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Publications (10 of 33) Show all publications
Alghamdi, F., Nylén, A. & Pears, A. (2019). Teachers’ Awards - an Incentive for Pedagogical Development in Saudi Arabia. In: : . Paper presented at 49th Annual Frontiers in Education (FIE) Conference, Cincinatti, October 16-19, 2019. IEEE
Open this publication in new window or tab >>Teachers’ Awards - an Incentive for Pedagogical Development in Saudi Arabia
2019 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This work-in-progress paper presents a study on

how K-12 Computer Science teachers in Saudi Arabia have

changed their pedagogy as a result of engaging in one year of

professional development leading up to applying for a teacher’s

award. The results are based on thematic analysis of fourteen

interviews with teachers that have been awarded either the

’Education Excellence Award’ or the ’Microsoft Expert in Education’.

The study focuses on how preparing for and getting

the teaching award has influenced them focusing on changes

in their pedagogical development and subsequent practices. The

work provides an in-depth description of several aspects of

the Saudi Arabian teaching culture. It explores and discusses

the affordances of mechanisms used to strengthen pedagogical

competence in a teacher community, paying extra attention to

awards. This study identifies four main factors that motivate

teachers to engage in pedagogical development in teaching

Computer Science. The research suggests that awards can be an

efficient motivator in establishing a culture of excellence among

Computer Science teachers.

Place, publisher, year, edition, pages
IEEE, 2019. p. 6
National Category
Computer Sciences
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-397189 (URN)978-1-7281-1746-1 (ISBN)
Conference
49th Annual Frontiers in Education (FIE) Conference, Cincinatti, October 16-19, 2019
Available from: 2019-11-18 Created: 2019-11-18 Last updated: 2019-11-25Bibliographically approved
Alghamdi, F., Nylén, A. & Pears, A. (2018). Changing the Educational Epistemologies of Computer Science Teachers: A Case Study of the Kingdom of Saudi Arabia. In: 2018 IEEE Frontiers in Education Conference (FIE): . Paper presented at 48th IEEE Frontiers in Education Conference (FIE), San Jose State Univ, San Jose, CA, October 03-06, 2018. Piscataway, NJ: IEEE
Open this publication in new window or tab >>Changing the Educational Epistemologies of Computer Science Teachers: A Case Study of the Kingdom of Saudi Arabia
2018 (English)In: 2018 IEEE Frontiers in Education Conference (FIE), Piscataway, NJ: IEEE, 2018Conference paper, Published paper (Refereed)
Abstract [en]

This paper explores the attitudes of Computer Sci- ence (CS) teachers in the Kingdom of Saudi Arabia (KSA) who are confronted by the Saudi Teaching Competencies Standards (STCS). The STCS is a response to a substantial need to develop both subject-specific pedagogical ability as well as teachers subject area knowledge. The Ministry of Education in the KSA is encouraging teachers to improve their practices to achieve the new quality requirements for education. This paper presents the results of an investigation of CS teachers’ views on educational belief changes in the KSA schools. The paper addresses how and why CS teachers adopt new educational beliefs in their teaching. The paper presents the results of the investigation of the CS teachers views on educational belief changes in the KSA schools and the STCS policy document guidelines. Research in the area of changing educational epistemology in teaching CS identifies six factors that influence teachers, these are personal pedagogical beliefs, peer learning, curriculum, self-directed learning, student feedback and the STCS. A mixed method study approach was adopted in this work. Content analysis has been applied to the interview transcript and thematic coding analysis to the government policy document (STCS). The results provide a valuable case study in the KSA and emphasize the weak relationship between educational epistemology change and the STCS norms. The findings show that the STCS should provide stronger guidance for CS teachers to keep changing beliefs in teaching CS. The STCS should offer supporting official resources to CS teachers to help them in changing their beliefs in regard to teaching CS.

