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  • 1. Adams, Liz
    et al.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Goold, Annegret
    Hazzan, Orit
    Lynch, Kathy
    Newman, Ian
    Challenges in teaching capstone courses2003In: ACM SIGCSE Bulletin, Vol. 35, no 3, p. 219-220Article in journal (Refereed)
    Abstract [en]

    Many of us run capstone project courses and do so in different ways. The members of this panel come from different countries, belong to different types of institutions, teach in different computing disciplines and the capstone projects they run also vary considerably. Yet, there is a strong sense of consensus about what a capstone project is and how valuable it is as a learning experience for students.The panel discussion will serve as an inspiration to develop new, and change old capstone project courses. The main aim is to discuss why, or why not, different approaches work in a capstone project. What are the learning objectives behind the approach? What are the problems? What are the benefits? How is assessment managed? What resources, tools and techniques are used to administer and manage the projects?Concrete examples of how capstone projects are run at the six institutions represented by the panellists will be given, and issues such as framework, methodologies, project examples and technologies used in the process of producing projects will be addressed.

  • 2. Adawi, Tom
    et al.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Ingerman, Åke
    Booth, Shirley
    On context in phenomenographic research on understanding heat and temperate2002In: EARLI, Bi-annual Symposium, Fribourg, Switzerland, 2002Conference paper (Refereed)
    Abstract [en]

    Starting from an empirical study of lay adults' understanding of heatand temperature, we distinguish between different meanings of "context" inphenomenographic research. To confuse the variation in ways of experiencingthe context(s) of the study with the variation in ways of experiencing thephenomenon of study is to risk losing fundamental insights. We discuss contextas experienced and as interwoven with the experience of the phenomenon, andanalyse its significance in two dimensions: (1) the stage of the research project:formulating the question, collecting data, analysing data and deploying results;and (2) "who is experiencing" the context: the individual, the collective, or theresearcher. The arguments are illustrated from the empirical study.

  • 3.
    Ahmad, Awais
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3.
    Premanandan, Shweta
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Informatics and Media. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3.
    Cajander, Åsa
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Informatics and Media.
    Improving Remote Examination Formats: Addressing Challenges and Providing Recommendations for University Educators in the Age of ChatGPT2024Conference paper (Refereed)
    Abstract [en]

    The availability of Large Language Models (LLM), such as the widely accessible ChatGPT, has raised concerns regarding the reliability of assessment formats in university education. This presentation sheds light on the potential impact of ChatGPT on existing remote examination formats and offers recommendations to overcome associated challenges. Through interviews with three computer science educators and an analysis of insights from blog posts, social media platforms, and academic forums, we gathered diverse opinions and experiences related to ChatGPT's impact on university assessment formats. Our findings reveal challenges, particularly in cheating prevention, prompting the need for educators to adapt their teaching methods to this evolving landscape. While GPT performs well in answering open-ended questions, it struggles with calculations and problem-solving, with multiple-choice questions posing additional challenges. Incorporating interactive activities and oral examinations should be prioritized in this context. As ChatGPT gains traction, institutions must address concerns to maintain academic integrity.

  • 4.
    Alghamdi, Fayiq
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Al-Baha University .
    Why Computer Science teachers in Saudi Arabia Learn on Their Own: Impulse for Self-Directed Professional Development in CS teachingManuscript (preprint) (Other academic)
    Abstract [en]

    The research investigates the self-directed learning of CS teaching among Computer Science (CS) teachers in Saudi Arabia schools as a way of their professional development. The researchers developed a questionnaire with a 42-items inspiring from the previous literature and the purpose of the research question: How CS teachers were influenced by self-directed professional development in CS teaching? The questionnaires evaluated by the virtual honesty, Factor analysis and Alpha-Cronbach. Then, it distributed to 16 education offices and responses were received from 352 participants. The data shows that CS female teachers are more engaged in self-directed learning than CS male teachers. Also, the participants agreed on the total of average scores of the survey on learners’ self-directedness in the workplaces and self- reflection, planning, reasons and professional development for CS teachers. The recommendation made supported the CS teaching internet material recourses and make them easy and accessibility for all CS teachers community.

  • 5.
    Alghamdi, Fayiq
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Al-Baha University, Al Baha, Saudi Arabia.
    Why do female students choose to study CS in the Kingdom of Saudi Arabia?2017In: Proc. 5th International Conference on Learning and Teaching in Computing and Engineering, IEEE Computer Society, 2017, p. 49-53Conference paper (Refereed)
    Abstract [en]

    We know that female students in computer science, CS, are fewer than male students in Western countries. What is not well understood is the high rate of Saudi female students in CS. This article explores why female students choose to study CS in the Kingdom of Saudi Arabia, KSA. Data was collected through structured interviews with ten female students in three different universities in the KSA. The content analysis approach was used. This study determines the students' experiences in studying CS. The findings of this study are a first step in paying more attention to the system of women's education in the KSA. Motivation and expectation regarding CS were investigated. Results showed that the reasons behind the engagement of Saudi female students in CS are government support, family influence, and a stable workplace. The results could help to improve the CS curriculum and program of preparation for CS teachers in the KSA.

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  • 6.
    Alghamdi, Fayiq
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Women in computing in Saudi Arabia2016In: Proc. 3rd ACM-W Europe Celebration of Women in Computing, 2016, , p. 4p. 1-3Conference paper (Other academic)
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  • 7.
    Alghamdi, Fayiq
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Changing the Educational Epistemologies of Computer Science Teachers: A Case Study of the Kingdom of Saudi Arabia2018In: 2018 IEEE Frontiers in Education Conference (FIE), Piscataway, NJ: IEEE, 2018Conference 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.

  • 8.
    Alghamdi, Fayiq
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Teachers’ Awards: an Incentive for Pedagogical Development in Saudi Arabia2019In: 2019 IEEE Frontiers in Education Conference (FIE), 2019, , p. 6Conference 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.

  • 9.
    Alghamdi, Fayiq
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Computer science teachers perspectives on competencies: A case study in the Kingdom of Saudi Arabia2018In: Informatics in Schools. Fundamentals of Computer Science and Software Engineering, Springer, 2018, p. 129-140Conference 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.

