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Pears, Arnold
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Publications (10 of 72) Show all publications
Nordén, L.-Å., Mannila, L. & Pears, A. (2017). Development of a self-efficacy scale for digital competences in schools. In: 2017 IEEE Frontiers in Education Conference (FIE): . Paper presented at IEEE Frontiers in Education Conference (FIE).
Open this publication in new window or tab >>Development of a self-efficacy scale for digital competences in schools
2017 (English)In: 2017 IEEE Frontiers in Education Conference (FIE), 2017Conference paper, Published paper (Refereed)
National Category
Computer Sciences
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-337184 (URN)10.1109/FIE.2017.8190673 (DOI)
Conference
IEEE Frontiers in Education Conference (FIE)
Available from: 2017-12-21 Created: 2017-12-21 Last updated: 2018-06-05Bibliographically approved
Pears, A., Daniels, M. & Cajander, Å. (2017). The Archetype Learning Method: Scaffolding teamwork competences in the engineering classroom. 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 Archetype Learning Method: Scaffolding teamwork competences in the engineering classroom
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-337019 (URN)10.1109/FIE.2017.8190548 (DOI)978-1-5090-5920-1 (ISBN)
Conference
FIE 2017, October 18–21, Indianapolis, IN
Available from: 2017-12-14 Created: 2017-12-19 Last updated: 2018-01-13Bibliographically 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)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: 2018-01-13Bibliographically approved
Cajander, Å., Daniels, M., Golay, D., Moll, J., Nylén, A., Pears, A., . . . McDermott, R. (2017). Unexpected student behaviour and learning opportunities: Using the theory of planned behaviour to analyse a critical incident. 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 >>Unexpected student behaviour and learning opportunities: Using the theory of planned behaviour to analyse a critical incident
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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
Identifiers
urn:nbn:se:uu:diva-337016 (URN)10.1109/FIE.2017.8190466 (DOI)978-1-5090-5920-1 (ISBN)
Conference
FIE 2017, October 18–21, Indianapolis, IN
Available from: 2017-12-14 Created: 2017-12-19 Last updated: 2017-12-19Bibliographically approved
Nylén, A., Cajander, Å., Daniels, M., Pears, A. & McDermott, R. (2017). Why are we here?: Student perspectives on the goal of STEM higher education. 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 >>Why are we here?: Student perspectives on the goal of STEM higher education
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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
Computer and Information Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-333183 (URN)10.1109/FIE.2017.8190639 (DOI)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: 2018-01-13Bibliographically approved
Pears, A., Nylén, A. & Daniels, M. (2016). A critical analysis of trends in student-centric engineering education and their implications for learning. In: Proc. 46th ASEE/IEEE Frontiers in Education Conference: . Paper presented at IEEE Frontiers in Education Conference (FIE) 2016, October 12–15, Erie, PA. Piscataway, NJ: IEEE Press
Open this publication in new window or tab >>A critical analysis of trends in student-centric engineering education and their implications for learning
2016 (English)In: Proc. 46th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2016Conference paper, Published paper (Refereed)
Abstract [en]

Student-centric education has emerged as a dominant aspect of Higher Education policy over the last two decades. Much has been written about the benefits of student active educational approaches, and applied educational research, for instance the meta-study of Hattie, places emphasis on student-centric learning practices that enhance achieved learning outcomes.

Most existing studies have been evaluations of single courses. In contrast this study focusses on the complete study context of the learner, who typically is in the situation of reading two or three courses simultaneously.

Our primary goal in this paper is to explore potential challenges as we attempt to scale up active learning to encompass the full curricula. We use a mixture of interview and survey data collected from staff, combined with course schedules and student input to explore some of the potential implications of mandating a student-centric approach over an entire curriculum.

Place, publisher, year, edition, pages
Piscataway, NJ: IEEE Press, 2016
Series
Frontiers in Education Conference
National Category
Computer Sciences Educational Sciences
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-304292 (URN)10.1109/FIE.2016.7757715 (DOI)000392331500363 ()978-1-5090-1790-4 (ISBN)
Conference
IEEE Frontiers in Education Conference (FIE) 2016, October 12–15, Erie, PA
Available from: 2016-12-01 Created: 2016-10-03 Last updated: 2018-01-14Bibliographically approved
Pears, A. & Nylén, A. (2015). Implications of anonymous assessment. In: Proc. 45th ASEE/IEEE Frontiers in Education Conference: . Paper presented at FIE 2015, October 21–24, El Paso, TX (pp. 1404-1408). Piscataway, NJ: IEEE Press
Open this publication in new window or tab >>Implications of anonymous assessment
2015 (English)In: Proc. 45th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2015, p. 1404-1408Conference paper, Published paper (Refereed)
Abstract [en]

