The Experts below are selected from a list of 27033 Experts worldwide ranked by ideXlab platform
Gadi Harshai - One of the best experts on this subject based on the ideXlab platform.
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teaching and learning computer science Soft Skills using Soft Skills the students perspective
Technical Symposium on Computer Science Education, 2014Co-Authors: Orit Hazzan, Gadi HarshaiAbstract:This paper continues a previous paper [1] in which we described students' gradual understanding of computer science (CS) and Software engineering (SE) Soft Skills. Our study focused on a course we taught on Soft Skills in CS and SE, offered by the Department of Computer Science at the Technion -- Israel Institute of Technology. The course was developed in response to a call by the Israeli hi-tech industry to equip Technion CS graduates with such Skills. In [1] we presented the nature of CS Soft Skills, described the course schedule, including the teaching principles applied in the course, and showed how, in the course of the course, students gradually constructed a mental perception of CS Soft Skills in a 4-stage process. In this paper, we refine the comprehension process into a 6-rung ladder, based on further data analysis and additional experience gained when teaching the course for a second time. We elaborate on the additional rungs and further illuminate the results of two evaluation surveys on the course that were distributed to the students (in addition to the formal course evaluation administrated by the Technion's Center for the Promotion of Teaching). One of our main conclusions is that the course provides students with the opportunity to express their desire to be more involved in the teaching process of the course and to discuss and analyze their own Soft Skills. In other words, students realize the importance and significance of learning Soft Skills by actually implementing these Skills in the learning process. In the Summary part of the paper, we present several pedagogical conclusions that are based on this observation and that we intend to implement in the future when teaching this course.
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teaching computer science Soft Skills as Soft concepts
Technical Symposium on Computer Science Education, 2013Co-Authors: Orit Hazzan, Gadi HarshaiAbstract:In this paper, we describe a course on computer science and Software engineering Soft Skills offered by the Department of Computer Science (CS) at the Technion -- Israel Institute of Technology. The course was developed in response to a call by the Israeli hi-tech industry to equip the Technion's CS graduates with such Skills. This request actually reflects the industry's recognition of the importance of Soft Skills in Software development processes, not only on the managerial level, but also among Software team members. The paper describes the course and aims to deliver the message that like Soft concepts of computer science (e.g., abstraction and readability), which cannot be imparted rigidly using formal definitions, Soft Skills too cannot be studied and taught formally and, rather, should be learned and grasped gradually over a certain period of time, based on students' engagement, active learning, and reflection. Furthermore, students must accept such Soft Skills as concepts that can neither be defined formally nor evaluated adequately.
Orit Hazzan - One of the best experts on this subject based on the ideXlab platform.
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teaching and learning computer science Soft Skills using Soft Skills the students perspective
Technical Symposium on Computer Science Education, 2014Co-Authors: Orit Hazzan, Gadi HarshaiAbstract:This paper continues a previous paper [1] in which we described students' gradual understanding of computer science (CS) and Software engineering (SE) Soft Skills. Our study focused on a course we taught on Soft Skills in CS and SE, offered by the Department of Computer Science at the Technion -- Israel Institute of Technology. The course was developed in response to a call by the Israeli hi-tech industry to equip Technion CS graduates with such Skills. In [1] we presented the nature of CS Soft Skills, described the course schedule, including the teaching principles applied in the course, and showed how, in the course of the course, students gradually constructed a mental perception of CS Soft Skills in a 4-stage process. In this paper, we refine the comprehension process into a 6-rung ladder, based on further data analysis and additional experience gained when teaching the course for a second time. We elaborate on the additional rungs and further illuminate the results of two evaluation surveys on the course that were distributed to the students (in addition to the formal course evaluation administrated by the Technion's Center for the Promotion of Teaching). One of our main conclusions is that the course provides students with the opportunity to express their desire to be more involved in the teaching process of the course and to discuss and analyze their own Soft Skills. In other words, students realize the importance and significance of learning Soft Skills by actually implementing these Skills in the learning process. In the Summary part of the paper, we present several pedagogical conclusions that are based on this observation and that we intend to implement in the future when teaching this course.
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teaching computer science Soft Skills as Soft concepts
Technical Symposium on Computer Science Education, 2013Co-Authors: Orit Hazzan, Gadi HarshaiAbstract:In this paper, we describe a course on computer science and Software engineering Soft Skills offered by the Department of Computer Science (CS) at the Technion -- Israel Institute of Technology. The course was developed in response to a call by the Israeli hi-tech industry to equip the Technion's CS graduates with such Skills. This request actually reflects the industry's recognition of the importance of Soft Skills in Software development processes, not only on the managerial level, but also among Software team members. The paper describes the course and aims to deliver the message that like Soft concepts of computer science (e.g., abstraction and readability), which cannot be imparted rigidly using formal definitions, Soft Skills too cannot be studied and taught formally and, rather, should be learned and grasped gradually over a certain period of time, based on students' engagement, active learning, and reflection. Furthermore, students must accept such Soft Skills as concepts that can neither be defined formally nor evaluated adequately.