  • 10.
    Apiola, Mikko
    et al.
    University of Eastern Finland.
    Lopez-Pernas, Sonsoles
    Universidad Politécnica de Madrid.
    Saqr, Mohammed
    University of Eastern Finland.
    Malmi, Lauri
    Aalto University.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Exploring the Past, Present and Future of Computing Education Research: An Introduction2023In: Past, Present and Future of Computing Education Research / [ed] Apiola, M., López-Pernas, S., Saqr, M., Springer Nature, 2023, p. 1-7Chapter in book (Refereed)
    Abstract [en]

    This chapter is an introduction to the book “Past, Present and Future of Computing Education Research: A Global Perspective.” This book uses a mixture of scientometrics, meta-research and case studies to offer a new view about the evolution and current state of computing education research (CER) as a field of science. In its 21 chapters, this book presents new insights of authors, author communities, publication venues, topics of research, and of regional initiatives and topical communities of CER. This chapter presents an overview of the contents of this book.

  • 11.
    Apiola, Mikko
    et al.
    Univ Turku, Dept Comp, Turku 20500, Finland..
    Lopez-Pernas, Sonsoles
    Univ Politecn Madrid, ETSI Sistemas Informat, Dept Sistemas Informat, Madrid 28031, Spain..
    Saqr, Mohammed
    Univ Eastern Finland, Sch Comp, Joensuu 80101, Finland..
    Pears, Arnold
    KTH Royal Inst Technol, Sch Ind Technol & Management, S-10044 Stockholm, Sweden..
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Malmi, Lauri
    Aalto Univ, Dept Comp Sci, Aalto 00076, Finland..
    Tedre, Matti
    Univ Eastern Finland, Sch Comp, Joensuu 80101, Finland..
    From a National Meeting to an International Conference: A Scientometric Case Study of a Finnish Computing Education Conference2022In: IEEE Access, E-ISSN 2169-3536, Vol. 10, p. 66576-66588Article in journal (Refereed)
    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

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  • 12.
    Apiola, Mikko
    et al.
    0000-0003-0643-7249.
    Tedre, Matti
    University of Eastern Finland, School of Computing.
    Lopez-Pernas, Sonsoles
    Universidad Politécnica de Madrid.
    Saqr, Mohammed
    University of Eastern Finland.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Pears, Arnold
    School of Industrial Technology and Management, KTH Royal Institute of Technology, Sweden.
    A Scientometric Journey Through the FIE Bookshelf: 1982-20202021In: 2021 IEEE Frontiers in Education Conference (FIE), Institute of Electrical and Electronics Engineers (IEEE), 2021Conference 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.

  • 13.
    Ballew, William
    et al.
    School of Computing Science and Digital, Media Robert Gordon University, Aberdeen, United Kingdom.
    McDermott, Roger
    School of Computing Science and Digital, Media Robert Gordon University, Aberdeen, United Kingdom.
    Zarb, Mark
    School of Computing Science and Digital, Media Robert Gordon University, Aberdeen, United Kingdom.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Clear, Tony
    School of Computing and Mathematical Sciences, AUT University, Auckland, New Zealand.
    Investigations into the Use of Learning Agreements to Enhance Stakeholder Engagement and Promote Self-Efficacy in Computing Education2018In: 2018 IEEE Frontiers in Education Conference (FIE), Piscataway, NJ: IEEE, 2018Conference paper (Refereed)
    Abstract [en]

    We examine controversial issues surrounding the locus of control in the implementation of learning agreements, plans or contracts, in the context of the U.K. university-level Graduate Apprenticeship scheme. We begin by giving an account of the stakeholders and their positions as well as their motivating principles as they strive to maintain their respective loci of control with regard to the negotiation of the learning agreement.  We then describe the idiomatic challenges to implementation of a learning agreement and subsequent plan in work-based learning environments with a range of employers from different sectors. An investigation into the manner in which learning agreement tenets are changed due to competing pressures on the various stakeholders leads to a discussion of challenges to successful prioritisation of the learning plan that occur as a result of mutually exclusive requirement sets. We discuss the challenges that may present themselves in which the requirements of one set of stakeholders appear to conflict with others and the questions that are raised as those involved seek to ensure suitable standards of academic quality in difficult cases. Finally, we discuss whether learning agreements are the most appropriate operational instruments for maintaining standards in these circumstances.

  • 14.
    Beecham, Sarah
    et al.
    Lero, Limerick, Ireland..
    Clear, Tony
    Auckland Univ Technol, Sch Engn Comp & Math Sci, Auckland, New Zealand..
    Barr, John
    Ithaca Coll, Dept Comp Sci, Ithaca, NY USA..
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Oudshoorn, Michael
    Northwest Missouri State Univ, Sch Comp Sci & Informat Syst, Maryville, MO USA..
    Noll, John
    Univ East London, London, England..
    Preparing tomorrow's software engineers for work in a global environment2017In: IEEE Software, ISSN 0740-7459, E-ISSN 1937-4194, Vol. 34, no 1, p. 9-12Article in journal (Refereed)
  • 15.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Att undervisa vid Royal University of Bhutan2019In: Druk Yul, no 2, p. 27-29Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    De bhutanesiska IT-studenterna är bland de mest uppmärksamma vi någonsin har träffat. Det här är slutsatsen av både min kollega Kristina von Hausswolff och mig själv efter att ha undervisat studenter vid Bachelor of Engineering Programme i Information Technology vid College of Science and Technology (CST) på Royal University of Bhutan (RUB) i cirka två veckor i april 2019. Detta college ligger i Phuentsholing i den sydvästra delen av landet, ungefär fem km från den indiska gränsen. Vi var där som en del av ett EU-sponsrat program (Erasmus+ International Credit Mobility, ICM) mellan IT-institutionen på CST och vår heminstitution, Uppsala Computing Education Research Group (UpCERG), Institutionen för informationsteknologi, Uppsala universitet.

