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Wiggberg, Mattias
Publications (10 of 13) Show all publications
Wiggberg, M. & Daniels, M. (2011). A method for analyzing learning outcomes in project courses. Australian Computer Science Communications, 33(2), 73-78
Open this publication in new window or tab >>A method for analyzing learning outcomes in project courses
2011 (English)In: Australian Computer Science Communications, ISSN 0157-3055, Vol. 33, no 2, p. 73-78Article in journal (Refereed) Published
National Category
Computer Sciences Didactics
Identifiers
urn:nbn:se:uu:diva-153521 (URN)
Available from: 2011-01-20 Created: 2011-05-14 Last updated: 2018-01-12Bibliographically approved
Wiggberg, M. (2010). A method for analyzing learning outcomes in project courses. In: Proc. 40th ASEE/IEEE Frontiers in Education Conference (pp. T4H-1-2). Piscataway, NJ: IEEE
Open this publication in new window or tab >>A method for analyzing learning outcomes in project courses
2010 (English)In: Proc. 40th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2010, p. T4H-1-2Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Piscataway, NJ: IEEE, 2010
National Category
Computer Sciences Didactics
Identifiers
urn:nbn:se:uu:diva-120124 (URN)10.1109/FIE.2010.5673166 (DOI)978-1-4244-6261-2 (ISBN)
Available from: 2010-03-08 Created: 2010-03-08 Last updated: 2018-01-12Bibliographically approved
Wiggberg, M. (2010). Computer Science Project Courses: Contrasting Students’ Experiences with Teachers’ Expectations. (Doctoral dissertation). Uppsala: Acta Universitatis Upsaliensis
Open this publication in new window or tab >>Computer Science Project Courses: Contrasting Students’ Experiences with Teachers’ Expectations
2010 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Including small or large project courses is widely recognized as important in preparing computer science students for a professional career. Typical examples are the capstone courses, which often are seen as the jewel in the crown since this is where students will bring their previous knowledge and skills together to show mastery of their craft. These courses are, however, quite complex with often contradictory ideas about how to actually run them in order to reach the learning objectives. This thesis deals with the contrast between students’ experiences and teachers’ expectations of such courses.

The research presented in this thesis contributes to the field of knowledge of computer science project courses by investigating processes that are of importance in relation to the desired practices that the students’ should experience.

A method is developed, based on the theory of communities of practice and an identification of key features in project work, for evaluating project courses in terms of setting up a learning environment suitable for its learning objectives. The method is focused on capturing the students’ experiences, which then are mapped onto desirable outcomes, as seen from the teachers’ point of view and expressed in terms of communities of practice theory. The result of the analysis is stories capturing the strengths and deficiencies that can be observed in computer science project courses.

Key findings are that rewarding learning environments are not automatically created by following the project model; unclear goals and priorities, for example the choice between focusing on the result of the project or the learning process, can confound, or hinder, the learning outcome. Students may experience a difficult choice between using the project course as a way to become more specialized in a particular area or to develop skills that broaden their knowledge.

The method developed throughout the thesis is a result in itself, allowing academics and institutions to reason systematically about the aims and learning outcomes of project coursework. The strength of the method lies in the insight gained from combining the concept of communities of practice with a series of studies that identify key features of project courses, in order to reveal and explain why students’ experience processes and learning outcomes in particular ways.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2010. p. 189
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology, ISSN 1651-6214 ; 722
Keywords
computer science education, computer science student projects, computer science projects, computer science education research, phenomenography, learning, higher education, communities of practice, capstone projects, constructivism
National Category
Computer Sciences
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-120081 (URN)978-91-554-7741-7 (ISBN)
Public defence
2010-04-16, Room 2446, Polacksbacken, Lägerhyddsvägen 2D, Uppsala, 10:15 (English)
Opponent
Supervisors
Available from: 2010-03-23 Created: 2010-03-06 Last updated: 2018-01-12Bibliographically approved
Wiggberg, M. & Dalenius, P. (2009). Bridges and problem solving: Swedish engineering students' conceptions of engineering in 2007. In: Cordeiro J, Shishkov B, Verbraeck A, Helfert M (Ed.), Proc. 1st International Conference on Computer Supported Education: Volume 2. Paper presented at 1st International Conference on Computer Supported Education Lisbon, PORTUGAL, MAR 23-26, 2009 (pp. 5-12). Institute for Systems and Technologies of Information, Control and Communication
Open this publication in new window or tab >>Bridges and problem solving: Swedish engineering students' conceptions of engineering in 2007
2009 (English)In: Proc. 1st International Conference on Computer Supported Education: Volume 2 / [ed] Cordeiro J, Shishkov B, Verbraeck A, Helfert M, Institute for Systems and Technologies of Information, Control and Communication , 2009, p. 5-12Conference paper, Published paper (Refereed)
Abstract [en]