Place, publisher, year, edition, pages
Piscataway, NJ: IEEE, 2018
Series
Frontiers in Education Conference, ISSN 0190-5848
National Category
Computer Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-362867 (URN)10.1109/FIE.2018.8659265 (DOI)000468396903022 ()978-1-5386-1174-6 (ISBN)
Conference
48th IEEE Frontiers in Education Conference (FIE), San Jose State Univ, San Jose, CA, October 03-06, 2018
Available from: 2019-03-07 Created: 2018-10-11 Last updated: 2019-08-01Bibliographically approved
Alghamdi, F., Pears, A. & Nylén, A. (2018). Computer science teachers perspectives on competencies: A case study in the Kingdom of Saudi Arabia. In: Informatics in Schools. Fundamentals of Computer Science and Software Engineering: . Paper presented at ISSEP 2018, October 10–12, Saint Petersburg, Russia (pp. 129-140). Springer
Open this publication in new window or tab >>Computer science teachers perspectives on competencies: A case study in the Kingdom of Saudi Arabia
2018 (English)In: Informatics in Schools. Fundamentals of Computer Science and Software Engineering, Springer, 2018, p. 129-140Conference paper, Published paper (Refereed)
Abstract [en]

The Kingdom of Saudi Arabia (KSA) has recently adopted the Saudi Teaching Competencies Standard (STCS). This paper tries to answer how these competencies are achieved, how they are maintained, and what support exists to support teaching CS competently in the KSA. This paper presents the results of an investigation of teacher awareness of, and attitudes to, the STCS in the Kingdom. Through the study reported here, we address an urgent need in the Kingdom to understand teacher preparedness in terms of CS teaching competencies. The study draws on interviews with ten CS teachers in five different cities in the KSA. A thematic coding analysis approach was used. This study explores the CS teaching competencies held by teachers in three areas of CS teaching, focusing on connection to society, professional practice and professional development. The results of the study highlight the CS teaching competencies that CS teachers feel they currently grasp well in the KSA. By enhancing awareness of what teachers currently do well we contribute to the adjustment and improvement of the STCS and help to build a program which addresses the current in-service training needs of CS teachers. The outcomes also help to raise awareness of the challenges of implementing the Computer Education curriculum in KSA schools.

Place, publisher, year, edition, pages
Springer, 2018
Series
Lecture Notes in Computer Science ; 11169
National Category
Computer Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-363118 (URN)10.1007/978-3-030-02750-6_10 (DOI)000495445600010 ()978-3-030-02749-0 (ISBN)
Conference
ISSEP 2018, October 10–12, Saint Petersburg, Russia
Available from: 2018-10-11 Created: 2018-10-12 Last updated: 2019-12-05Bibliographically approved
Isomöttönen, V. & Nylén, A. (2018). How students get going: Triggers for students' learning in project-based education. In: Proc. 23rd Conference on Innovation and Technology in Computer Science Education: . Paper presented at ITiCSE 2018, July 2–4, Larnaca, Cyprus (pp. 117-122). New York: ACM Press
Open this publication in new window or tab >>How students get going: Triggers for students' learning in project-based education
2018 (English)In: Proc. 23rd Conference on Innovation and Technology in Computer Science Education, New York: ACM Press, 2018, p. 117-122Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
New York: ACM Press, 2018
National Category
Computer and Information Sciences Educational Sciences
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-355295 (URN)10.1145/3197091.3197126 (DOI)978-1-4503-5707-4 (ISBN)
Conference
ITiCSE 2018, July 2–4, Larnaca, Cyprus
Available from: 2018-07-02 Created: 2018-06-28 Last updated: 2018-07-02Bibliographically approved
Kinnunen, P., Butler, M., Morgan, M., Nylén, A., Peters, A.-K., Sinclair, J., . . . Pesonen, E. (2018). Understanding initial undergraduate expectations and identity in computing studies. European Journal of Engineering Education, 43(2), 201-218
Open this publication in new window or tab >>Understanding initial undergraduate expectations and identity in computing studies
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2018 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 43, no 2, p. 201-218Article in journal (Refereed) Published
Abstract [en]