  • 16.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Exploring the cultures: European values in science and technology education in higher education2009In: Cultural Dynamics: Inheritance and Identity: Starting Activity, 2009Conference paper (Refereed)
    Abstract [en]

    Universities are a part of the globalisation. They belong to the local community in which they are situated,at the same time as they are heavily influenced by the cultural and social background of teachers andstudents and as they carry a culture of their own. Each subject area in science and technology, such ascomputer science or biology, also brings its own sets of values and norms. What it means, for example “tobe a computer scientist” and “what computer science is” are thus evolving in the interplay between thesubject area, the university and its people, the local community and an internationalising world.It is hard to enter this culture for a student, who enters university to study science or technology. Maybethe difficulty is still larger for non-European students, who bring other norms and experiences than themajority culture. For example, Asian students tend, more than their European counterparts, to focus onrote learning. Although learning in this form often is highly sophisticated and successful, Europeanuniversities normally do not support these ways of learning. The Asian students frequently alsounderstand concepts, which are taken for granted in a European community (such as originality andintellectual property) in different ways. In science and technology, the students’ relationships to the roleof the literature and purpose of practical assignments often differ from that of the majority culture.In this context it becomes interesting to explore how the diversity in itself is understood by students andstaff. The issue of how the different subject areas stand out, which values, norms and cultures that theyinteract with and are constituted by becomes another important research question.The diverse environments that is constituted by science and technology education at the universities offerpossibilities for the researchers to explore the variation in the above mentioned factors, in a way thatwould not possible in a culturally homogenous environment.The rationale for studying such topics in this cultural environment is three-fold:1. The study opens for scrutinizing our own, European, values. By making our values explicit, wecan determine which of these values that we honour and find important. For example, originality,intellectual property and equality are important European values, while the unwillingness torespect rote learning is not. Thus, universities need to communicate with their students in order tomake our values visible and understandable. Further we need to accommodate those behavioursthat are not fundamental in a European perspective in the repertoires of the universities.2. The study also opens for integrating new practices into the universities, both as institutionallychanges and by acting in such a way that the universities profit from the diversity in theuniversities.3. Finally, this research program offers the kind of insights concerning our culture, which haspedagogical implications. It can ultimately help us in improving science and technologyeducation.The study will take its empirical basis in a qualitative exploration of the expressions of the experiences ofstudents and staff from different subject areas. The outcome of this study will be interpreted in culturaltheory and/or socio-cultural frameworks.My personal research interests lies in the interaction between the subject area (specifically computerscience) with the culture of which it is a part. The implications in science and technology education andits pedagogy are questions that I find particularly relevant and appealing to explore.

  • 17.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    How do students understand network protocols?: A phenomenographic study2002Report (Other academic)
  • 18.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Learning computer systems in a project course: Aims and approaches: Keynote speech at First Australasian Workshop on Applications of Phenomenography in Engineering, Computing and Science Education2007Other (Other academic)
    Abstract [en]

    This empirical phenomenographic study discusses the aims, which students in a project course in computer systems, strive to reach and how they go about in their efforts to reach these aims. Three different motives have been identified: academic achievement; project and team working capacity; and social competence. Certainly, a student aims by taking a course largely influence the nature of her or his learning. Thus, the students can be thought of as taking different courses. The students can further approach these "different courses" in a variety of ways. The paper demonstrates that some of the ways to approach the learning are better than others in terms of a good learning outcome.

  • 19.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Study of the Effects of Non-Traditional Examinatin Methods in Engineering Education Programmes2005Report (Other academic)
  • 20.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Understanding Network Protocols.: A Phenomenographic study2002In: Proceedings of the second annual Finnish/Baltic Sea conference on computer science education, 2002, p. 70-75Conference paper (Refereed)
    Abstract [en]

    The aim of this research pro ject is to explore university students' learning of advanced computer science concepts in an internationally distributed pro ject course with the overall objective of improving learning and teaching of computer networks. This paper summarizes a full report that was previously published as a licentiate thesis at Uppsala University, Sweden (Berglund, 2002) and has been discussed at a licentiate seminar in March 2002. In this paper, I will start by describing the pro ject the students are taking. In the following section, I will discuss phenomenography and motivate my choice of this research approach. Section 4 brie y presents students' understanding of the network protocol TCP, while the last section discusses implications of the results for learning and teaching.

  • 21.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Understanding Network Protocols. A Phenomenographic study: Invited seminar at the 2nd Annual Finnish/Baltic Sea Conference on Computer Science Education2002Other (Other academic)
    Abstract [en]

    How students who participate in a project-centered, internationally distributed, university course in computer systems taught jointly by two universities understand a network protocol, TCP, is described in this paper. Insights into students' understanding are gained through an empirical phenomenographic research approach. The use of phenomenography as a research approach makes it possible to learn about computer science, as it is experienced by the students. Some aspects that indicate good learning outcomes are identified, such as being capable of understanding a protocol in different ways and of making relevant choices between the ways it could be experienced according to the context in which it appears. Based on these results a discussion on learning and teaching is developed.

  • 22.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Why I used phenomenography in "Students learn CS in different ways: Insights from an empirical study"2007In: In Annals of Research in Engineering Education, Vol. 3, no 2Article in journal (Refereed)
  • 23.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Discipline-based staff development courses to promote a sustainable SOTL environment: An example from science and engineering at Uppsala University2014In: Proc. ICED 2014: Educational development in a changing world, London, UK: International Consortium for Educational Development , 2014, p. 392-392Conference paper (Refereed)
    Abstract [en]

    Discipline-based courses are a part of the strategic educational development at the Faculty of Science and Technology, Uppsala University, Sweden. A factor contributing to the success of these courses is that the instructors are colleagues, sharing competence and interest in the disciplinse. This, as well as a strong research foundation, establishes the relevance and legitimacy of the courses.

  • 24.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems.
    Dagiene, Valentina
    Vilnius University.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems.
    Dolgopolovas, Vladimiras
    Vilnius University.
    Rouvrais, Siegfried
    IMT Atlantique.
    Tardell, Miriam
    Euro-Asia Collaboration for Enhancing STEM Education2021In: In proceedings of the 5th APSCE International Conference on Computational Thinking and STEM Education, 2021, p. 136-140Conference paper (Refereed)
    Abstract [en]

    EASTEM is a capacity-building project funded by Erasmus+ with the aim of improving employability of STEM (Science, Technology, Engineering and Mathematics) graduates from partner universities by ensuring students acquire skills needed in the workplace. EASTEM uses approaches from student-centred STEM education to develop the competence of lecturers and bridge the gap between industry and universities. Over the course of three full years (2019-2022) the project brought together ten universities from Asia and three universities from Europe to work together on improving STEM education, creating a platform for partner universities to exchange best practices on student-centred STEM education. Two associate partners, the Ministry of Education and Training of Vietnam and Vietnam Electronics Industries Association are supporting EASTEM activities.

