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  • 1. Adawi, Tom
    et al.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    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.

  • 2. Almstrum, Vicki
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Granger, Mary
    Currie Little, Joyce
    Miller, Diane
    Petre, Marian
    Schragger, Paul
    Springsteel, Fred
    Evaluation: Turning Technology from Toy to Tool1996In: ACM SIGCUE Oulook, Vol. 24, no 1 - 3, 201-217 p.Article in journal (Refereed)
  • 3. Ben-Ari, Moti
    et al.
    Berglund, Anders
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology.
    Booth, Shirley
    Holmboe, Christian
    What do we mean by theoretically sound research in computer science education2004In: ACM SIGCSE 9th International workshop on Integrating Technology in Computer Science Education, 2004, 230-231 p.Conference paper (Refereed)
  • 4.
    Berglund, Anders
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    A framework to study learning in a complex learning environment2004In: ALT-J Research in Learning Technology Journal, Vol. 12, no 1, 65-79 p.Article in journal (Refereed)
    Abstract [en]

    This paper presents a framework for analysing variations in the ways in which students experience learning in complex, computer-supported environments. It involves an application of phenomenography extended to encompass the content of the learning as well as its context. Concepts from activity theory are drawn upon to enlarge the scope of phenomenography. By applying this framework, researchers, as well as course organisers, may gain insights into how courses are experienced by the participants and can thus develop these in a way that will be perceived as improvement by the course participants. Within this predominantly phenomenographic approach, the focus is upon the content of the learning experience, giving the ability to relate learning outcomes to the experience of the learning environment. Hence, insights can be gained that can help to improve learning environments and thereby outcomes. A case study illustrating the kinds of results than can be obtained when using the framework is provided.

  • 5.
    Berglund, Anders
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    A Framework to study learning in an internationally distributed course.2003In: Communities of Practise.: Research Proceedings of the 10th Association for Learning Technology Conference (ALT-C 2003), 2003, 27-39 p.Conference paper (Refereed)
  • 6.
    Berglund, Anders
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    A phenomenographic view on the socio-cultural activity theory in research concerning university students' learning of computer science in an internationally distributed environment2001In: Psychology of Programming Interest Group 13th Annual Workshop, 2001Conference paper (Refereed)
  • 7.
    Berglund, Anders
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Datorteknik.
    Att lära datakommunikation i en internationell projekt-baserad kurs (in Swedish): Invited presentation at the conference in didactics for teachers in technology and science,2004Other (Other (popular scientific, debate etc.))
  • 8.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Datavetenskapens didaktik: UR Samtiden – Gränslöst lärande2012Other (Other (popular science, discussion, etc.))
  • 9.
    Berglund, Anders
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Do we teach well? Insights from Engineering Education Research: Keynote talk at the ReflekTori 20072007Other (Other (popular scientific, debate etc.))
    Abstract [en]

    Do we teach well? How can we find out? As experienced teachers in engineering we “just know” when we do particularly well; we have learnt to read our students in our own subjects. However, if we broaden the perspective and take a step away from the individual class room, a slightly different picture emerges. We could, for example, ask ourselves questions such as “What did the students learn?” or “What did the students try to learn?”. Our own feelings are then, on their own, not enough to answers these questions. A complementary perspective based on research is required. In this talk, I will discuss different ways in which such research can be done, as well as the close relationship between the research question, the research methodology and the outcome.

    Research within engineering education aims to formalize and extend the competence of the teacher. Apart from its basis in the teacher and her practice, engineering education research gains from being founded both within the subject area and a relevant theoretical base in pedagogy. The research that I will advocate in this talk mirrors these ideas by exploring both that which is learned about (the object of the students’ learning), and the ways in which this learning is approached.

    The insights gained by engineering education research contribute mainly through their results, when they are used by a teacher. For example, a teacher, who has insights in how students understand the computer science concepts of object and class, is in a good position to teach them in a successful way. However, a theoretically anchored base in pedagogy also contributes in other ways. It serves as a frame of reference, helping a researcher to judge the generalisability and trustworthiness of his or her work. A common language becomes available. Through this language, a researcher can discuss his or her results and their applications with colleagues. The individual researcher also gets a clearer identity, recognisable outside the local area. This has a value as it offers support to him or her and a visibility for the community. It is easier for a visible community to promote its ideas and influence the teaching.

