for innovators, business and reseracher in eHealth, and brings together 4,500 participants. Next Vitalis takes place 24-26 April 2018 in Gothenburg, and last week the students from the IT in Society class submitted a proposal for a presentation at the conference.

The students will present their research on how health care can improve and become more efficient using tracking technology. I would suspect that it is not as easy as tracking in the snow, as in this blog post’s photo, however.

The students are doing extensive research on the topic this semester, with interviews field studies and literature reviews and studies to industries who have used tracking systems in their organizations to become more efficient.

The students will present their work around Christmas for Region Uppsala, and let’s hope that they are accepted to the conference so that knowledge and insights from their great work has a chance to spread!

 

 

 

 

Including Communication and PR in the IT in Society Class

Communication and PR are an important part of innovation and change. People use social media and Wikipedia to understand reality to a large extent. Through these channels we create the truths.  (Or alternative truths :-o). Hopefully in parallel with other more traditional media channels. Even though communication and PR are very important for success, there are very few courses in the IT related programs at the university level that deal with this.

The students in the IT in society class has always marketed their work with an invitation to their presentation the final week, but this year we have put a more explicit focus on communication and marketing of their work.

They have one group of students who will work with communication and PR. It will be interesting to see what they choose to do! It will also be interesting to see what effects this will have on how known the course is, and how well they manage to communicate the results to media, other students, county councils etc.

We know that the students will submit an abstract to Vitalis and if they are accepted a few of them will go there and present in April. Last year the students did a fabulous job presenting at Vitalis 🙂

The Background to the IT in Society Class

Now we have kicked off this year’s IT in Society Class. There will be a series of blog post about this course this fall.

Some of the things that make this course very special are:

  • Region Uppsala act as a real client to the student project
  • We get a topic for the course from the client very year
  • It is a global distributed project.
  • The students come from Rose-Hulman Institute of Technology and from Uppsala University.
  • It is based on a pedagigical concept called Open Ended Group Projects

The IT in Society unit was introduced into the IT engineering degree program as a response to industry feedback collected using questionnaires and meetings prior to commencement of the degree program in 1995.  This input emphasized that scaffolding the development of teamwork and communication skills were high priority areas for our industry stakeholders.

Running this course unit has been a challenge every year since 1998, and it has been a quite inspiring challenge.   The open-ended group project idea suited this course unit well. But the (for the students, who had experienced a highly technical preparation in most of their other degree course units) unusual content (e.g. societal aspects) added complexity to setting up a productive learning environment.  Much effort over the years has been put into devising appropriate scaffolding to support the students, without compromising the underlying ideas behind the open-ended group project concept. There will be more info about this concept later on. 

There is a whole series of research publications based on this course. The most prominent one is Mats Daniel’s PhD thesis found here 

Visiting Robert Gordon University and Roger McDermott

Roger McDermott is really an excellent and inspirint researcher. We have done some very interesting papers together, and this week I am visiting Robert Gordon together with Mats Daniels for writing papers in the area of comptuer science education.

A recent paper of ours explores a framework for writing learning agreements. This paper is a recommended read for those who are interested in the development of interdisciplinary teamwork skills. The paper is found here.

We have also written papers about students and how they envision the future of student adminstration, found in this blog post 

Other papers we have written are related to grit and personality, see this  blog post exploring the mind set of yet.

I am very much looking forward to some very productive days in Aberdeen. 🙂