  • 25.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Davies, Jim
    Fenz, E.
    Zadeh, J.
    Computer Science Education in Europe1996In: SIGCSE Bulletin, ACM Special Interest Group on Computer Science Education, 1996, Vol. 28, p. 395-396Conference paper (Refereed)
  • 26.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems. KTH.
    A Sustainable Internationally Distributed Project Course in Software development2021In: ENLIGHT Teaching and Learning Conference, Gent,. The Netherlands, 2021Conference paper (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 

  • 27.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Inspiring Students in Their Learning: A Theoretically Based Discussion Building on Three Courses2019In: 2019 IEEE Frontiers in Education Conference (FIE 2019), IEEE, 2019Conference paper (Refereed)
    Abstract [en]

    It often happens that some students come to engage in their learning, and in the learning of their peers, far beyond what we, or they, would have expected. There is also ample evidence of the opposite experience, where students, even if initially highly motivated, end up unable to engage in a meaningful manner. I n this paper, we analyse three courses in order to better understand why the level of student engagement varies to such a high degree, with the aim of opening for seeing underlying factors explaining this. Further, we illustrate and discuss our framework with empirical data collected from at Uppsala University. We study the courses using different research approaches (or perspectives), based in the sociocultural tradition, namely Activity Theory (as described by Engestrom), Zone of Proximal Development (Vygotsky), and Communities of Practice (Lave & Wenger). These approaches serve as lenses with the aim of finding common factors in the learning environments that are collectively created by the students and their teachers during the extent of the courses. Our results point towards the need to establish a joint understanding between students and teachers at several different levels: at a course level in terms of the aim of a course and its possible outcomes, but also personal aims related to what the course could lead to for everyone involved. Further, our research suggests that the supporting and scaffolding role of the teacher is crucial to the development of a positive learning environment in a course.

  • 28.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems. KTH.
    Through the eyes of a research team: Using theory to enhance STEM Education2021In: 2021 6th International STEM Education Conference (iSTEM-Ed), IEEE, 2021, p. 1-4Conference paper (Refereed)
    Abstract [en]

    Computing Education Research (CER) is an example of Discipline-Based Education Research (DBER) that has developed substantively over the last few decades. This is especially true for the Uppsala Computing Education Research Group (UpCERG). In this paper, we use UpCERG as a lens to see how a conscious use of theory can enhance the quality of STEM education. This is accomplished through presenting our use of the concept “theory” in the paper and by using the theses produced by the group as a way to illustrate the increased importance of theoretical development.

  • 29.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3.
    Reardon, Jake
    External Relations Team Faculty of Science, University of Southern Denmark, Odense, Denmark.
    Encouraging Asian academic STEM teachers to research their own teaching practice2021In: 2021 IEEE Frontiers in Education Conference (FIE), Institute of Electrical and Electronics Engineers (IEEE), 2021Conference paper (Refereed)
    Abstract [en]

    It might be a challenge for a STEM researcher to engage in research that is not directly relevant to his or her own field of specialization. The CUP EASTEM course, described in this paper, aims to support academic Asian STEM teachers in overcoming the challenge of researching their own teaching practices. In this paper we discuss, with CUP EASTEM, as a case study, how we have supported academic STEM teachers to take the steps needed to conduct research on their own teaching practices. The key is to broaden the perspective to also include theoretically sound, qualitative interpretative research. Furthermore, this is a journey that must be made without losing sight of the object of the students' learning, that is, the fundamental concepts within the STEM disciplines.

  • 30.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems.
    Reardon, Jake
    University of southern Denmark.
    Tardell, Miriam
    Encouraging Student-Centred STEM Learning in HE: A theory-based project in Asia2021In: 2021 6th International STEM Education Conference (iSTEM-Ed), IEEE, 2021Conference paper (Refereed)
    Abstract [en]

    Student-Centered Learning (SCL) is a way to motivate students to learn, which in this project is applied to STEM education at university level. This paper presents experiences with running a project based on a theory-driven approach to inspire change towards SCL in three Asian countries. The ultimate aim with the project is that the students develop relevant professional competencies in their STEM subjects.

  • 31.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Dorji, Tsheten
    Royal Univ Bhutan, Coll Sci & Technol, Informat Technol Dept, Phuentsholing, Bhutan.
    Lhamo, Dekar
    Edith Cowan Univ, Sch Sci, Perth, WA, Australia.
    Tshering, Phurpa
    Royal Bhutan Airlines, Paro, Bhutan.
    von Hausswolff, Kristina
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Wangchuk, Karma
    Royal Univ Bhutan, Coll Sci & Technol, Informat Technol Dept, Phuentsholing, Bhutan.
    Wangchuk, Tandin
    Royal Univ Bhutan, Coll Sci & Technol, Informat Technol Dept, Phuentsholing, Bhutan.
    Wangchuk, Yeshi
    Royal Univ Bhutan, Coll Sci & Technol, Informat Technol Dept, Phuentsholing, Bhutan.
    The exchange programme between new and different partners, Royal University of Bhutan and Uppsala University2020In: 2020 IEEE Frontiers in Education Conference (FIE), 2020Conference paper (Refereed)
    Abstract [en]

    This WiP paper discusses difficulties, but also gains, in starting new collaborations, mainly when the universities differ: different natures of their strengths and weaknesses, acting in different contexts and having different international recognitions. At the same time, it is the differences that make exchanges fruitful and opens for new learning experiences. An example of such a collaboration between asymmetric partners can be found in the Department of Information Technology, Uppsala University, Sweden and College of Science and Technology, Royal University of Bhutan.

