Addressing the double challenge of learning and teaching enterprise technologies through peer teaching

Glassey, Richard; Bälter, Olle; Haller, Philipp; Wiggberg, Mattias

doi:10.1145/3377814.3381718

Cited by 3 publications

(7 citation statements)

References 22 publications

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“…In the final case, we see perhaps the largest disruption, with students taking control of the teaching of other students (see [31] for full details). Whilst involving students in the production of learning activities, as presented in Case 3, can be seen by many as an efficient and economical way of producing more content at scale, trusting students to actually carry out the teaching is a leap that many may not feel immediately comfortable with.…”

Section: Case Four: Peer Teaching For Emerging Topicsmentioning

confidence: 98%

“…The following four cases highlight different approaches to promoting sustainability that combine the efforts of teachers, students, processes and technology within the SDA project. The research questions, method, results and discussion for each case study are available in previously published work [8,18,29,31], whilst here, we seek to focus on how these cases are good exemplars of sustainable education, where quality is improved whilst conserving the resources used for production.…”

Section: Case Overviewmentioning

confidence: 99%

“…In the third case [29], students are engaged in the production process of multiple choice questions, driving a continuous supply of fresh learning material; see Section 6. In the final case [31], a solution for keeping pace with emerging topics is shown by creating learning teams, where students work together to master a new topic, then become the teachers that teach it to the rest of their fellow students; see Section 7. Taken individually, these are novel interventions; however, when blended together through an education process, they become greater than the sum of their parts, encouraging higher confidence and competence in students, involving students through communication and participation, and finally helping students to realise that they can help others to learn.…”

Section: Case Overviewmentioning

confidence: 99%

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Sustainable Approaches for Accelerated Learning

Glassey

Bälter

2021

Sustainability

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Sustainable education does not yet have a widely accepted definition in the literature. In this work, we start from the Sustainable Development Goal of Quality Education for All (SDG4) and interpret sustainable education as increasing the quality of learning whilst conserving the resources required to produce and deliver it. From this interpretation, we argue that one path towards realising sustainable education is through the identification of teaching practices that satisfy these conditions of increased quality whilst conserving resources. We present an overview of four case studies, where the conditions for sustainable education are demonstrated through the effective use of people, processes and technologies. Each case represents an intervention that was made to improve the quality of education within an intensive three-month project, which trained immigrants to be employable in the IT industry as junior software developers. Whilst the interventions are independent and unique, they are connected by the themes of quality improvement and resource conservation. In isolation, each specific case produced improvements for both teachers and students; however, it is by combining such approaches that we can start to realise the path towards sustainable education that will help lead to a better quality of education for all. The findings of this work suggest that quality education does not come at the cost of increased resource demands; rather, approaches exist that can be considered to satisfy the conditions for sustainable education.

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Section: Case Four: Peer Teaching For Emerging Topicsmentioning

confidence: 98%

Section: Case Overviewmentioning

confidence: 99%

Section: Case Overviewmentioning

confidence: 99%

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Sustainable Approaches for Accelerated Learning

Glassey

Bälter

2021

Sustainability

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“…The SDA project has also worked as a test bench for innovative pedagogical methods over the years [19], such as reduced learning time [20], reduced teaching time [21], and adaptive course development [22]. This paper presents the approach towards skills development in SDA in order to meet current and future needs, and argues that skills development programs such as SDA should be designed by universities in collaboration with multiple partners.…”

Section: E the Creation Of Sdamentioning

confidence: 99%

Effective Reskilling of Foreign-Born People at Universities - The Software Development Academy

et al. 2022

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Contribution: An intensive three-month educational program can be used for rapid integration of foreign-born people into the IT industry. A novel method for integrating industrial needs with the practical parts of a bachelor's Computer Science program. Background: The program was motivated by (1) the societal need to increase the meaningful integration of immigrants into the workforce, and (2) the demand for IT specialists in the IT labor market. Intended outcomes: An effective intensive software developer program with a high level of industrial integration and a working matching model for employment. Application design: The program consists of three different phases; recruitment of participants, training and job matching. The training is divided into six modules using five different teaching methods. An evaluation model, based on passive and active data, is implemented with fast learning loops for teachers and participants. Findings: The program has been run seven times with 263 unemployed participants of different nationalities. On average 82.6 percent of the participants found employment in the IT industry within 5 months of the course ending. Female participants are in the majority and are more successful in securing employment. The findings suggest that it was possible to rapidly prototype and deliver an advanced reskilling program within a university setting and use it as a positive method to support newcomers find meaningful work that has a direct benefit for the local IT industry, as well as for the wider society.

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“…Selected applicants are then interviewed and ≈35 are finally admitted to the program. SDA is an accelerated learning course over 15 full time weeks where the participants learn the basics of programming (in the PF module), software engineering, enterprise technologies [10], web development and group work using the Scrum methodology and team tools like GitHub. During this period, the participants are matched towards the job market, with a success rate of over 80% within 5 months of the completing the programme, despite having been unemployed for several years before starting the programme, and having unsuccessfully applied for a minimum of 100 jobs [33].…”

Section: Course Descriptionmentioning

confidence: 99%

Reduced Learning Time with Maintained Learning Outcomes

Bälter

Glassey

Wiggberg

2021

Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

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Many online learning initiatives have failed to reach beyond the environments in which they were first developed. One exception is the Open Learning Initiative (OLI) at Carnegie Mellon University (CMU). In an attempt to validate the question-based learning methodology implemented in OLI, we developed online material for an introductory course in object-oriented programming, and tested it on two course offerings with a total of 70 students. As our course has been given in the same format for several years, we also had comparable assessment data for two classes prior to our intervention in order to determine that we did not introduce any obvious harm with this methodology. Findings show a reduced teaching and learning time by 25%. No statistically significant differences could be found in the results of the assessment quizzes nor confidence surveys completed by the students. The two teachers (the same who handled the classes before the intervention) took different paths to teaching preparations with this new methodology. One teacher increased preparations, whilst the other reduced them, but both teachers were convinced that using online question-based learning was superior to the previous lecture and textbook-based approach, both for the students and themselves in terms of overall satisfaction. We also gathered time logs from the development to estimate return on investment. CCS CONCEPTS• Human-centered computing → User studies; • Applied computing → Computer-assisted instruction; Interactive learning environments; E-learning; Learning management systems.

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Addressing the double challenge of learning and teaching enterprise technologies through peer teaching

Cited by 3 publications

References 22 publications

Sustainable Approaches for Accelerated Learning

Sustainable Approaches for Accelerated Learning

Effective Reskilling of Foreign-Born People at Universities - The Software Development Academy

Reduced Learning Time with Maintained Learning Outcomes

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