    The result of a research project is, of course, closely related to how a project is performed. There are several “starting points” (often referred to as research approaches, research frameworks or research methodologies). Each of these has a different empirical, epistemological and ontological basis. Selecting how to perform a certain research project and verbalising its underlying values, comes to delimit what can be studied. For example, statistical studies can be useful for finding trends in large populations, such as exploring the correlation between the students’ results in engineering and their parents’ income and profession. On the other hand a feminist researcher addresses questions of power imbalances and the underlying values of different engineering concepts. An interesting question here I, for example, if there are any factors within the discipline of engineering itself, such as it is taught at our universities, that might prevent female students from accepting the values of the engineering community.

    Thus, it is crucial to consciously select a research approach that can be fruitful for answering the research question at hand. Different approaches offer varying perspectives and lead the researcher on different roads. The relationship between a research approach and the outcome is complex: Similar results, or at least results illuminating the same research question, can be obtained in different ways. Neither does the selection of a particular way of performing the research necessarily lead to a certain type of result. Other factors influence the outcome, such as for example the research setting. Even the researcher, with his or her values and experiences, becomes a factor of the outcome. As a consequence, it is a complex task to determine to what degree pedagogically based research in engineering education can be trusted. However, this shall not prevent us from trying. Instead the complexity emphasises the need of an underlying pedagogical theory.

    In this talk I will develop these ideas about engineering education research and illustrate its current state and application by a set of examples. Some relevant research approaches, and the results they have helped to reveal, will be explored. I will finally discuss how such results can contribute to the work in a class room situation.

  • 10.
    Berglund, Anders
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Datorteknik.
    Erfarenheter av att leda ett utvecklingsprojekt (in Swedish): Invited speaker, course for project leaders2003Other (Other scientific)
  • 11.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    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.

  • 12.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Fallstudier vid kvalitativ forskning: UR Samtiden – Vetenskaplig metod2015Other (Other (popular science, discussion, etc.))
  • 13.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    How do students understand network protocols?: A phenomenographic study2002Report (Other academic)
  • 14.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Hur gör jag min undersökning?: UR Samtiden – Vetenskaplig metod2015Other (Other (popular science, discussion, etc.))
  • 15.
    Berglund, Anders
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Learning computer systems in a distributed course: Problematizing content and context.2002In: Proceedings of the European Association for Research on Learning and Instruction, SIG 10, Current Issues in Phenomenography, 2002Conference paper (Refereed)
    Abstract [en]

    In this paper, a research study of learning computer systems in a complex, internationally distributed course environment is described. The relation between a learner and the object of his/her studies being in focus in phenomenographic research is enhance

  • 16.
    Berglund, Anders
    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, Computer Systems.
    Learning computer systems in a distributed project course: The what, why, how and where2005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Senior university students taking an internationally distributed project course in computer systems find themselves in a complex learning situation. To understand how they experience computer systems and act in their learning situation, the what, the why, the how and the where of their learning have been studied from the students’ perspective. The what aspect concerns the students’ understanding of concepts within computer systems: network protocols. The why aspect concerns the students’ objectives to learn computer systems. The how aspect concerns how the students go about learning. The where aspect concerns the students’ experience of their learning environment. These metaphorical entities are then synthesised to form a whole.

    The emphasis on the students’ experience of their learning motivates a phenomenographic research approach as the core of a study that is extended with elements of activity theory. The methodological framework that is developed from these research approaches enables the researcher to retain focus on learning, and specifically the learning of computer systems, throughout.

    By applying the framework, the complexity in the learning is unpacked and conclusions are drawn on the students’ learning of computer systems. The results are structural, qualitative, and empirically derived from interview data. They depict the students’ experience of their learning of computer systems in their experienced learning situation and highlight factors that facilitate learning.

    The results comprise sets of qualitatively different categories that describe how the students relate to their learning in their experienced learning environment. The sets of categories, grouped after the four components (what, why, how and where), are synthesised to describe the whole of the students’ experience of learning computer systems.

    This study advances the discussion about learning computer systems and demonstrates how theoretically anchored research contributes to teaching and learning in the field. Its multi-faceted, multi-disciplinary character invites further debate, and thus, advances the field.

  • 17.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    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.

  • 18.
    Berglund, Anders
    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, Computer Systems.
    On the understanding of computer network protocols2002Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    How students learn about network protocols is studied in a project-centred, internationally distributed, university course in computer systems taught jointly by two universities. Insights into students' understanding of basic concepts within computer networks 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. The context in which the research is carried out and issues concerning by whom the context is experienced, are investigated and form a part of the methodological basis.

    Students' understanding of some protocols that are used within the project, as well as their experience of the general concept of network protocols are investigated, and different ways of experiencing the protocols are discerned. 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. It is argued that a variation in the context in which the protocol is experienced promotes good learning, since different ways of experiencing a protocol are useful with different tasks to hand. A student with a good understanding of network protocols can choose in a situationally relevant way between different ways of experiencing a protocol.