  • 32.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Isomöttönen, Ville
    Univ Jyvaskyla, Jyvaskyla, Finland.
    Lhamo, Dekar
    Royal Univ Bhutan, Coll Sci & Technol, Dept Informat Technol, Phuentsholing, Bhutan.
    Tshering, Phurpa
    Royal Univ Bhutan, Coll Sci & Technol, Dept Informat Technol, Phuentsholing, Bhutan.
    "How research came inside me as a new knowledge": An inside perspective from two Bhutanese students on learning research in Computing Education2018In: 2018 6th International Conference on Learning and Teaching in Computing and Engineering (LaTICE), IEEE, 2018, p. 98-102Conference paper (Refereed)
    Abstract [en]

    Scholars have argued that there is no simple definition for research due to a wide variety of disciplines and educational contexts; how students are involved in research may vary a lot with a discipline, and with national and regional curricula within a particular discipline. The present study advances autoethnographic accounts of two Bhutanese students' participation in research. The context of participation is their exchange period, and specifically their attendance at a particular Computing Education Research course, at Uppsala University. The autoethnographic epiphanies that our report suggest transformations in perspective as to what research is and what it may provide personally. The students coauthored the present paper, which, we hope, helped in generating a plausible autoethnographic text, while manifesting their continued interest in research.

  • 33.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Pedagogical development in engineering: A collaborative project between Saudi Arabia and Sweden2014In: Proc. World Engineering Education Forum, 2014, p. 967-968Conference paper (Refereed)
    Abstract [en]

    This paper discusses a pedagogical development project (called ABoLT – Al Baha optimizing Learning and Teaching) in engineering and computer science at Al Baha University (ABU) in Saudi Arabia. It is jointly run between ABU and the Uppsala Computing Education Research Group (UpCERG), Uppsala University (UU) in Sweden, as a mutual learning project. It is based in research in learning in engineering and computing education research. In the project we develop intellectual tools aimed to empower the teachers at ABU, and thereby their faculty and the university as a whole.

  • 34.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Sundin, Peter
    Uppsala University, Disciplinary Domain of Science and Technology, För teknisk-naturvetenskapliga fakulteten gemensamma enheter, International Science Programme (ISP).
    The Development of Cooperation Between Al Baha University and Uppsala University, Sweden2014In: International Exhibition and Conference on Higher Education, Riyadh, Saudi Arabia, 2014Conference paper (Other academic)
    Abstract [en]

    Developing new master level education is a complex task. Not only is the competence within the discipline crucial; teaching and as a consequence, learning, must also be research-focused and must aim to encourage the students to develop into independent scholars.

    In this collaborative, multi-facetted project Al Baha University, Saudi Arabia, (ABU) and Uppsala University, Sweden, (UU) work jointly to develop ABU into a leading actor in master level education with a corresponding research profile. The schools/departments take their own decisions on design and priorities of the activities. In this way the project profits from the local competencies at both sites and becomes locally situated and thus closer to the needs and expectations of the ABU staff.

    The partners entered into collaboration 2011. Among initial achievements was the common identification of the need of a bridging year for tentative master’s students, to complement the skills from the undergraduate (UG) level, and reinforce the command of English, which is a necessary tool in international education. In addition, computer science and mathematics were selected as the initial development areas.

    Within mathematics, the Department of Mathematics at UU was engaged in a discussion aiming primarily to develop the UG curriculum to match the needs of a future master programme, and secondly to develop the curriculum of a ABU master programme in mathematics to match UU standards, with the possibility in mind of student exchange targeting specific courses and thesis studies.

    Meanwhile, in the autumn 2013 a female staff member of ABU was admitted as PhD student in mathematics at UU, and has now started her second semester of full time studies.

    Within computer science (CS), the project tackles the significant challenges to encourage students, teachers and the formal university structures to embrace the ideas of Scholarship of Teaching and Learning (SoTL). The aim is to promote staff and students to broaden their perspective on what research and investigation means and to critically examine teaching and learning. As a consequence, the ways to relate to the students, the subject area, the teaching and the colleagues must be scrutinised, with the intent of finding new teaching and learning forms.

    The project implements these ideas in several ways. Currently a staff development course is given as a starting point for the project within CS. With a focus on the changes needed to implement the ideas of SoTL, the course participants make their own pedagogical development projects, and study their own practice and its outcomes using rigorous research-based methods. As a continuation, during the coming years, the two universities will run a set of workshops, mainly with a methodological focus, followed by a series of three conferences, with the first one serving the local area, and the last being an internationally recognised Institute of Electrical and Electronics Engineers (IEEE) sponsored conference. 

  • 35.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Learning from the experiences of international students2015In: Conference for University Pedagogical Development, Uppsala, Sweden: Uppsala University, 2015Conference paper (Other academic)
  • 36.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Man, Yemao
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    The Sino–Swedish Master Programme in Computer Science and Software Engineering: Chinese students' experiences2013In: Collaborative Academic Programs as a Contribution to Developing Nations: FICAP-1 Proceedings / [ed] Justine Hitchcock, Leo Hitchcock, Petteri Kaskenpalo, Boca Raton, Fl, USA: BrownWalker Press, 2013, p. 37-45Chapter in book (Refereed)
    Abstract [en]

    Internationalisation in higher education has led to the emergence of joint educational programmes between universities. In this paper, we document the Sino-Swedish master programme in computer science and software engineering, taught jointly by a Swedish and a Chinese university, from the perspective of the Swedish partner, Uppsala University. We also describe what the programme means to the Chinese students studying in Sweden. For this purpose, we interviewed the Chinese students and asked questions about their experiences of learning and living in Sweden. The students identified the differences in the experiences in Sweden from that of learning and living in China and the challenges that they faced in Sweden. The students also offered recommendations for improving their learning experiences. We discuss the benefits and challenges of joint education programs.

    Download full text (pdf)
    fulltext
  • 37.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Wiggberg, Mattias
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Students learn CS in different ways: Insights from an empirical study2006In: SIGCSE Bulletin inroads, ISSN 0097-8418, Vol. 38, no 3, p. 265-269Article in journal (Refereed)
    Abstract [en]

    This empirical study demonstrates that students’ learning of computer science takes place in qualitatively different ways. The results consists of categories, where each category describe a certain way, in which the students approach their learning. The paper demonstrates that some of the ways to tackle the learning are better than others in resulting in a good learning outcome, and that they therefore should be encouraged. The data, underlying these results, are collected through interviews with third and fourth year students in two countries, and are further analyzed, using a phenomenographic research approach.

