Abstract
Experience shows that many students of STEM-subjects have difficulties in acquiring skills on higher levels of Bloom’s revised taxonomy for learning objectives [1]. However, it is crucial to foster these skills in our students, as they will be required from our graduates in professional life, where it is not sufficient to just “know” about things, but necessary to actively use the acquired skills, both systematically and creatively, to solve problems that were hitherto unknown. As a basis for devising teaching and learning methods that systematically develop these high level skills, we define learning objectives for some of those competences that will be required of our graduates. These learning objectives do not only address technical competences. Rather, they also comprise those non-technical key competences that are essential for developing the required technical competences in the first place, and which later on are necessary for applying and enhancing these technical competences professionally throughout one’s working life.
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Thurner, V., Böttcher, A. (2020). Defining Higher Order Learning Objectives for Software Development that Align with Employability Requirements. In: Auer, M., Tsiatsos, T. (eds) The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing, vol 916. Springer, Cham. https://doi.org/10.1007/978-3-030-11932-4_81
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DOI: https://doi.org/10.1007/978-3-030-11932-4_81
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