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Daniels, Mats, ProfessorORCID iD iconorcid.org/0000-0002-8465-7629
Publications (10 of 144) Show all publications
Apiola, M., Lopez-Pernas, S., Saqr, M., Pears, A., Daniels, M., Malmi, L. & Tedre, M. (2022). From a National Meeting to an International Conference: A Scientometric Case Study of a Finnish Computing Education Conference. IEEE Access, 10, 66576-66588
Open this publication in new window or tab >>From a National Meeting to an International Conference: A Scientometric Case Study of a Finnish Computing Education Conference
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2022 (English)In: IEEE Access, E-ISSN 2169-3536, Vol. 10, p. 66576-66588Article in journal (Refereed) Published
Abstract [en]

Computerisation and digitalisation are shaping the world in fundamental and unpredictable ways, which highlights the importance of computing education research (CER). As part of understanding the roots of CER, it is crucial to investigate the evolution of CER as a research discipline. In this paper we present a case study of a Finnish CER conference called Koli Calling, which was launched in 2001, and which has become a central publication venue of CER. We use data from 2001 to 2020, and investigate the evolution of Koli Calling's scholarly communities and zoom in on it's publication habits and internalisation process. We explore the narrative of the development and scholarly agenda behind changes in the conference submission categories from the perspective of some of the conference chairs over the years. We then take a qualitative perspective, analysing the conference publications based on a comprehensive bibliometric analysis. The outcomes include classification of important research clusters of authors in the community of conference contributors. Interestingly, we find traces of important events in the historical development of CER. In particular, we find clusters emerging from specific research capacity building initiatives and we can trace how these connect research spanning the world CER community from Finland to Sweden and then further to the USA, Australia and New Zealand. This paper makes a strategic contribution to the evolution of CER as a research discipline, from the perspective of one central event and publication venue, providing a broad perspective on the role of the conference in connecting research clusters and establishing an international research community. This work contributes insights to researchers in one specific CER community and how they shape the future of computing education

Place, publisher, year, edition, pages
Institute of Electrical and Electronics Engineers (IEEE), 2022
Keywords
Education, Bibliometrics, Collaboration, Licenses, International collaboration, Computer science, Buildings, Computer science education, computing education research, computing education, scientometrics, science mapping, review
National Category
Computer Sciences
Identifiers
urn:nbn:se:uu:diva-480282 (URN)10.1109/ACCESS.2022.3184718 (DOI)000818795500001 ()
Available from: 2022-07-08 Created: 2022-07-08 Last updated: 2022-07-08Bibliographically approved
Daniels, M., Berglund, A. & McDermott, R. (2022). Influencing Student Academic Integrity Choices using Ethics Scenarios. In: : . Paper presented at ASEE/IEEE Frontiers in Education.
Open this publication in new window or tab >>Influencing Student Academic Integrity Choices using Ethics Scenarios
2022 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Academic misconduct seems to have increased substantially during the pandemic, with a worldwide upsurge in reported cases. The aim of this project is to construct a framework for helping students engage with issues concerning academic integrity and avoid academic misconduct. This Work-In-Progress paper reports on the construction of a scenario-based framework to investigate the beliefs and attitudes of university stakeholders when confronted with decisions about potential academic misconduct. The framework will be based on using scenarios to spur individual reflections and discussions among the students regarding values related to academic integrity focusing on Uppsala University context. A repository of "misconduct" scenarios related to different cultures, including different views and regulations, is intended to support teachers to develop modules tailored to their current need. The underlying idea is to provide students with an understanding of what constitutes academic misconduct in Uppsala University setting and to help them find honest alternatives when faced with temptations to "cheat". Our view is that students, in general, want to behave honestly, and that this framework will provide a means to help students follow their moral "compass" and avoid dishonest behaviour.

