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Thota, Neena
Publikasjoner (10 av 23) Visa alla publikasjoner
Voogt, M., Chen, C. S. & Thota, N. (2016). Academics' Experience of Teaching Open Ended Group Projects A phenomenographic study. In: 2016 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE): . Paper presented at IEEE Frontiers in Education Conference (FIE), OCT 12-15, 2016, Gannon Univ, Erie, PA.
Åpne denne publikasjonen i ny fane eller vindu >>Academics' Experience of Teaching Open Ended Group Projects A phenomenographic study
2016 (engelsk)Inngår i: 2016 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE), 2016Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

An Open Ended Group Project (OEGP) is a distinguishable pedagogical tool, used by teachers in computing, engineering, and information technology courses. The tool contributes to the development of 'soft' skills essential for students' future career needs. This paper reports on a phenomenographic study that investigates the research question: What are the ways in which academics teaching Open Ended Group Projects experience teaching the course? Previous studies, using the phenomenographic research approach, have offered insights into academics' conceptions of science learning and teaching. However, there are no studies that investigate the experiences of teachers who use OEGP in their classes. This is the first study, that asks academics using an OEGP how they experience teaching these courses. Students enrolled in a course on computing education research conducted the small-scale study at Uppsala University, Sweden. In order to answer the research question, a theoretical sample was selected with a wide range of relevant population characteristics (e.g. background, prior experience, gender, and age). The semi -structured interview questions focused on understanding of OEGP, the learning objectives of OEGP, strategies for teaching these learning objectives, and the teacher's experience in teaching through OEGP. The results indicate that teachers see their role within OEGP as a coach and that the variation between experiences lies in what is intended to be coached. This variation is presented in a hierarchy (the outcome space). Categories focus on: the team, discipline, problem solving skills, learning and motivation. We also look at the first-hand experience of a student in an OEGP course and discuss the teachers' perceptions of students' experiences of OEGP. The implication for teaching is that a teacher needs to reconsider the way he or she teaches more often in OEGP than in regular courses. There are two reasons for this. First, teaching OEGP is based less on teaching content knowledge and more on teaching skills. Secondly, OEGP deals with a 'real problem', and aspects of the problem continuously change. Teachers are recommended to aim for reaching a higher category, indicating a deeper level of experience, and to use the experience of coaching OEGP in other courses as well. The importance of metacognition (reflection on action) and discussion with other teachers who have experience in teaching OEGP is highlighted.

