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The Archetype Learning Method: Scaffolding teamwork competences in the engineering classroom
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. (UpCERG)
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. (UpCERG)
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. (UpCERG)
2017 (English)In: 2017 IEEE Frontiers in Education Conference (FIE): Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Conference paper, Published 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.

Place, publisher, year, edition, pages
Piscataway, NJ: IEEE Press, 2017.
Series
Frontiers in Education Conference, ISSN 0190-5848
National Category
Computer and Information Sciences Educational Sciences
Identifiers
URN: urn:nbn:se:uu:diva-337019DOI: 10.1109/FIE.2017.8190548ISI: 000426974900117ISBN: 978-1-5090-5920-1 (electronic)OAI: oai:DiVA.org:uu-337019DiVA, id: diva2:1168010
Conference
FIE 2017, October 18–21, Indianapolis, IN, USA
Available from: 2017-12-14 Created: 2017-12-19 Last updated: 2018-08-09Bibliographically approved

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Pears, ArnoldDaniels, MatsCajander, Åsa

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