Swedish engineering students' conceptions of engineering is investigated by a large nation-wide study in ten Swedish higher education institutions. Based on data from surveys and interviews, categories and top-lists, a picture of students conceptions of engineering is presented.

Students' conceptions of engineering, are somewhat divergent, but dealing with problems and their solutions and creativity are identified as core concepts. The survey data is in general more varied and deals with somewhat different kinds of terms. When explicitly asking for five engineering terms, as in the survey, a broader picture arises including terms, or concepts, denoting how students think of engineering and work in a more personal way. For example, words like hard work, stressful, challenging, interesting, and fun are used. On the other hand, it seems like the interviewed students tried to give more general answers that were not always connected to their personal experiences.

Knowledge on students' conceptions of engineering is essential for practitioners in engineering education. By information on students' conceptions, the teaching can approach students at their particular mindset of the engineering field. Program managers with responsibility for design of engineering programs would also benefit using information on students' conceptions of engineering. Courses could be motivated and contextualized in order to connect with the students. Recruitment officers would also have an easier time marketing why people should chose the engineering track.

Place, publisher, year, edition, pages
Institute for Systems and Technologies of Information, Control and Communication, 2009
National Category
Computer Sciences Didactics
Identifiers
urn:nbn:se:uu:diva-103985 (URN)000267757200007 ()978-989-8111-82-1 (ISBN)
Conference
1st International Conference on Computer Supported Education Lisbon, PORTUGAL, MAR 23-26, 2009
Available from: 2009-05-26 Created: 2009-05-26 Last updated: 2018-01-13Bibliographically approved
Wiggberg, M. & Daniels, M. (2008). Reflecting on running large scale student collaboration projects. In: Proc. 38th ASEE/IEEE Frontiers in Education Conference (pp. 1464-1468). Piscataway, NJ: IEEE
Open this publication in new window or tab >>Reflecting on running large scale student collaboration projects
2008 (English)In: Proc. 38th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2008, p. 1464-1468Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Piscataway, NJ: IEEE, 2008
National Category
Computer Sciences Didactics
Identifiers
urn:nbn:se:uu:diva-103943 (URN)10.1109/FIE.2008.4720594 (DOI)000271669200341 ()978-1-4244-1969-2 (ISBN)
Available from: 2009-05-26 Created: 2009-05-26 Last updated: 2018-01-13Bibliographically approved
Berglund, A. & Wiggberg, M. (2008). Students learn CS in different ways: Insights from an empirical study: (Invited talk). Australian Computer Society
Open this publication in new window or tab >>Students learn CS in different ways: Insights from an empirical study: (Invited talk)
2008 (English)Other (Other academic)
Place, publisher, year, pages
Australian Computer Society, 2008. p. 21-26
Keywords
Computer science education research, the act of learning, phenomenography, computing education research
National Category
Computer and Information Sciences Educational Sciences
Identifiers
urn:nbn:se:uu:diva-14625 (URN)
Note

Invited talk at the Tenth Australasian Computing Education Conference (ACE 2008). Originally published as Berglund and Wiggberg (2006).

Available from: 2008-11-26 Created: 2008-11-26 Last updated: 2018-01-12
Wiggberg, M. (2008). Unwinding processes in Computer Science student projects. (Licentiate dissertation). Uppsala University
Open this publication in new window or tab >>Unwinding processes in Computer Science student projects
2008 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis investigates computer science student projects and some of the processes involved in the running of such projects. The reason for this investigation is that there are some interesting claims concerning the use of projects as learning approach. For example, they are supposed to give an extra challenge to the students and prepare them for working life, by adding known development methods from industry the sense of reality is emphasized, and involving industry partners as mock clients also increases the feeling of reality, but still unclear if these features contribute to the students' learning and what can be done to increase the potential for learning. There are thus interesting pedagogical challenges with computer science student projects. There is a need to better understand the effects on learning outcomes as a function of how a student project is designed. The focus in this thesis is on the effects of role taking in the project groups, work allocation, and goal setting in student projects.

