The paper presents computing engineering students' perceptions of ePortfolios and key considerations for integrating ePortfolios into computing education programs to facilitate students' recognition of acquired competencies. Students, in general, tend to focus primarily on aspects such as the final exam and their final grades, which can lead to a lack of focus on the learning process where they develop skills and competencies. The ePortfolio can be a powerful reflection, self-assessment, and professional development tool and has been found to engage students in the learning process and make invisible learning visible to students. Understanding computing students' perceptions towards ePortfolios can provide insights into how effective ePortfolios are as a learning tool in computing education programs. We derived insight from an ePortfolio introduction session where we introduced 30 computer engineering students with no experience with the ePortfolio to the concept for the first time. Following the session, all students were asked to complete a survey to capture their perspectives and attitudes towards the ePortfolio. Findings reveal that the computing engineering students who participated in the study hold positive perceptions of ePortfolios. The main reason is that they see value in developing an ePortfolio as they believe it enables them to recognize acquired competencies. Based on students' perceptions of ePortfolios, we identify a set of key considerations for higher education institutions when planning to integrate an ePortfolio for recognition of acquired competencies throughout study programs.

This Innovative Practice Full Paper presents how formative assessment using ePortfolio can enhance computing students’ learning experiences and what influences the students’ preference regarding formative assessment method. The international research literature reveals that ePortfolios primarily are used in study areas such as teacher education, creative disciplines, communication, and medicine. This study contributes to ePortfolio research within the discipline of computing education and introduces computing students to the ePortfolio integrated into the LMS Blackboard. The students are used to courses and associated assignments organized in folders in the LMS, but they have no experience with the integrated ePortfolio. We derive insight from thematic analysis of 67 summative reflections written by the students at the end of a course in Collaboration Technology and observation of the students’ ePortfolios throughout the course. Findings in this study reveal two aspects of formative assessment with the ePortfolio that contributed to enhancing computing students’ learning experiences. First, considering the ePortfolio as a process, the students gained professional identity, self-assessment skills, and transferable metacognition skills. Second, seen as a product, the ePortfolio provided the students with a comprehensive overview of achievements across topics and assignments in the course. The students perceived the two aspects as so essential that if they could choose between the ePortfolio and the traditional learning management system (LMS) folder assessment method, they would have preferred the formative assessment with the ePortfolio even though the ePortfolio increases their workload.

Climate change is the "biggest threat modern humans have ever faced". The implications of the crisis are imminent and grave. As part of COP26, leaders from all over the world agreed to the Glasgow Climate Pact with the goal of limiting the increased rise of global temperature by 1.5 degrees. With less than 8 years left until the 2030 UN deadline in which the climate effects become irreversible, how do we prepare learners for what might be an inevitable reality? How do we equip computing students with crucial technical, ethical, and leadership skills to mitigate its effect? More importantly, how do people in positions of power, departmental and institutional, be involved? In 2019, we formed an internal working group as part of ITiCSE conference to examine how computing institutions, departments, and faculty members dealt with, if at all, the climate emergency within CS education. Our efforts included conducting a literature review, interviewing CSEd climate experts, leading a world cafe session, and collating and publishing resources from various sources for the benefit of educators interested in incorporating climate change in the curriculum. And yet, there are still struggles reported with adopting these solutions, particularly in light of the global pandemic. This panel will serve as a public forum to express institutional, departmental, and individual challenges associated with tackling the climate crisis and share successful strategies, ideas, and experiences to support the CS community. The discussions will centre over five themes previously identified in the world cafe.

For graduates in computer science and informatics to get employment as IT professionals, there is a need for their education to provide the competence sought after by employers. To become fully operational in the organization, the candidates typically also need to develop their competence there. For a university offering master’s degrees in computer science and informatics, it is important to know the employers’ view of the relevance of the study programs and what is possibly considered to be lacking. Also, it is essential to know whether the missing part needed to become fully operational should be provided by the university. In this paper, we investigate these questions by asking employers of master students in IT. A combination of in-depth interviews and a survey is used. Analysis of the findings shows that employers overall find the candidates’ competence to be adequate and that the time needed for in-house training is acceptable. We argue that collaboration between university and industry is essential to this success, pointing to a set of key steps in the process from entering a study program to becoming fully operational in work life.