The role of anonymous assessment in ensuring fair and equitable outcomes for students has been one of the major tenets of educational reform over the last few decades [1]. One of the major goals of these efforts is to reduce the impact of subconscious discriminatory behaviour in assigning grades based on perceptions of ability of gender or minority groups by the examiner. Recently however research has been emerging which challenges the widespread assumptions about the benefits of anonymity drawn from Newstead's work. Contrary results include the work of Dorsey and Colliver, 1995, in medical education, and Batten et al. 2013, who explore the impact of student reputation on assessment. These and many other studies conclude that anonymous assessment resulted in no apparent changes in assessment outcomes. In this paper we explore the implications of anonymity taking examples from educational settings where student anonymity is already an adopted practice. We discuss the positive and negative implications of student anonymity, and identify areas for future research.

Place, publisher, year, edition, pages
Piscataway, NJ: IEEE Press, 2015
Series
Frontiers in Education Conference, ISSN 0190-5848
National Category
Computer and Information Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-270079 (URN)10.1109/FIE.2015.7344251 (DOI)000371705200236 ()9781479984534 (ISBN)
Conference
FIE 2015, October 21–24, El Paso, TX
Available from: 2015-10-24 Created: 2015-12-21 Last updated: 2018-01-10Bibliographically approved
Peters, A.-K., Berglund, A., Eckerdal, A. & Pears, A. (2015). Second year Computer Science and IT students' experience of participation in the discipline. In: Proc. 15th International Conference on Computing Education Research: Koli Calling (pp. 68-76). New York: ACM Press
Open this publication in new window or tab >>Second year Computer Science and IT students' experience of participation in the discipline
2015 (English)In: Proc. 15th International Conference on Computing Education Research: Koli Calling, New York: ACM Press, 2015, p. 68-76Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
New York: ACM Press, 2015
National Category
Computer Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-269178 (URN)10.1145/2828959.2828962 (DOI)978-1-4503-4020-5 (ISBN)
Available from: 2015-11-21 Created: 2015-12-14 Last updated: 2018-01-10Bibliographically approved
Berglund, A., Pears, A., Nylén, A., Ahmad, F., Alghamdi, B., Alghamdi, K., . . . Shenify, M. (2015). Teaching and Learning Computer Science at Al Baha University, Saudi Arabia: Insights from a staff development course. In: Proc. 3rd International Conference on Learning and Teaching in Computing and Engineering: . Paper presented at LaTiCE 2015 (pp. 1-6). Los Alamitos, CA: IEEE Computer Society
Open this publication in new window or tab >>Teaching and Learning Computer Science at Al Baha University, Saudi Arabia: Insights from a staff development course
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2015 (English)In: Proc. 3rd International Conference on Learning and Teaching in Computing and Engineering, Los Alamitos, CA: IEEE Computer Society, 2015, p. 1-6Conference paper, Published paper (Refereed)
Abstract [en]

In this special session we meet a set of projects in computer science and engineering education at a university in Saudi Arabia. They are the product of a pedagogical development course ran in collaboration with a Swedish university during the academic year 2013/2014. The projects reflect the local situation, with its possibilities and challenges, and suggest steps to take, in the local environment, to enhance education. As such it is a unique document that brings insights from computer science and engineering education into the international literature.

Place, publisher, year, edition, pages
Los Alamitos, CA: IEEE Computer Society, 2015
Keyword
staff development, Saudi Arabia, computer science education, learning and teaching
National Category
Computer and Information Sciences
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-252763 (URN)10.1109/LaTiCE.2015.50 (DOI)000380511500001 ()9781479999675 (ISBN)
External cooperation:
Conference
LaTiCE 2015
Available from: 2015-06-24 Created: 2015-05-11 Last updated: 2018-01-11Bibliographically approved
Pears, A., Berglund, A., Nylén, A., Saleh, N. & Gamar, M. (2014). AccAB – Processes and Roles for Accreditation of Computing Degrees at Al Baha University in Saudi Arabia. In: Proc. World Engineering Education Forum: . Paper presented at WEEF 2014, December 3–6, Dubai (pp. 969-970).
Open this publication in new window or tab >>AccAB – Processes and Roles for Accreditation of Computing Degrees at Al Baha University in Saudi Arabia
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2014 (English)In: Proc. World Engineering Education Forum, 2014, p. 969-970Conference paper, Poster (with or without abstract) (Refereed)
National Category
Computer and Information Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-240182 (URN)
Conference
WEEF 2014, December 3–6, Dubai
Available from: 2015-01-06 Created: 2015-01-06 Last updated: 2018-01-11
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