Keywords
Academic integrity, Computing education, Ethic scenarios
National Category
Other Computer and Information Science Educational Sciences
Research subject
Computing Education Research
Identifiers
urn:nbn:se:uu:diva-489439 (URN)10.1109/fie56618.2022.9962607 (DOI)
Conference
ASEE/IEEE Frontiers in Education
Available from: 2022-11-30 Created: 2022-11-30 Last updated: 2022-12-17Bibliographically approved
Grande, V., Kinnunen, P., Peters, A.-K., Barr, M., Cajander, Å., Daniels, M., . . . Thota, N. (2022). Making Visible and Modeling the Underrepresented: Teachers' Reflections on Their Role Modeling in Higher Education. In: : . Paper presented at ITiCSE '22: Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education.
Open this publication in new window or tab >>Making Visible and Modeling the Underrepresented: Teachers' Reflections on Their Role Modeling in Higher Education
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2022 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This work contributes to a better understanding of computing teachers' perceptions of themselves as role models. Role models are described as important to address under-representation, yet there is little in-depth research on how role modeling works and what university teachers in computing can model to broaden participation in the discipline. We will analyze teachers' reflections on how they may, or want to, be perceived by their students, particularly in terms of professional competencies, emotions and attitudes towards well-being. We will use and further develop an already existing framework on role modeling in computing, and we will relate our findings to existing research on computing and science identities. Modeling aspects outside the computing norm can help provide students with a wider notion of what it means to be a computer scientist. Besides developing the theoretical understanding of computing teachers as role models , our work can support various ways of developing computing teachers' competences and departments' teaching culture. The results are one way to contribute to student diversity and equitable access, and more broadly increase the relevance of computing education for sustainability.

National Category
Engineering and Technology Human Aspects of ICT Educational Sciences Other Computer and Information Science
Research subject
Computing Education Research
Identifiers
urn:nbn:se:uu:diva-480317 (URN)10.1145/3502717.3532170 (DOI)9781450392006 (ISBN)
Conference
ITiCSE '22: Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education
Available from: 2022-07-09 Created: 2022-07-09 Last updated: 2023-01-09Bibliographically approved
McDermott, R. & Daniels, M. (2022). Phronesis: Deliberative Judgement as a Key Competence in the Post-Covid Educational Environment. In: : . Paper presented at ASEE/IEEE Frontiers in Education.
Open this publication in new window or tab >>Phronesis: Deliberative Judgement as a Key Competence in the Post-Covid Educational Environment
2022 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The global Covid19 pandemic which began in early 2020 is one of the most socially disruptive events to have occurred since the Second World War. It has left a profound mark on the institutions of society, including those charged with education, and its effects will be felt for many years. In this paper, we discuss some of the effects that public health policies have had on the practice of teaching, learning and assessment in the United Kingdom. We review at some of the literature on how current students have coped with the experience of education during Covid and look at potential difficulties that new students may now face when entering university. We suggest that the concept of phronesis, that is practical wisdom or prudential judgement, which can also be thought of as the faculty for making deliberative and evaluative judgements about courses of action, will be a crucial element of any recovery pedagogy since the problems faced are context-dependent and generally involve finding the most effective solutions among a range of options.

Keywords
Competencies, phronesis, engineering education, computing education
National Category
Other Computer and Information Science Educational Sciences
Research subject
Computing Education Research
Identifiers
urn:nbn:se:uu:diva-489431 (URN)10.1109/fie56618.2022.9962515 (DOI)
Conference
ASEE/IEEE Frontiers in Education
Available from: 2022-11-30 Created: 2022-11-30 Last updated: 2022-12-17Bibliographically approved
Grande, V., Kinnunen, P., Peters, A.-K., Barr, M., Cajander, Å., Daniels, M., . . . Thota, N. (2022). Role Modeling as a Computing Educator in Higher Education: A Focus on Care, Emotions and Professional Competencies. In: ITiCSE-WGR '22: Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education. Paper presented at ACM ITiCSE (pp. 37-63). ACM Digital Library
Open this publication in new window or tab >>Role Modeling as a Computing Educator in Higher Education: A Focus on Care, Emotions and Professional Competencies
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2022 (English)In: ITiCSE-WGR '22: Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education, ACM Digital Library, 2022, p. 37-63Conference paper, Published paper (Refereed)
Abstract [en]

This paper provides insights into role modeling by educators in computing that is beyond the technical, theoretical and rational perspectives which have historically been described as dominant in computing. Surveying 199 educators in higher education, we have built on frameworks of role modeling, care, emotions, and professional competencies as a lens to see different ways of engaging in computing.

Our quantitative and qualitative findings show how educators model ways of caring (for oneself, other humans and living species, technology, and the planet), emotions, professional competencies and other types of role modeling. Examples of contexts within computing and reasons why an educator can(not) model these aspects bring new light to research on care and emotions being shown in computing.

This work contributes to a better understanding of computing educators as potential role models, particularly in terms of displaying emotions and various types of care. Our work can support ways of developing the professional competences of computing educators and the teaching culture of computing departments. Our findings may inspire other educators to think about their own display of emotions and care, and what this transmits to their students. Thus, the work also contributes to the discussion of ways to increase diversity among students and equitable access to computing education.