  • 38.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Wiggberg, Mattias
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Students learn CS in different ways: Insights from an empirical study: (Invited talk)2008Other (Other academic)
  • 39. Bradley, Steven
    et al.
    Parker, Miranda C.
    Altin, Rukiye
    Barker, Lecia
    Hooshangi, Sara
    Kamal, Samia
    Kunkeler, Thom
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3.
    Lennon, Ruth G.
    McNeill, Fiona
    Minguillón, Julià
    Parkinson, Jack
    Peltsverger, Svetlana
    Sibia, Naaz
    A Methodology for Investigating Women's Module Choices in Computer Science2023In: ITiCSE 2023: Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education / [ed] Mikko-Jussi Laakso; Mattia Monga; Simon; Judithe Sheard, Association for Computing Machinery (ACM), 2023, Vol. 2, p. 569-570Conference paper (Refereed)
    Abstract [en]

    At ITiCSE 2021, Working Group 3 examined the evidence for teaching practices that broaden participation for women in computing, based on the National Center for Women & Information Technology (NCWIT) Engagement Practices framework. One of the report's recommendations was "Make connections from computing to your students' lives and interests (Make it Matter) but don't assume you know what those interests are; find out!" The goal of this 2023 working group is to find out what interests women students by bringing together data from our institutions on undergraduate module enrollment, seeing how they differ for women and men, and what drives those choices. We will code published module content based on ACM curriculum guidelines and combine these data to build a hierarchical statistical model of factors affecting student choice. This model should be able to tell us how interesting or valuable different topics are to women, and to what extent topic affects choice of module - as opposed to other factors such as the instructor, the timetable, or the mode of assessment. Equipped with this knowledge we can advise departments how to focus curriculum development on areas that are of value to women, and hence work towards making the discipline more inclusive.

  • 40.
    Bradley, Steven
    et al.
    Durham Univ, Dept Comp Sci, Durham, NC 27708 USA. San Diego State Univ, Dept Comp Sci, San Diego, CA USA..
    Parker, Miranda C.
    Altin, Rukiye
    Univ Kiel, Dept Comp Sci, Kiel, Germany..
    Barker, Lecia
    Univ Colorado, Natl Ctr Women & IT, Dept Informat Sci, Boulder, CO USA..
    Hooshangi, Sara
    Virginia Tech, Dept Comp Sci, Blacksburg, VA USA..
    Kunkeler, Thom
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3.
    Lennon, Ruth G.
    Atlantic Technol Univ, Dept Comp, Donegal, Ireland..
    McNeill, Fiona
    Univ Edinburgh, Sch Informat, Edinburgh, Midlothian, Scotland..
    Minguillón, Julià
    Univ Oberta Catalunya, Dept Comp Sci Multimedia & Telecommun, Barcelona, Spain..
    Parkinson, Jack
    Univ Glasgow, Ctr Comp Sci Educ, Glasgow, Lanark, Scotland..
    Peltsverger, Svetlana
    Kennesaw State Univ, Coll Comp & Software Engn, Marietta, GA USA..
    Sibia, Naaz
    Univ Toronto, Dept Comp Sci, Toronto, ON, Canada..
    Modeling Women's Elective Choices in Computing2023In: ITiCSE-WGR '23: Proceedings of the 2023 Working Group Reports on Innovation and Technology in Computer Science Education / [ed] Mikko-Jussi Laakso; Mattia Monga; Simon; Judithe Sheard, Association for Computing Machinery (ACM), 2023, p. 196-226Conference paper (Refereed)
    Abstract [en]

    Evidence-based strategies suggest ways to reduce the gender gap in computing. For example, elective classes are valuable in enabling students to choose in which directions to expand their computing knowledge in areas aligned with their interests. The availability of electives of interest may also make computing programs of study more meaningful to women. However, research on which elective computing topics are more appealing to women is often class or institution specific. In this study, we investigate differences in enrollment within undergraduate-level elective classes in computing to study differences between women and men. The study combined data from nine institutions from both Western Europe and North America and included 272 different classes with 49,710 student enrollments. These classes were encoded using ACM curriculum guidelines and combined with the enrollment data to build a hierarchical statistical model of factors affecting student choice. Our model shows which elective topics are less popular with all students (including fundamentals of programming languages and parallel and distributed computing), and which elective topics are more popular with women students (including mathematical and statistical foundations, human computer interaction and society, ethics, and professionalism). Understanding which classes appeal to different students can help departments gain insight of student choices and develop programs accordingly. Additionally, these choices can also help departments explore whether some students are less likely to choose certain classes than others, indicating potential barriers to participation in computing.

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    FULLTEXT01
  • 41.
    Bärkås, Annika
    et al.
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Women's and Children's Health, Participatory eHealth and Health Data Research Group. Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Women's and Children's Health, Healthcare Sciences and e-Health.
    Kharko, Anna
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Women's and Children's Health, Participatory eHealth and Health Data Research Group. Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Women's and Children's Health, Healthcare Sciences and e-Health.
    Blease, Charlotte
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Women's and Children's Health, Participatory eHealth and Health Data Research Group. Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Women's and Children's Health, Healthcare Sciences and e-Health.
    Cajander, Åsa
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Informatics and Media.
    Johansen Fagerlund, Asbjørn
    Huvila, Isto
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of ALM.
    Johansen, Monika Alise
    Kane, Bridget
    Kujala, Sari
    Moll, Jonas
    Rexhepi, Hanife
    Scandurra, Isabella
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Medical Sciences. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Wang, Bo
    Hägglund, Maria
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Women's and Children's Health, Healthcare Sciences and e-Health.
    Errors, Omissions, and Offenses in the Health Record of Mental Health Care Patients: Results from a Nationwide Survey in Sweden2023In: Journal of Medical Internet Research, E-ISSN 1438-8871, Vol. 25, article id e47841Article in journal (Refereed)
    Abstract [en]