    List of papers
    1. How do students understand network protocols?: A phenomenographic study
    Open this publication in new window or tab >>How do students understand network protocols?: A phenomenographic study
    2002 (English)Report (Other academic)
    Series
    Technical report / Department of Information Technology, Uppsala University, ISSN 1404-3203 ; 2002-006
    National Category
    Computer Science Educational Sciences
    Identifiers
    urn:nbn:se:uu:diva-44859 (URN)
    Available from: 2008-11-26 Created: 2008-11-26 Last updated: 2014-06-25
    2. On context in phenomenographic research on understanding heat and temperate
    Open this publication in new window or tab >>On context in phenomenographic research on understanding heat and temperate
    2002 (English)In: EARLI, Bi-annual Symposium, Fribourg, Switzerland, 2002Conference paper, Published 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.

    National Category
    Computer Science Educational Sciences
    Identifiers
    urn:nbn:se:uu:diva-18488 (URN)
    Conference
    EARLI, Bi-annual Symposium, Fribourg, Switzerland
    Available from: 2008-11-26 Created: 2008-11-26 Last updated: 2014-08-04
  • 19.
    Berglund, Anders
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Phenomenography: A way to study learning from the students' perspective.: Keynote presentation at Researching Phenomena: Three methodologies, three perspectives2007Other (Other scientific)
    Abstract [en]

    Phenomenography (Marton & Booth, 1997) is an empirical, qualitative research approach that aims to reveal, analyze and describe how students' experience their own learning and the conditions for learning. The approach has proved successful for research on university students' understanding of core concepts within their subject area as well as of how they go about to study.

    In this talk, I will discuss how computer science students who take an international distributed project course learn about the subject area (Berglund, 2005). The students, who followed the course worked in teams of six, where three of the members were in Sweden, and the remaining three were in USA. The team members jointly produced a software system which controlled a computerized wooden toy.

    What students were striving to learn, and how they experienced grading in this course will be presented as case studies on phenomenographic research. Finally, I will discuss how the results can be further analyzed by using tools from activity theory (Engeström, 1987).

  • 20.
    Berglund, Anders
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Phenomenography as a way to research learning in computing2006In: Bulletin of Applied Computing and Information Technology, BACIT, ISSN ISSN 1176-4120, Vol. 4, no 1Article in journal (Refereed)
  • 21.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Study of the Effects of Non-Traditional Examinatin Methods in Engineering Education Programmes2005Report (Other academic)
  • 22.
    Berglund, Anders
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Teaching and learning CS: An overview of research approaches: Keynote speech at the 4th Annual Finnish/Baltic Sea Conference on Computer Science Education2004Other (Other scientific)
    Abstract [en]

    What kind of results that can be obtained from a research project into students' learning of computer science is closely related to how the research is performed. The relation is complex: Similar results, or, at least, results illuminating the same research question, can be obtained in different ways. Neither does the selection of a particular way of performing the result necessarily lead to a certain type of the result. The researcher himself - his beliefs, interests, previous experience, network of discussants, even his personality - is essential for the outcome of a project and becomes, to a certain degree, a part of the results. Other factors that influences the outcome are the setting in which the study is performed, previous work within the domain, previous work performed in a similar way, just to mention a few.

    A research approach is essential to guide the researcher as he studies students’ learning of computer science. It serves as a “tool box”, and offers established guidelines for conducting empirical work, as well as a theoretically sound perspective on learning. An approach can be compared to a lens in that some aspects are in focus, while others become unclear or “blurred”. The selection of a research approach is crucial, since a particular approach offers certain perspectives on the research question, and enables in this way the researcher to study certain aspects of learning.

    With a conscious selection of a reserach approach, communication with other researchers becomes possible as a shared terminology is available. In this way, the researcher gets the instruments to judge the relevance of his work in the light of that which are performed by others, and, of course, to judge the findings of others in relation to his own results. Furthermore the approach helps in understanding to what extent the results can be trusted and generalized to other groups of students and to other situations.

    The deployment of an approach in a particular project, that is, a selection of which methods that are used (for example, to collect data) are not defined by an approach, but are instead methodological decisions that has to be taken by the researcher based on the current situation, of which the approach and the research questions are key elements. Of course, since a research approach has a history, including other projects - more or less successful - performed within that approach, there is a tradition, or a network of competence, that the researcher partly can lean on in his selection to use one method (for example interviews for data collection) over another (for example observation).

    In this talk, I will discuss some research approach that are relevant for research into students' learning of computer science. Examples of results that can be obtained from the different approaches will be given.