This work-in-progress paper addresses how to include sustainability in higher IT-education. We consider the challenge of modifying a course by adding sustainability content to underpin the existing learning outcomes in the course. Based on a case from a user-centred design course we show that existing sustainability frameworks can be used to connect learning tasks and outcomes to sustainability competences and aspects. We conclude that further work is needed on how a similar approach can be used to include sustainability in other courses in the IT-curricula.

Climate change is the defining environmental challenge now facing our planet. Babies born today will be 22 when global warming reaches 1.5 C, according to the latest IPCC report and forecasts. What will life be like in 2040? How do we as educators respond today, to the challenges that lie ahead for the next generation?

Employability is a term used for describing the skills, knowledge and personal qualities a graduate should possess to get a job. In this paper we suggest what these skills and qualities are for IT undergraduates specializing in network administration. We have interviewed 10 recruitment managers from 9 different companies who have employed candidates from an IT network administration study program. They suggest that personal qualities are the most important aspect they look for in the graduates. We found that several of the recruiters want the graduates to have an interest in technology also outside of the curricular activities or work setting. This type of interest is taken as a sign that the graduate/job seeker is able to employ their knowledge in practice and engage in continuous self-development and lifelong learning, validating their employability. We discuss how the university can cater for curricular as well as extra-curricular activities, thus leveraging as well as developing the interest in the field valued by employers.

There has been little research to develop computing technologies to support the care of people with dementia, in spite of the growing challenges that the condition poses for society. To design such technologies, an existing model of computer-support reflective learning was instantiated with findings from a pre-design study in one residential home. The result was a mobile device running an adapted enterprise social media app to support person-centred care. Evaluations of the device and app in two residential homes revealed that use of the app both motivated and increased different styles of care note recording, but little reflective learning was identified or reported. The results suggest the need for more comprehensive and flexible computer-based support for reflective learning about residents in their care – and new designs of this more comprehensive support are also introduced.

In this paper we propose a model of Computer Supported Reflective Learning (CSRL) that links the reflection process to supportive ICT. The CSRL model has the potential to support analysis and design of CSRL solutions. It fills a gap that currently exists between theoretical work on reflection and research investigating technologies for reflection support. The model is based on theory, specifically concerning the reflection process, and on empirical work on reflective learning in work life carried out in five different test bed organizations.

To help SE student teams learn from their project process, we propose the use of facilitated postmortem workshops in which each team reconstructs its project timeline. Individual team memberspsila experience of the project is included by team members drawing individual dasiaexperience curvespsila along the timeline. The approach is based on current industry practice and adapted in accordance with theory on reflection and learning. We present the detailed design of the workshops as they were implemented in an undergraduate SE project course as well as some recommendations for future workshops. The workshops are effective for promoting active participation, constructing a shared representation of the project process, and revisiting project issues from multiple perspectives. Evaluation showed that students were satisfied with the workshop and motivated to use the approach in later projects.

Many software engineering projects use open source software tools or components. The project team's active participation in the open source community may be necessary for the team to use the technology. Based on an in-depth field study of industry software engineering project students interacting with an open source community, we find that participation in the community may affect the team's work and learning by strengthening the power of the broker between the team and the community. We outline pitfalls and benefits of having student teams acquire development-related knowledge from open source communities. The findings are relevant to the organization and supervision of software engineering student projects interacting with open source communities.

This paper explores collaboration and learning between stakeholders in customer-driven student projects. The research objectives are to obtain empirically based knowledge on how students relate to stakeholders in customer-driven projects, and to suggest implications for the pedagogical design of the project courses. Empirical data was collected from two Bachelor courses in software engineering at two learning institutions in Norway. To make sense of the interaction between the three stakeholders in the project: the student groups, the university and the customer, we build on Wenger's concept of communities of practice and on the concept of boundary objects. Our analysis highlights that students, through practical experience in the projects, learn to balance the requirements and expectations from different stakeholders in designing a working technical solution - a valuable skill for software engineers. We argue that for students to learn to balance stakeholders' interests in the best possible way, visibility of stakeholders' goals should be focused throughout the projects. Explicit reference to the goals should be incorporated into project artifacts serving as boundary objects. Collaboration technologies providing standard shared workspace functionality are seen as adequate to support this.