Conference article

Professionella Kompetenser i Projektkurser

Åsa Cajander
Institutionen för informationsteknologi, Uppsala universitet, Uppsala

Mats Daniels
Institutionen för informationsteknologi, Uppsala universitet, Uppsala

Helena Bernáld
Helena Bernáld Communications, 10 Paul Street, Corsham, Wiltshire, UK

Björn Victor
Institutionen för informationsteknologi, Uppsala universitet, Uppsala

Download article

Published in: 3:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar; 30 november - 1 december; Campus Norrköping; Linköpings universitet

Linköping Electronic Conference Proceedings 75:24, p. 123-128

Show more +

Published: 2012-06-26

ISBN:

ISSN: 1650-3686 (print), 1650-3740 (online)

Abstract

Professionella kompetenser är centrala för studenters utveckling; och betonas inom Bolognaprocessen samt i övergripande måldokument på många universitet. Trots detta lyser professionella kompetenser ofta med sin frånvaro inom kursplaner och kursmål. Detta beror troligen på okunskap kring hur de ska integreras i kurserna och i programmen på universitetet. I denna artikel presenteras arbete med professionella kompetenser inom en terminslång kurs; och en mindre studie av progression av professionella kompetenser i ett utbildningsprogram. Inom kursen ombads studenterna reflektera över sin förståelse av kompetenser och att välja tre att utvecklas inom under loppet av terminen. I en efterföljande reflektion fick studenterna själva bedöma sina förbättringar av deras valda kompetenser. Kartläggningen av progression inom projektkurser i ett utbildningsprogram visar att en viss progression kan påvisas; men att den inte är systematisk och kan förbättras. Slutligen diskuteras implikationer för arbete med professionella kompetenser inom kurser; samt områden för förbättring vad det gäller progression inom ett utbildningsprogram.

Keywords

Engineering education; Project courses; Professional competencies; Progression

References

[1] M. Wiggberg; "Computer Science Project Courses: Contrasting Studentsí Experiences with Teachersí Expectations;" 2010.

[2] C. Dörge; "Competencies and Skills: Filling Old Skins with New Wine;" Key Competencies in the Knowledge Society; pp. 78-89; 2010.

[3] Utbildningsdepartementet. (1993; Oktober 14).Högskoleförordningen. Available: 62.95.69.15/cgibin/ thw?%24{HTML}=sfst_lst&%24{OOHTML}=sfst_dok&%24{SNH TML}=sfst_err&%24{MAXPAGE}=26&%24{TRIPSHOW}=format%3 DTHW&%24{BASE}=SFST&%24{FORD}=FIND&%24{FREETEXT}m =&BET=1993%3A100&RUB=&ORG=&%24

[4] C. Spradling; L. K. Soh; and C. J. Ansorge; "A comprehensive survey on the status of social and professional issues in United States undergraduate computer science programs and recommendations;" Computer science education; vol. 19; pp. 137-153; 2009.

[5] B. Oliver; "Teaching Fellowship: Benchmarking partnerships for graduate employability;" Sydney; Australian Learning and Teaching Council; 2010.

[6] OECD. (2005; Oktober 15). The Definition and Selection of Key Competencies: Executive Summary. Available: https://http://www.pisa.oecd.org/dataoecd/47/61/35070367.p df

[7] U. Universitet. (2007; oktober 15). Mål och strategier för Uppsala universitet. Available: http://regler.uu.se/Detaljsida/?contentId=14263

[8] T. n. f. Uppsala Universitet. (2005; Oktober 15). Definition av ingenjörsmässighet. Available: http://www.teknat.uu.se/digitalAssets/64/64129_Ingenj__r sm__ssighet.pdf

[9] C. University. (2010; Oktober 15). Curtin Graduate Attributes.

[10] M. Byram and A. Nichols; Developing intercultural competence in practice vol. 1: Multilingual Matters Ltd; 2001.

[11] H. L. Dreyfus; T. Anthanasiou; and S. E. Dreyfus; Mind over machine: The power of human intuition and expertise in the era of the computer: Simon & Schuster; 2000.

[12] M. Daniels; X. Faulkner; and I. Newman; "Open Ended Group Projects; Motivating Students and Preparing them for the;" 2002; p. 0128.

[13] M. Daniels; "The contribution of open ended group projects to international student collaborations;" ACM Inroads; vol. 1; pp. 79-84; 2010.

[14] D. A. Kolb; Experiential learning: Experience as the source of learning and development: Prentice-Hall Englewood Cliffs; NJ; 1984.

[15] A. Kolmos and H. Algreen-Ussing; "Implementing a problembased and project organized curriculum;" Das Hochschulwesen; vol. 1; pp. 15-20; 2001.

[16] J. S. Brown; A. Collins; and P. Duguid; "Situated cognition and the culture of learning;" Educational researcher; vol. 18; p. 32; 1989.

[17] S. A. Barab and T. Duffy; "From practice fields to communities ofpractice;" Theoretical foundations of learning environments; vol. 1; pp. 25-55; 2000.

[18] E. Wenger; Communities of practice: Learning; meaning; and identity: Cambridge Univ Pr; 1998.

[19] D. H. Jonassen; "Instructional design models for well-structured and III-structured problem-solving learning outcomes;" Educational Technology Research and Development; vol. 45; pp. 65-94; 1997.

[20] H. W. J. Rittel and M. M. Webber; "Dilemmas in a general theory of planning;" Policy sciences; vol. 4; pp. 155-169; 1973.

[21] D. A. Schön; The reflective practitioner: How professionals think in action: Basic books; 1983.

[22] D. A. Schön; Educating the reflective practitioner: Jossey-Bass San Francisco; 1987.

[23] A. Hauer and M. Daniels; "A learning theory perspective on running open ended group projects (OEGPs);" pp. 85-91; 2008.

[24] A. Cajander; T. Clear; and M. Daniels; "Introducing an external mentor in an international Open Ended Group Project;" 2009; pp. 1-6.

[25] A. Cajander; T. Clear; M. Daniels; J. Edlund; P. Hamrin; C. Laxer; and M. Persson; "Students analyzing their collaboration in an international Open Ended Group Project;" 2009; pp. 1-6.

[26] Å. Cajander; M. D. R. McDermott; and B. R. von Konsky; "Assessing Professional Skills in Engineering Education;" 2011.

[27] M. Daniels; "Developing and Assessing Professional Competencies: a Pipe Dream? - Experiences from an Open Ended Group Project Learning Environment;" Doctoral Degree; Institutionen för Informationsteknologi; Uppsala University; Uppsala; 2011.

[28] M. Daniels; Å. Cajander; T. Clear; and A. Pears; "Engineering education research in practice: Evolving use of open ended group projects as a pedagogical strategy for developing skills in global collaboration;" International journal of engineering education; vol. 26; pp. 795-806; 2010.

[29] C. Laxer; M. Daniels; Cajander; and M. Wollowski; "Evolution of an international collaborative student project;" 2009; pp. 111-118.

[30] J. Biggs; "Aligning teaching and assessment to curriculum objectives;" Imaginative Curriculum Project; LTSN Generic Centre; 2003.

[31] J. B. Biggs and C. Tang; Teaching for quality learning at university vol. 9: Open university press Buckingham; 1999.

Citations in Crossref