  • 23.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Understanding Network Protocols.: A Phenomenographic study2002In: Proceedings of the second annual Finnish/Baltic Sea conference on computer science education, 2002, 70-75 p.Conference 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.

  • 24.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    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.

  • 25.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Vad är kvalitativa forskningsmetoder?: UR Samtiden – Vetenskaplig metod2015Other (Other (popular science, discussion, etc.))
  • 26.
    Berglund, Anders
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Datorteknik. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    What is good teaching of computer networks?.2003In: Proceedings of 33rd Annual Frontiers in Education, 2003, 2SD13-2SD19 p.Conference paper (Refereed)
  • 27.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    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)
  • 28.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    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.
    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, 392-392 p.Conference 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.

  • 29.
    Berglund, Anders
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Datorteknik. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Booth, Shirley
    Are you guys really concerned about the grades?2002In: Proceedings of ISCRAT2002, 2002Conference paper (Refereed)
  • 30.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Box, Ilona
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing.
    Lister, Raymond
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Disseminating phenomenography: Workshops for the computing education research community2008In: Proc. EARLI SIG 9 Workshop on Phenomenography and Variation Theory: Implications of Phenomenography and Variation Theory in Practice, Sweden: Kristianstad Academic Press , 2008, 17-18 p.Conference paper (Other academic)
  • 31.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Box, Ilona
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing.
    Lister, Raymond
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Learning educational research methods through collaborative research: the PhICER initiative2008In: Australian Computer Science Communications, ISSN 0157-3055, Vol. 30, no 5, 35-42 p.Article in journal (Refereed)
  • 32.
    Berglund, Anders
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Daniels, Mats
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    How do individual portable computers effect students learning?2000In: IEEE Frontiers in education conference, Kansas City, 2000, S3D7-S3D10 p.Conference paper (Refereed)
    Abstract [en]

    Investing in portable computers for students is a controversial issue. This paper focuses on pedagogical aspects of such an endeavour. It reports on a case study of portable computer use by students in the Master's degree program in Information Technology at Uppsala University, Uppsala, Sweden. The results are promising, indicating that in general students learn more and that they use the computers for colaboration.

  • 33.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Improving education quality: a full scale study1997In: ACM SIGCSE Bulletin, ISSN 0097-8418, Vol. 29, no 1, 330-334 p.Article in journal (Refereed)
  • 34.
    Berglund, Anders
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Daniels, Mats
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Almstrum, Vicki
    A smorgasbord of pedagogical dishes1997In: ACM Australasian computing education conference, Melbourne, 1997Conference paper (Refereed)
    Abstract [en]

    A smorgasbord is a style of food presentation that offers a wide variety of dishes from which the dinner guest can select according to personal preference. In this paper, we use the analogy of the smorgasbord to present a variety of pedagogical dishes that have been used for courses given by one department. In the same way the dishes on the smorgasbord can be grouped into various categories, our pedagogical dishes have been grouped into categories: Active learning, Projects, Form of examination, and Forging connections. For each dish, we discuss how it has been used, the participants, and the goals, as well as our assessment of the outcome. We hope that the reader will be inspired by the description of our pedagogical smorgasbord to extend and refine their local offerings.

  • 35.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Davies, Jim
    Fenz, E.
    Zadeh, J.
    Computer Science Education in Europe1996In: SIGCSE Bulletin, ACM Special Interest Group on Computer Science Education, 1996, Vol. 28, 395-396 p.Conference paper (Refereed)
  • 36.
    Berglund, Anders
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Daniels, Mats
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Hedenborg, Mattias
    Tengstrand, Anders
    Assessment to increase students' creativity: Two case studies1998In: European Journal of Engineering Education, Vol. 23, no 1Article in journal (Refereed)
  • 37.
    Berglund, Anders
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Datorteknik. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Daniels, Mats
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Lundqvist, Kristina
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Westlund, Elvy
    Encouraging active participation in programming classes1996In: 7th National conference on college teaching and learning, Jacksonville, 1996Conference paper (Refereed)
  • 38.
    Berglund, Anders
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Datorteknik.
    Daniels, Mats
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Datorteknik.
    Pears, Arnold
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Datorteknik.
    Qualitative Research Projects in Computing Education Research: An Overview.2006In: Australian Computer Science Communications, Vol. 28, no 5, 25-34 p.Article in journal (Refereed)
    Abstract [en]

    Qualitative research approaches have much to offer computing education research (CER). Conducting studies which are theoretically anchored in pedagogy, as well as in computing, can help us to draw more solid and significant conclusions about how students learn computing. When studying teaching and learning situations it is important to take into explicit account what is meant by learning. We claim that this implies that research into student learning is strengthened by increased awareness of the role and relevance of qualitative research approaches in CER.