Serie
Frontiers in Education Conference, ISSN 0190-5848
Emneord
Open Ended Group Project (OEGP), teaching experience, phenomenography
HSV kategori
Identifikatorer
urn:nbn:se:uu:diva-316348 (URN)10.1109/FIE.2016.7757474 (DOI)000392331500132 ()978-1-5090-1790-4 (ISBN)
Konferanse
IEEE Frontiers in Education Conference (FIE), OCT 12-15, 2016, Gannon Univ, Erie, PA
Tilgjengelig fra: 2017-03-10 Laget: 2017-03-10 Sist oppdatert: 2018-01-13bibliografisk kontrollert
Thota, N. & Berglund, A. (2016). Learning Computer Science: Dimensions of variation within what Chinese students learn. ACM Transactions on Computing Education, 16(3), Article ID 10.
Åpne denne publikasjonen i ny fane eller vindu >>Learning Computer Science: Dimensions of variation within what Chinese students learn
2016 (engelsk)Inngår i: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 16, nr 3, artikkel-id 10Artikkel i tidsskrift (Fagfellevurdert) Published
HSV kategori
Forskningsprogram
Datavetenskap med inriktning mot datavetenskapens didaktik
Identifikatorer
urn:nbn:se:uu:diva-294864 (URN)10.1145/2853199 (DOI)000393183200002 ()
Tilgjengelig fra: 2016-05-20 Laget: 2016-05-29 Sist oppdatert: 2018-01-10bibliografisk kontrollert
Thota, N. & Berglund, A. (2015). A structured approach to master thesis writing. In: Conference for University Pedagogical Development: . Paper presented at Conference for University Pedagogical Development. Uppsala, Sweden: Uppsala University
Åpne denne publikasjonen i ny fane eller vindu >>A structured approach to master thesis writing
2015 (engelsk)Inngår i: Conference for University Pedagogical Development, Uppsala, Sweden: Uppsala University, 2015Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Uppsala, Sweden: Uppsala University, 2015
HSV kategori
Forskningsprogram
Datavetenskap med inriktning mot datavetenskapens didaktik
Identifikatorer
urn:nbn:se:uu:diva-267529 (URN)
Konferanse
Conference for University Pedagogical Development
Tilgjengelig fra: 2015-11-24 Laget: 2015-11-24 Sist oppdatert: 2018-01-10
Thota, N. (2015). Connectivism and the use of technology/media in collaborative teaching and learning. In: van Schalkwyk, Gertina J.; D'Amato, Rik Carl (Ed.), From the Confucian Way to Collaborative Knowledge Co-Construction: (pp. 81-96). Hoboken, NJ: John Wiley & Sons
Åpne denne publikasjonen i ny fane eller vindu >>Connectivism and the use of technology/media in collaborative teaching and learning
2015 (engelsk)Inngår i: From the Confucian Way to Collaborative Knowledge Co-Construction / [ed] van Schalkwyk, Gertina J.; D'Amato, Rik Carl, Hoboken, NJ: John Wiley & Sons, 2015, s. 81-96Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Hoboken, NJ: John Wiley & Sons, 2015
Serie
New Directions for Teaching and Learning ; 142
HSV kategori
Identifikatorer
urn:nbn:se:uu:diva-255099 (URN)978-1-119-10844-3 (ISBN)
Tilgjengelig fra: 2015-06-22 Laget: 2015-06-12 Sist oppdatert: 2018-01-11bibliografisk kontrollert
Thota, N., Estadieu, G., Ferrao, A. & Wong, K. M. (2015). Engaging school students with tangible devices: Pilot project with .NET gadgeteer. In: Proc. 3rd International Conference on Learning and Teaching in Computing and Engineering: . Paper presented at LaTiCE 2015 (pp. 112-119). Los Alamitos, CA: IEEE Computer Society
Åpne denne publikasjonen i ny fane eller vindu >>Engaging school students with tangible devices: Pilot project with .NET gadgeteer
2015 (engelsk)Inngår i: Proc. 3rd International Conference on Learning and Teaching in Computing and Engineering, Los Alamitos, CA: IEEE Computer Society, 2015, s. 112-119Konferansepaper, Publicerat paper (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Los Alamitos, CA: IEEE Computer Society, 2015
HSV kategori
Identifikatorer
urn:nbn:se:uu:diva-262490 (URN)10.1109/LaTiCE.2015.26 (DOI)978-1-4799-9967-5 (ISBN)
Konferanse
LaTiCE 2015
Tilgjengelig fra: 2015-06-24 Laget: 2015-09-15 Sist oppdatert: 2018-01-11bibliografisk kontrollert
Thota, N. & Berglund, A. (2015). Integrating international students into CS programs. In: Proc. 1st Al Baha University and Uppsala University Symposium on Quality in Computing Education: . Paper presented at ABU3QCE 2015, February 24–25, Al Baha, Saudi Arabia (pp. 6-8).
Åpne denne publikasjonen i ny fane eller vindu >>Integrating international students into CS programs
2015 (engelsk)Inngår i: Proc. 1st Al Baha University and Uppsala University Symposium on Quality in Computing Education, 2015, s. 6-8Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

In recent years there has been a rapid increase in the intake of international students at universities. Integrating foreign students into the disciplinary and social culture prevalent at the university is a challenging task. In this paper, first, we summarize the findings of three of our studies on the experiences of Chinese students studying computer science at the Department of Information Technology, Uppsala University, Sweden. Then, based on our findings we make recommendations on how to integrate international students into academic life at Computer Science departments. We focus on the program and course levels, and also at the level of individual students in their new social and cultural environment.