Anna K Touloumakos - One of the best experts on this subject based on the ideXlab platform.
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expanded yet restricted a mini review of the Soft Skills literature
Frontiers in Psychology, 2020Co-Authors: Anna K TouloumakosAbstract:There has been a progressively heightened preoccupation with Soft Skills among education stakehold-ers such as policymakers, educational psychologists and researchers. Soft skill curricula have been considered these days -and developed not only for graduates and as on-the-job training programmes, but also for students across all levels of education. However, different people mean different things when referring to Soft Skills. This review presents evidence to suggest that the use of the term ‘Soft Skills’ has expanded to encompass a variety of qualities, traits, values and attributes, as well as rather distinct constructs such as emotional labour and lookism. It is argued here that these infinite catego-ries of things that can be Skills because Soft Skills research is primarily focused on what are the needs and requirements in the world of work. This approach is problematic because it assigns characteristics to Soft Skills which in turn affect the design of the Soft Skills curricula. For example, Soft Skills are often construed as de-contextualized behaviours which can be acquired and transferred unproblemati-cally. The paper proposes that an in-depth and embedded approach to studying Soft Skills should be pursued to reach a consensus on what they are and how to develop them because otherwise they will always be expanded before restricted (as they have become ambiguous) in their meaning and defini-tion.
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expanded yet restricted a mini review of the Soft Skills literature
Frontiers in Psychology, 2020Co-Authors: Anna K TouloumakosAbstract:There has been a progressively heightened preoccupation with Soft Skills among education stakeholders such as policymakers, educational psychologists, and researchers. Soft skill curricula have been considered these days and developed not only for graduates and as on-the-job training programs but also for students across all levels of education. However, different people mean different things when referring to Soft Skills. This review presents evidence to suggest that the use of the term "Soft Skills" has expanded to encompass a variety of qualities, traits, values, and attributes, as well as rather distinct constructs such as emotional labor and lookism. It is argued here that these infinite categories of things can be Skills because Soft Skills research is primarily focused on what are the needs and requirements in the world of work. This approach is problematic because it assigns characteristics to Soft Skills, which in turn affect the design of the Soft Skills curricula. For example, Soft Skills are often construed as decontextualized behaviors, which can be acquired and transferred unproblematically. The paper proposes that an in-depth and embedded approach to studying Soft Skills should be pursued to reach a consensus on what they are and how to develop them because otherwise they will always be expanded before restricted (as they have become ambiguous) in their meaning and definition.
Lori Carter - One of the best experts on this subject based on the ideXlab platform.
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ideas for adding Soft Skills education to service learning and capstone courses for computer science students
Technical Symposium on Computer Science Education, 2011Co-Authors: Lori CarterAbstract:Soft Skills such as communication, teamwork, and organization are important to students' future success in the working world. Faculty members know it, students know it, and employers are explicitly asking for these Skills. Are computer science departments responsible to teach these Skills? If so, where in the curriculum should they be covered? This paper explores the Soft Skills that employers want, and possible places to include the teaching of those Skills in the curriculum. It then shows how an extensive set of Soft Skills were incorporated into a service learning course for the students in the Mathematical, Information and Computer Sciences department at Point Loma Nazarene University. Finally, it makes suggestions as to how other service learning or capstone courses could be altered to afford more opportunity for Soft skill education.
Muthoifin Damanhuri - One of the best experts on this subject based on the ideXlab platform.
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method for developing Soft Skills education for students
Universal Journal of Educational Research, 2020Co-Authors: Sudarno Shobron, Ari Anshori, Muthoifin DamanhuriAbstract:The aim of this research is to know how the students at Darussalam University (UNIDA) Gontor Indonesia develop Soft Skills method, and what the factors that help and impede the production of UNIDA Gontor Indonesia student Soft Skills methods perspective of Islamic education are. In the qualitative analysis this research included the extension of the data collected as framework for this analysis and area for this research (field research) The characteristic of the study is similar to case study because the focus of its review, UNIDA students in the Management Faculty of Business Administration, which is located on Gontor campus. Then the data already collected was analyzed which was achieved by the data method structured. Data gathered by reporting, evaluation, and interview techniques. We seek to sort, group and categorize all the data that has been collected by supervised techniques so that the theme can be identified in accordance with UNIDA students' creation Soft Skills process. Based on the researchers' empirical findings, it was concluded that the approach applied to UNIDA students in the educational of Soft Skills is with briefing, task, preparation, habituations, exemplary, escort and humanity, with its commitment to life, its plan and its idialism. So the students in societies are ready to face life. While the supporting factors Soft Skills education are freedom, good leadership, environmentalists supporting consultancy, infrastructure, and collaboration with various institutions. Resistor factors are inhibiting factor which is some students' lack of understanding of the value of UNIDA's well kept activities in the classroom, dormitory and community.