In this thesis, three studies investigating different aspects of processes in computer science student projects are presented. A number of conclusions are drawn, which serve as a starting point for further research.

The first study investigates how power is distributed within a group of students in a full semester computer science project course. Perceived competence of fellow students contributes to personal influence in the student project groups, and three qualitatively different ways of experiencing competence among other students have been identified.

The second study investigates experiences of the process of decision-making in a full semester computer science project course. Six categories describing the experience of decision-making have been identified spanning from the experience of decision-making in individual decisions too small and unimportant to handle by anyone else than the individual to the experience of decision-making as a democratic process involving both the full group and the context in which the group acts.

The third study investigates Swedish engineering students' conceptions of engineering, where dealing with problems and their solutions and creativity are identified as core concepts. Subject concepts, as math, and physics do not appear in any top position. "Math", for example, accounts for only five percent of the total mentioned engineering terms. "Physics", the second highest ranked subject term, only accounts for circa 1 percent.

By combining the results from the three studies, four central areas of general interest for designing and running student projects have been identified. These four features are: 1) the mechanism for work allocation; 2) students connection to external stakeholders; 3) focus on result or process; and 4) level of freedom in the project task. These four features are related to the results from the three studies in this thesis. The thesis is concluded by proposing an analytical framework based on those four features. The intention with the framework is to provide a useful tool for the analysis and development of future computer science student projects.

Place, publisher, year, edition, pages
Uppsala University, 2008
Series
Information technology licentiate theses: Licentiate theses from the Department of Information Technology, ISSN 1404-5117 ; 2008-001
National Category
Computer Sciences Didactics
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-85844 (URN)
Supervisors
Available from: 2008-03-19 Created: 2008-03-06 Last updated: 2018-01-13Bibliographically approved
Wiggberg, M. (2007). Computer Science students' experiences of decision making in project groups. In: Proc. 7th Baltic Sea Conference on Computing Education Research: Koli Calling (pp. 137-148).
Open this publication in new window or tab >>Computer Science students' experiences of decision making in project groups
2007 (English)In: Proc. 7th Baltic Sea Conference on Computing Education Research: Koli Calling, 2007, p. 137-148Conference paper, Published paper (Refereed)
Identifiers
urn:nbn:se:uu:diva-15664 (URN)978-1-920682-69-9 (ISBN)
Available from: 2008-06-30 Created: 2008-06-30 Last updated: 2010-03-08
Berglund, A. & Wiggberg, M. (Eds.). (2007). Proc. 6th Baltic Sea Conference on Computing Education Research: Koli Calling.
Open this publication in new window or tab >>Proc. 6th Baltic Sea Conference on Computing Education Research: Koli Calling
2007 (English)Conference proceedings (editor) (Other academic)
Publisher
p. 150
Series
Technical report / Department of Information Technology, Uppsala University, ISSN 1404-3203 ; 2007-006
National Category
Computer Sciences Didactics
Identifiers
urn:nbn:se:uu:diva-66515 (URN)
Available from: 2008-11-26 Created: 2008-11-26 Last updated: 2018-01-10Bibliographically approved
Adams, R., Fincher, S., Pears, A., Börstler, J., Boustedt, J., Dalenius, P., . . . Wiggberg, M. (2007). What is the word for "Engineering" in Swedish: Swedish students' conceptions of their discipline.
Open this publication in new window or tab >>What is the word for "Engineering" in Swedish: Swedish students' conceptions of their discipline
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2007 (English)Report (Other academic)
Series
Technical report / Department of Information Technology, Uppsala University, ISSN 1404-3203 ; 2007-018
National Category
Learning Engineering and Technology
Identifiers
urn:nbn:se:uu:diva-15787 (URN)
Projects
Stepping Stones
Available from: 2008-03-06 Created: 2008-03-06 Last updated: 2011-11-18Bibliographically approved
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