Serie
Technical report / Department of Information Technology, Uppsala University, ISSN 1404-3203 ; 2015-007
Emneord
international students, computer science, computer science education research
HSV kategori
Forskningsprogram
Datavetenskap med inriktning mot datavetenskapens didaktik
Identifikatorer
urn:nbn:se:uu:diva-253211 (URN)
Konferanse
ABU3QCE 2015, February 24–25, Al Baha, Saudi Arabia
Tilgjengelig fra: 2015-06-10 Laget: 2015-05-25 Sist oppdatert: 2018-01-11bibliografisk kontrollert
Thota, N. & Negreiros, J. G. M. (2015). Introducing Educational Technologies to Teachers: Experience Report. Journal of University Teaching and Learning Practice, 12(1), 5:1-13
Åpne denne publikasjonen i ny fane eller vindu >>Introducing Educational Technologies to Teachers: Experience Report
2015 (engelsk)Inngår i: Journal of University Teaching and Learning Practice, ISSN 1449-9789, E-ISSN 1449-9789, Vol. 12, nr 1, s. 5:1-13Artikkel i tidsskrift (Fagfellevurdert) Published
HSV kategori
Forskningsprogram
Datavetenskap med inriktning mot datavetenskapens didaktik
Identifikatorer
urn:nbn:se:uu:diva-247089 (URN)
Tilgjengelig fra: 2015-03-13 Laget: 2015-03-13 Sist oppdatert: 2018-01-11bibliografisk kontrollert
Berglund, A. & Thota, N. (2015). Learning from the experiences of international students. In: Conference for University Pedagogical Development: . Paper presented at Conference for University Pedagogical Development. Uppsala, Sweden: Uppsala University
Åpne denne publikasjonen i ny fane eller vindu >>Learning from the experiences of international students
2015 (engelsk)Inngår i: Conference for University Pedagogical Development, Uppsala, Sweden: Uppsala University, 2015Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Uppsala, Sweden: Uppsala University, 2015
HSV kategori
Forskningsprogram
Datavetenskap med inriktning mot datavetenskapens didaktik
Identifikatorer
urn:nbn:se:uu:diva-267532 (URN)
Konferanse
Conference for University Pedagogical Development
Prosjekter
UpCERG
Tilgjengelig fra: 2015-11-24 Laget: 2015-11-24 Sist oppdatert: 2018-01-10
Nylén, A., Thota, N., Eckerdal, A., Kinnunen, P., Butler, M. & Morgan, M. (2015). Multidimensional analysis of creative coding MOOC forums: a methodological discussion. In: Proc. 15th International Conference on Computing Education Research: Koli Calling (pp. 137-141). New York: ACM Press
Åpne denne publikasjonen i ny fane eller vindu >>Multidimensional analysis of creative coding MOOC forums: a methodological discussion
Vise andre…
2015 (engelsk)Inngår i: Proc. 15th International Conference on Computing Education Research: Koli Calling, New York: ACM Press, 2015, s. 137-141Konferansepaper, Publicerat paper (Fagfellevurdert)
sted, utgiver, år, opplag, sider
New York: ACM Press, 2015
HSV kategori
Identifikatorer
urn:nbn:se:uu:diva-269168 (URN)10.1145/2828959.2828971 (DOI)978-1-4503-4020-5 (ISBN)
Tilgjengelig fra: 2015-11-21 Laget: 2015-12-14 Sist oppdatert: 2018-01-10bibliografisk kontrollert
Berglund, A. & Thota, N. (2014). A glimpse into the cultural situatedness of computer science: Some insights from a pilot study. In: Proc. 2nd International Conference on Learning and Teaching in Computing and Engineering: . Paper presented at International Conference on Learning and Teaching in Computing and Engineering (LaTiCE 2014), 11-13 April 2014, Kuching, Malaysia (pp. 92-99). Los Alamitos, CA: IEEE Computer Society
Åpne denne publikasjonen i ny fane eller vindu >>A glimpse into the cultural situatedness of computer science: Some insights from a pilot study
2014 (engelsk)Inngår i: Proc. 2nd International Conference on Learning and Teaching in Computing and Engineering, Los Alamitos, CA: IEEE Computer Society, 2014, s. 92-99Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

To what extent is students' understanding of computer science culturally situated? This, possibly philosophical question, has come to the surface at Uppsala University, Uppsala, Sweden, where many Chinese students study computer science together with the local students. We did an exploratory study using email interviews to see if our intuitions could be relied on. We collected data from Chinese students studying in master programs and analysed the data using a phenomenographic perspective. A complex intertwined relationship between the content of their learning (the WHAT) the ways in which they went about studying (the HOW), the aims of their studies (the WHY), and the competencies developed from the intercultural context they studied in (the WHERE) was observed. In this paper we offer some insights from the results of the pilot study and discuss how they have shaped our on-going study in the field.

sted, utgiver, år, opplag, sider
Los Alamitos, CA: IEEE Computer Society, 2014
Serie
International Conference on Teaching and Learning in Computing and Engineering, ISSN 2377-0309
HSV kategori
Identifikatorer
urn:nbn:se:uu:diva-226531 (URN)10.1109/LaTiCE.2014.25 (DOI)000355978500017 ()978-1-4799-3591-8 (ISBN)
Konferanse
International Conference on Learning and Teaching in Computing and Engineering (LaTiCE 2014), 11-13 April 2014, Kuching, Malaysia
Tilgjengelig fra: 2014-06-10 Laget: 2014-06-18 Sist oppdatert: 2018-01-11bibliografisk kontrollert
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