    Background: Previous research reports that patients with mental health conditions experience benefits, for example, increased empowerment and validation, from reading their patient-accessible electronic health records (PAEHRs). In mental health care (MHC), PAEHRs remain controversial, as health care professionals are concerned that patients may feel worried or offended by the content of the notes. Moreover, existing research has focused on specific mental health diagnoses, excluding the larger PAEHR userbase with experience in MHC. Objective: The objective of this study is to establish if and how the experiences of patients with and those without MHC differ in using their PAEHRs by (1) comparing patient characteristics and differences in using the national patient portal between the 2 groups and (2) establishing group differences in the prevalence of negative experiences, for example, rates of errors, omissions, and offenses between the 2 groups. Methods: Our analysis was performed on data from an online patient survey distributed through the Swedish national patient portal as part of our international research project, NORDeHEALTH. The respondents were patient users of the national patient portal 1177, aged 15 years or older, and categorized either as those with MHC experience or with any other health care experience (nonmental health care [non-MHC]). Patient characteristics such as gender, age, education, employment, and health status were gathered. Portal use characteristics included frequency of access, encouragement to read the record, and instances of positive and negative experiences. Negative experiences were further explored through rates of error, omission, and offense. The data were summarized through descriptive statistics. Group differences were analyzed through Pearson chi-square. Results: Of the total sample (N=12,334), MHC respondents (n=3131) experienced errors (1586/3131, 50.65%, and non-MHC 3311/9203, 35.98%), omissions (1089/3131, 34.78%, and non-MHC 2427/9203, 26.37%) and offenses (1183/3131, 37.78%, and non-MHC 1616/9203, 17.56%) in the electronic health record at a higher rate than non-MHC respondents (n=9203). Respondents reported that the identified error (MHC 795/3131, 50.13%, and non-MHC 1366/9203, 41.26%) and omission (MHC 622/3131, 57.12%, and non-MHC 1329/9203, 54.76%) were “very important,” but most did nothing to correct them (MHC 792/3131, 41.29%, and non-MHC 1838/9203, 42.17%). Most of the respondents identified as women in both groups. Conclusions: About 1 in 2 MHC patients identified an error in the record, and about 1 in 3 identified an omission, both at a much higher rate than in the non-MHC group. Patients with MHC also felt offended by the content of the notes more commonly (1 in 3 vs 1 in 6). These findings validate some of the worries expressed by health care professionals about providing patients with MHC with PAEHRs and highlight challenges with the documentation quality in the records.

  • 42.
    Bärkås, Annika
    et al.
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Women's and Children's Health, Healthcare Sciences and e-Health.
    Scandurra, Isabella
    Rexhepi, Hanife
    Blease, Charlotte
    Cajander, Åsa
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Hägglund, Maria
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Women's and Children's Health, Healthcare Sciences and e-Health.
    Patients’ Access to Their Psychiatric Notes: Current Policies and Practices in Sweden2021In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 18, no 17, article id 9140Article in journal (Refereed)
    Abstract [en]

    Patients’ access to electronic health records (EHRs) is debated worldwide, and access to psychiatry records is even more criticized. There is a nationwide service in Sweden which offers all citizens the opportunity to read their EHR, including clinical notes. This study aims to explore Swedish national and local policy regulations regarding patients’ access to their psychiatric notes and describe to what extent patients currently are offered access to them. The rationale behind the study is that current policies and current practices may differ between the 21 self-governing regions, although there is a national regulation. We gathered web-based information from policy documents and regulations from each region’s website. We also conducted key stakeholder interviews with respondents from the regions and cross-regional private care providers, using a qualitative approach. The results show that 17 of 21 regions share psychiatric notes with patients, where forensic psychiatric care was the most excluded psychiatric care setting. All private care providers reported that they mainly follow the regions’ guidelines. Our findings show that regional differences concerning sharing psychiatric notes persist, despite Swedish regulations and a national policy that stipulates equal care for everyone. The differences, however, appear to have decreased over time, and we report evidence that the regions are moving toward increased transparency for psychiatry patients.

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  • 43.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Golay, Diane
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Moll, Jonas
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Peters, Anne-Kathrin
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    McDermott, Roger
    Unexpected student behaviour and learning opportunities: Using the theory of planned behaviour to analyse a critical incident2017In: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Conference paper (Refereed)
  • 44.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    McDermott, Roger
    von Konsky, Brian
    Assessing professional skills in engineering education2011In: Australian Computer Science Communications, ISSN 0157-3055, Vol. 33, no 2, p. 145-154Article in journal (Refereed)
  • 45.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Hedström, Gustaf
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Public Health and Caring Sciences, Health Services Research.
    Leijon, Sofia
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Larusdottir, Marta
    Reykjavik Univ, Sch Comp Sci, Reykjavik, Iceland..
    Professional decision making with digitalisation of patient contacts in a medical advice setting: a qualitative study of a pilot project with a chat programme in Sweden2021In: BMJ Open, E-ISSN 2044-6055, Vol. 11, no 12, article id e054103Article in journal (Refereed)
    Abstract [en]

    Objectives: Patient e-services are increasingly launched globally to make healthcare more efficient and digitalised. One area that is digitalised is medical advice, where patients asynchronously chat with nurses and physicians, with patients having filled in a form with predefined questions before the chat. This study aimed to explore how occupational professionalism and the possibility of professional judgement are affected when clinical patient contact is digitalised. The study’s overall question concerns whether and how the scope of the healthcare staff’s professional judgement and occupational professionalism are affected by digitalisation.

    Design and setting: A qualitative study of healthcare professionals working in a pilot project with a chat programme for patients in a medical advice setting in Sweden.

    Participants and analysis: Contextual inquiries and 17 interviews with nurses (n=9) and physicians (n=8). The interviews were thematically analysed. The analysis was inductive and based on theories of decision making.

    Results: Three themes emerged: (1) Predefined questions to patients not tailored for healthcare professionals’ work, (2) reduced trust in written communication and (3) reduced opportunity to obtain information through chat communication.

    Conclusions: The results indicate that asynchronous chat with patients might reduce the opportunity for nurses and physicians to obtain and use professional knowledge and discretionary decision making. Furthermore, the system’s design increases uncertainty in assessments and decision making, which reduces the range of occupational professionalism.