    With this aim in mind we identify the area of “pedagogically anchored qualitative research” and place it within the broader CER landscape. We also provide an overview of research methods and resulting studies, which we feel exemplify the value this type of study has for the CER community.

  • 39.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Eckerdal, Anna
    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, Computational Science.
    Learning practice and theory in programming education: Students’ lived experience2015In: Proc. 3rd International Conference on Learning and Teaching in Computing and Engineering, Los Alamitos, CA: IEEE Computer Society, 2015, 180-186 p.Conference paper (Refereed)
  • 40.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Eckerdal, Anna
    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, Computational Science.
    Learning to program: A discussion on the interplay of theory and practice2015In: Proc. 1st Al Baha University and Uppsala University Symposium on Quality in Computing Education, 2015, 16-18 p.Conference paper (Refereed)
  • 41.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing.
    What do CS students try to learn?: Insights from a distributed, project-based course in computer systems2006In: Computer Science Education, ISSN 0899-3408, E-ISSN 1744-5175, Vol. 16, 185-195 p.Article in journal (Refereed)
  • 42.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing.
    What do our students strive for?: Insights from a distributed, project-based course in computer systems2005In: Proc. 5th Finnish/Baltic Sea Conference on Computer Science Education: Koli Calling, Finland: Turku Centre for Computer Science , 2005, 65-72 p.Conference paper (Other academic)
  • 43.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    East, Philip
    Kinnunen, Päivi
    Malmi, Lauri
    McCartney, Robert
    Moström, Jan Erik
    Murphy, Laurie
    Ratcliffe, Mark
    Schulte, Carsten
    Simon, Beth
    Stamouli, Ioanna
    Thomas, Lynda
    Learning computer science: Perceptions, actions and roles2009In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 34, 327-338 p.Article in journal (Refereed)
  • 44.
    Berglund, Anders
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology.
    Gottlieb, Marie
    ITU Copenhagen.
    Daniels, Mats
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology.
    Glenstrup, Arne John
    ITU Copenhagen.
    Pears, Arnold
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology.
    Paulin Hansen, John
    ITU Copenhagen.
    Three Ways of Globalizing IT Engineering Education: Experiences from Two European Universities2008In: International Conference on Science, Technology and Education Policy: Engineering Education, Innovation and Globalization, Hangzhou, China, 2008, 63-67 p.Conference paper (Refereed)
    Abstract [en]

     

    In this paper, we present three different mechanisms for globalising engineering education: (1) student and staff exchanges, (2) joint courses, where the students work in globally distributed teams; and (3) joint degree programmes.

    We argue that the three mechanisms complement each other and that successful globalisation within an institution can be archived by combining the three.

    Our argument is based on the experiences of two north European universities, who successfully globalise their education.

     

     

     

  • 45.
    Berglund, Anders
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Kinnunen, Päivi
    Helsinki University of Technology, Espoo, Finland.
    Malmi, Lauri
    Helsinki University of Technology, Espoo, Finland.
    A doctoral course in research methods in computing education research: How should we teach it?2007In: Proc. 7th Baltic Sea Conference on Computing Education Research: Koli Calling, 2007, 175-178 p.Conference paper (Refereed)
  • 46.
    Berglund, Anders
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Lister, Raymond
    University of Technology Sydney, Sydney, Australia.
    Debating the OO debate: Where is the problem?2007In: Proc. 7th Baltic Sea Conference on Computing Education Research: Koli Calling, 2007, 171-174 p.Conference paper (Refereed)
  • 47.
    Berglund, Anders
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Lister, Raymond
    How do students understand computer network protocols?2007In: proceedings of the 20th Annual Conference of the National Advisory Committee on Computing Qualifications (NACCQ), 2007, 15-29 p.Conference paper (Refereed)
  • 48.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Lister, Raymond
    Introductory programming and the didactic triangle2010In: Australian Computer Science Communications, ISSN 0157-3055, Vol. 32, no 2, 35-44 p.Article in journal (Refereed)
  • 49.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Pedagogical development in engineering: A collaborative project between Saudi Arabia and Sweden2014In: Proc. World Engineering Education Forum, 2014, 967-968 p.Conference 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.

  • 50.
    Berglund, Anders
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Pears, Arnold
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Students' Understanding of Networks in an Internationally Distributed Course.2003In: Proceedings of 3rd IEEE International Conference of Advanced Learning Technologies (ICALT 2003)., 2003, 380-381 p.Conference paper (Refereed)
12 1 - 50 of 99
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