There is growing appreciation of the importance of understanding thestudent perspective in Higher Education (HE) at both institutional andinternational levels. This is particularly important in Science, Technology,Engineering and Mathematics subjects such as Computer Science (CS)and Engineering in which industry needs are high but so are studentdropout rates. An important factor to consider is the management ofstudents’initial expectations of university study and career. This paperreports on a study of CSfirst-year students’expectations across threeEuropean countries using qualitative data from student surveys andessays. Expectation is examined from both short-term (topics to bestudied) and long-term (career goals) perspectives. Tackling these issueswill help paint a picture of computing education through students’eyesand explore their vision of its and their role in society. It will also helpeducators prepare students more effectively for university study and toimprove the student experience.

National Category
Computer Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-278339 (URN)10.1080/03043797.2016.1146233 (DOI)000426914500004 ()
Available from: 2016-02-24 Created: 2016-02-24 Last updated: 2018-05-18Bibliographically approved
Nylén, A., Daniels, M., Pears, A., Cajander, Å., McDermott, R. & Isomöttönen, V. (2018). Why are we here?: The educational value model (EVM) as a framework to investigate the role of students’ professional identity development. In: 2018 IEEE Frontiers in Education Conference (FIE): . Paper presented at 48th IEEE Frontiers in Education Conference (FIE), OCT 03-06, 2018, San Jose State Univ, San Jose, CA. Piscataway, NJ: IEEE
Open this publication in new window or tab >>Why are we here?: The educational value model (EVM) as a framework to investigate the role of students’ professional identity development
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2018 (English)In: 2018 IEEE Frontiers in Education Conference (FIE), Piscataway, NJ: IEEE, 2018Conference paper, Published paper (Refereed)
Abstract [en]

Education can be seen as a preparation for a future profession, where some educational programs very clearly prepare their students for a certain profession, e.g. plumber, nurse and architect. The possible professions for students following education programs in computing is quite varied and thus difficult to cater for, but to educate towards a professional life is still a stated goal in most higher education settings. We argue that this goal is typically not even closely reached and provide an analysis indicating factors explaining this situation. The analysis is based on the concept of professional identity. In earlier work [1] a framework with which to reason about student interactions with the regulatory structure of higher education and teachers was developed. In that paper we developed a compound model which not only relates these players to one another, but also provides approaches to reasoning about misalignments which arise when students and teachers approach their shared learning context from different perspectives. This framework is in this paper applied to address different aspects of professional identity with the intent of bringing forth deeper insights into challenges with educating towards professions. This issue is highly complex and the framework provides a structure that is beneficial for analysing different aspects in a more holistic manner.

Place, publisher, year, edition, pages
Piscataway, NJ: IEEE, 2018
Series
Frontiers in Education Conference, ISSN 0190-5848
National Category
Computer and Information Sciences Didactics Pedagogy
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-365093 (URN)10.1109/FIE.2018.8659055 (DOI)000468396902058 ()978-1-5386-1174-6 (ISBN)
Conference
48th IEEE Frontiers in Education Conference (FIE), OCT 03-06, 2018, San Jose State Univ, San Jose, CA
Funder
NordForsk
Available from: 2019-03-07 Created: 2018-11-09 Last updated: 2019-08-01Bibliographically approved
Morgan, M., Butler, M., Thota, N., Nylén, A., Eckerdal, A. & Kinnunen, P. (2017). Examining manual and semi-automated methods of analysing MOOC data for computing education. In: Proc. 17th International Conference on Computing Education Research: Koli Calling (pp. 153-157). New York: ACM Press
Open this publication in new window or tab >>Examining manual and semi-automated methods of analysing MOOC data for computing education
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2017 (English)In: Proc. 17th International Conference on Computing Education Research: Koli Calling, New York: ACM Press, 2017, p. 153-157Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
New York: ACM Press, 2017
National Category
Computer Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-333188 (URN)10.1145/3141880.3141887 (DOI)000458686400021 ()978-1-4503-5301-4 (ISBN)
Available from: 2017-11-08 Created: 2017-11-08 Last updated: 2019-08-29Bibliographically approved
Nylén, A. & Isomöttönen, V. (2017). Exploring the critical incident technique to encourage reflection during project-based learning. In: Proc. 17th International Conference on Computing Education: Koli Calling. Paper presented at 17th Koli Calling International Conference on Computing Education Research, Koli, Finland, November 16-19, 2017 (pp. 88-97). New York: ACM Press
Open this publication in new window or tab >>Exploring the critical incident technique to encourage reflection during project-based learning
2017 (English)In: Proc. 17th International Conference on Computing Education: Koli Calling, New York: ACM Press, 2017, p. 88-97Conference paper, Published paper (Refereed)
Abstract [en]