Place, publisher, year, edition, pages
ACM Digital Library, 2022
Keywords
Role modeling, computing education research, engineering education research, computing educator, care ethics, emotions, professional competencies
National Category
Didactics Other Computer and Information Science
Research subject
Computing Education Research
Identifiers
urn:nbn:se:uu:diva-492162 (URN)10.1145/3571785.3574122 (DOI)
Conference
ACM ITiCSE
Available from: 2023-01-02 Created: 2023-01-02 Last updated: 2023-04-17Bibliographically approved
Jonsson, B. T., Pischetola, M., Inie, N., Daniels, M. & Brabrand, C. (2022). Student Perspectives on On-site versus Online Teaching throughout the Covid-19 Pandemic. In: : . Paper presented at ASEE/IEEE Frontiers in Education.
Open this publication in new window or tab >>Student Perspectives on On-site versus Online Teaching throughout the Covid-19 Pandemic
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2022 (English)Conference paper, Published paper (Refereed)
Abstract [en]

We present a long-term study of how university students experienced teaching/learning activities throughout the Covid-19 pandemic in Denmark 1 . We collected data through questionnaires from N=365 students enrolled in the "Introduction to Database Systems" course during four consecutive semesters (Spring 2020 to Fall 2021). The two years span the entire period of the pandemic’s interruption of normal on-site teaching, until restrictions were completely lifted in Denmark. The study investigates student preferences for online versus onsite teaching, and identifies the advantages of both, as well as changes in preferences throughout the pandemic. Quantitatively, the results demonstrate a preference for on-site over online teaching which was more pronounced for exercise classes than for lectures. Qualitatively, the study identifies several advantages of both online and on-site teaching; including a more engaging learning environment and better teacher-student interaction for on-site lectures, and flexibility and self-paced learning for online teaching. The primary changes identified were an increased sense of being able to focus online and a decrease in ease of asking questions online towards the later stages of the pandemic. Finally, we highlight the opportunity for universities to provide hybrid models of teaching, in order to care for diverse student preferences and needs.

Keywords
Online education, onsite education covid-19
National Category
Other Computer and Information Science Educational Sciences
Research subject
Computing Education Research
Identifiers
urn:nbn:se:uu:diva-489420 (URN)10.1109/fie56618.2022.9962707 (DOI)
Conference
ASEE/IEEE Frontiers in Education
Available from: 2022-11-30 Created: 2022-11-30 Last updated: 2022-12-17Bibliographically approved
Rosen, A., Peters, A.-K., Daniels, M., Danielsson, M., Hemphala, J., Hakansson, M. & Sandstrom, G. O. (2022). Transformation-Driving Education: Perspectives Emerging in a Dialogue between Teachers with Experiences from Challenge-Driven Education. In: : . Paper presented at ASEE/IEEE Frontiers in Education.
Open this publication in new window or tab >>Transformation-Driving Education: Perspectives Emerging in a Dialogue between Teachers with Experiences from Challenge-Driven Education
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2022 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This Research Full Paper explores different implementations of and teachers’ experiences from challenge-driven education and similar learning approaches in engineering education and other higher education contexts. Through an action research approach key concerns among the teachers and similarities and differences between the studied courses can be identified. The study highlights the potential in these learning approaches, as means for breaking and going beyond the traditional boundaries of higher education, enhancing and cross-fertilizing engineering education with other disciplines, and empowering students both as professionals and humans. It also indicates potential barriers and in-built tensions that are crucial to handle for successful implementation. The study further shows on great opportunities for mutual learning and collaboration between teachers from diverse contexts and backgrounds. The findings are discussed in relation to research within domains such as sustainability education, transformative learning, and futures studies, and opportunities for further research and development are outlined.

Keywords
Transformation-driven education, computing education, engineering education, challenge-driven education
National Category
Other Computer and Information Science Educational Sciences
Research subject
Computing Education Research
Identifiers
urn:nbn:se:uu:diva-489452 (URN)10.1109/fie56618.2022.9962541 (DOI)
Conference
ASEE/IEEE Frontiers in Education
Available from: 2022-11-30 Created: 2022-11-30 Last updated: 2022-12-17Bibliographically approved
Grande, V., Alshaigy, B., Peters, A.-K. & Daniels, M. (2022). Who is a Role Model? An Open Discussion on the Role of Role Modeling in Engineering Education. In: : . Paper presented at ASEE/IEEE Frontiers in Education.
Open this publication in new window or tab >>Who is a Role Model? An Open Discussion on the Role of Role Modeling in Engineering Education
2022 (English)Conference paper, Published paper (Refereed)
Abstract [en]

While role models are frequently mentioned in literature to broaden participation in engineering education, there are diverse ways of understanding what role modeling is, what it entails and what theory we can use to support our own reflections as professionals and students in engineering who can act as role models for others in the discipline. In this special session we invite participants to discuss their own conceptions of role modeling, in terms of what can be modeled, the intention and awareness of it, and how this may be perceived by others. To support the discussions we introduce Grande’s framework of role modeling, which builds on role modeling theory. The format of the session will be that of a World Café, where participants will alternate their participation in discussions at five different tables, each table with a theme related to the framework. With these conversations we expect participants to go back to their own contexts in academia and industry to continue the discussion with their colleagues. We also invite them to connect with facilitators and others at the session to continue research efforts in the area of role modeling in engineering education.