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  • 46.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3.
    Larusdottir, Marta
    Reykjavik University Department of Computer Science, , Menntavegur 1, 102 Reykjavik, Iceland.
    Lind, Thomas
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Stadin, Magdalena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3.
    Experiences of Extensive User Involvement through Vision Seminars in a Large IT Project2023In: Interacting with computers, ISSN 0953-5438, E-ISSN 1873-7951, Vol. 35, no 4, p. 543-552Article in journal (Refereed)
    Abstract [en]

    As the complexity of IT systems increases, the demand for methods taking the whole work situation into account grows. The Vision Seminar (VS) process addresses the future usage of technologies in complex digital work environments. This paper describes the experiences of conducting the VS process in the context of a large IT project to improve study-administrative work. The participants and stakeholders' experiences of participating in VS workshops were studied as the effect the participants and stakeholders believed the vision might have. Data were gathered through interviews and a survey. The participants were confident that the time spent on workshops was worthwhile and that achieving the future described in the resulting vision was feasible. The stakeholders perceived the VS process as rigorous. They were happily surprised by the positive spirit and engagement displayed by the participants. The utility of the resulting vision not being obvious was the most notable weakness mentioned.

  • 47.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3.
    Lárusdóttir, Marta
    Geiser, Johannes L.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    UX professionals’ learning and usage of UX methods in agile2022In: Information and Software Technology, ISSN 0950-5849, E-ISSN 1873-6025, Vol. 151, p. 107005-107005, article id 107005Article in journal (Refereed)
    Abstract [en]

    Context: The usage of User Experience (UX) methods has been studied through the years. However, little is known about UX professionals’ lifelong learning processes related to UX methods in Agile, choosing what UX methods to use, and the enablers and hindrances for using the UX methods.

    Objective: The study aims to broaden current knowledge about UX professionals’ lifelong learning practices to understand their work situations better. The paper describes how UX professionals learn about and choose UX methods, their frequency of use, and the enablers and barriers when using the UX methods in Agile.

    Method: An interview study was conducted with 13 UX professionals from various industries and two countries working with Agile and UX. We used a qualitative approach, and a thematic analysis was carried out to answer the research questions.

    Results: The results show that support from colleagues is an essential component for learning about the methods and how to use UX methods. Time pressure makes UX professionals choose methods they know will deliver their desired results. Prototyping, user testing, user journeys, and workshops are the most frequently used UX methods. Additionally, the results show that UX professionals think that the UX methods are often too complicated and take too long to learn. Additionally, they find it challenging to integrate UX methods into Agile.

    Conclusion: These findings indicate that UX methods might work better if designed to be less complicated and deliver results more efficiently. Moreover, collegial and peer learning is central to UX professionals. The HCI community could be more active in supporting this culture by sharing information and learning. Finally, the usability and UX of the tools affect which UX methods are used.

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  • 48. Cassel, Lillian
    et al.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Goldweber, Michael
    Sheard, Judy
    Four relections on the history of ITiCSE2018In: ACM inroads, ISSN 2153-2184, E-ISSN 2153-2192, Vol. 9, no 4, p. 40-46Article in journal (Refereed)
    Abstract [en]

    In 1996, recognizing a growing worldwide interest in community education, SIGCSE started a new conference in Europe—now known as the Innovation and Technology in Computer Science Education conference (ITiCSE). Following the success of the first ITiCSE, it has been held annually, typically in Europe, ever since. ITiCSE has developed its own special character, providing unique and valuable experiences for participants. In this article we reflect upon ITiCSE, its establishment and development into a leading venue for computing education researchers and practitioners.

  • 49.
    Cassel, Sofia
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Determining progress in writing competency by assessing students’ argumentation2016In: Proc. 46th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2016Conference paper (Refereed)
    Abstract [en]

    A problem when it comes to evaluating the quality of education in professional competencies, such as writing skills, is being able to detect and measure progression. We have previously defined course level based learning outcomes for academic writing competency in computer science; these are used in a writing across the curriculum (WAC), in the discipline (WID) program. However, in order to assess whether the program is effective, i.e., that the participating students' writing skills progress throughout the education, we need a different set of criteria. Such criteria must capture the quality of the text from an academic perspective. They must also be easy to evaluate, and it must be possible to compare evaluations of different texts.

    There are many, sometimes conflicting, definitions of what 'good academic writing' or 'quality' in academic communication is. In this paper, we have defined it in terms of how the material is structured, how well arguments are presented, and how critical thinking is used to strengthen arguments. Following this definition, it is clear that argumentative skills can be used as an indicator of quality in academic communication. Our criteria for measuring writing competency are thus heavily based on assessing students' use of argumentative skills in written texts and are similar to criteria previously used to assess the quality of student participation in classroom discussions.

    This paper presents a framework for quantitative and qualitative evaluation of texts written by computer science students. We have related the criteria in our framework to general definitions of academic writing, and to our previously defined goals for writing competencies. The framework provides a grading scheme that can be used to assign a score to a text, corresponding to the level of academic quality exhibited in that text. The results of our framework thus enables comparisons between different student texts. We have used the framework to evaluate writing progression for a group of IT engineering students over three years.

  • 50. Choden, Kuenzang
    et al.
    Yang, Jiecong
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Wangdi, Sangay
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems.
    Studying abroad: Experiences of Bhutanese IT Engineering Student2021In: 2021 IEEE Frontiers in Education Conference (FIE), Institute of Electrical and Electronics Engineers (IEEE), 2021, p. 1-5Conference paper (Refereed)
    Abstract [en]

    This work-in-progress research discusses the impacts of the student exchange program on Bhutanese Information Technology exchange students. Student exchanges are common among various academic institutions to enhance competency, collaboration, and cultural exchange. For example, an exchange program between the College of Science and Technology, Royal University of Bhutan, Bhutan, a young developing institution, and Uppsala University, Sweden, an old, established university, has witnessed successful bilateral partnerships since 2016. Both partners see the exchange program as fruitful. However, the researchers have not yet researched the outcome of the program on the students. Therefore, in this case study, we study and discuss the influence of the exchange program on the Bhutanese exchange students in this paper. We collected the data from several semi-structured interviews and analyzed the transcripts qualitatively. We asked each student five guiding questions and several follow-up questions. The responses were discussed and jointly investigated by the three first authors. We concluded that studying abroad helps the students to develop in many fields. In this paper, we describe their general experiences, challenges, and growth as perceived by them. Furthermore, the study revealed how the differences between the environments proved to be constructive for the students, as the program contributed to the growth of students, including skills and knowledge.

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