Previous research has reported on the challenge of promoting stu- dents’ generic reflection during authentic project-based courses. This work explores a teaching intervention based on Flanagan’s Critical Incident Technique (CIT) during a project-based software development course. The intervention aims at increasing students’ awareness of their own learning and at encouraging reflective practice throughout the project. Students were asked to report on ’incidents’ when they experienced learning during the course, and to reflect on the task itself at the end of the course. The present study focuses on how students approached the incident reporting task and how they perceived it. The results indicate that CIT reporting induces reflection on learning and has positive effects on students’ awareness of their own professional knowledge. On the other hand, students found it difficult to identify learning and many found the practice to disturb their work flow. 

Place, publisher, year, edition, pages
New York: ACM Press, 2017
Keywords
Computing education, project based learning, reflection, professional competencies
National Category
Computer and Information Sciences Didactics
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-333187 (URN)10.1145/3141880.3141899 (DOI)000458686400011 ()978-1-4503-5301-4 (ISBN)
Conference
17th Koli Calling International Conference on Computing Education Research, Koli, Finland, November 16-19, 2017
Available from: 2017-11-08 Created: 2017-11-08 Last updated: 2019-08-28Bibliographically approved
Nylén, A., Daniels, M., Isomöttönen, V. & McDermott, R. (2017). Open-ended projects opened up – aspects of openness. In: Proc. 47th ASEE/IEEE Frontiers in Education Conference: . Paper presented at FIE 2017, October 18–21, Indianapolis, IN. Piscataway, NJ: IEEE Press
Open this publication in new window or tab >>Open-ended projects opened up – aspects of openness
2017 (English)In: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Piscataway, NJ: IEEE Press, 2017
National Category
Computer and Information Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-333185 (URN)10.1109/FIE.2017.8190510 (DOI)000426974900079 ()978-1-5090-5920-1 (ISBN)
Conference
FIE 2017, October 18–21, Indianapolis, IN
Available from: 2017-12-14 Created: 2017-11-08 Last updated: 2018-11-12Bibliographically approved
McDermott, R., Zarb, M., Daniels, M., Nylén, A., Pears, A., Isomöttönen, V. & Caspersen, M. (2017). The authenticity of 'authentic' assessment: Some faculty perceptions. In: Proc. 47th ASEE/IEEE Frontiers in Education Conference: . Paper presented at FIE 2017, October 18–21, Indianapolis, IN. Piscataway, NJ: IEEE Press
Open this publication in new window or tab >>The authenticity of 'authentic' assessment: Some faculty perceptions
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2017 (English)In: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Piscataway, NJ: IEEE Press, 2017
National Category
Educational Sciences Computer and Information Sciences
Identifiers
urn:nbn:se:uu:diva-333186 (URN)10.1109/FIE.2017.8190604 (DOI)000426974900171 ()978-1-5090-5920-1 (ISBN)
Conference
FIE 2017, October 18–21, Indianapolis, IN
Available from: 2017-12-14 Created: 2017-11-08 Last updated: 2018-11-12Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0513-9338

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