Keywords
Role model, Engineering education
National Category
Other Computer and Information Science Educational Sciences
Research subject
Computing Education Research
Identifiers
urn:nbn:se:uu:diva-489424 (URN)10.1109/fie56618.2022.9962659 (DOI)
Conference
ASEE/IEEE Frontiers in Education
Available from: 2022-11-30 Created: 2022-11-30 Last updated: 2022-12-17Bibliographically approved
Apiola, M., Tedre, M., Lopez-Pernas, S., Saqr, M., Daniels, M. & Pears, A. (2021). A Scientometric Journey Through the FIE Bookshelf: 1982-2020. In: 2021 IEEE Frontiers in Education Conference (FIE): . Paper presented at 2021 IEEE Frontiers in Education Conference (FIE), Lincoln, NE, USA, 13-16 October, 2021. Institute of Electrical and Electronics Engineers (IEEE)
Open this publication in new window or tab >>A Scientometric Journey Through the FIE Bookshelf: 1982-2020
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2021 (English)In: 2021 IEEE Frontiers in Education Conference (FIE), Institute of Electrical and Electronics Engineers (IEEE), 2021Conference paper, Published paper (Refereed)
Abstract [en]

IEEE/ASEE Frontiers in Education turned 50 at the 2020 virtual conference in Uppsala, Sweden. This paper presents an historical retrospective on the first 50 years of the conference from a scientometric perspective. That is to say, we explore the evolution of the conference in terms of prolific authors, communities of co-authorship, clusters of topics, and internationalization, as the conference transcended its largely provincial US roots to become a truly international forum through which to explore the frontiers of educational research and practice. The paper demonstrates the significance of FIE for a core of 30% repeat authors, many of whom have been members of the community and regular contributors for more than 20 years. It also demonstrates that internal citation rates are low, and that the co-authoring networks remain strongly dominated by clusters around highly prolific authors from a few well known US institutions. We conclude that FIE has truly come of age as an international venue for publishing high quality research and practice papers, while at the same time urging members of the community to be aware of prior work published at FIE, and to consider using it more actively as a foundation for future advances in the field.

Place, publisher, year, edition, pages
Institute of Electrical and Electronics Engineers (IEEE), 2021
Keywords
Computing Education Research, Scientometric, Frontiers in Education, community
National Category
Other Computer and Information Science Didactics
Research subject
Computing Education Research
Identifiers
urn:nbn:se:uu:diva-463722 (URN)10.1109/fie49875.2021.9637209 (DOI)000821947700098 ()978-1-6654-3851-3 (ISBN)
Conference
2021 IEEE Frontiers in Education Conference (FIE), Lincoln, NE, USA, 13-16 October, 2021
Available from: 2022-01-11 Created: 2022-01-11 Last updated: 2023-01-09Bibliographically approved
Berglund, A., Daniels, M. & Pears, A. (2021). A Sustainable Internationally Distributed Project Course in Software development. In: ENLIGHT Teaching and Learning Conference, Gent,. The Netherlands: . Paper presented at ENLIGHT Teaching and Learning Conference.
Open this publication in new window or tab >>A Sustainable Internationally Distributed Project Course in Software development
2021 (English)In: ENLIGHT Teaching and Learning Conference, Gent,. The Netherlands, 2021Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This course is a project course that offers outcomes both within learning of the students’ disciplines and as development of professional competencies, so called generic competencies including inter‐ cultural competence. Creating international teams can enhance learning, as the students need to learn how to collaborate in a more structured way. 

The course has been run with smaller variations for more than 20 years, so the concept is sustainable 

Keywords
Computing Education Research, International collaboration, sustainability, project course
National Category
Other Computer and Information Science Didactics
Research subject
Computing Education Research
Identifiers
urn:nbn:se:uu:diva-463835 (URN)
Conference
ENLIGHT Teaching and Learning Conference
Available from: 2022-01-11 Created: 2022-01-11 Last updated: 2023-01-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8465-7629

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