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  • 1.
    Abdulla, Parosh Aziz
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Deneux, Johann
    Mahata, Pritha
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Using Forward Reachability Analysis for Verification of Timed Petri Nets2007Inngår i: Nordic Journal of Computing, ISSN 1236-6064, Vol. 14, nr 1, s. 1-42Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    We consider verification of safety properties for concurrent real-timed systems modelled as timed Petri nets by performing symbolic forward reachability analysis. We introduce a formalism, called region generators, for representing sets of markings of timed Petri nets. Region generators characterize downward closed sets of regions and provide exact abstractions of sets of reachable states with respect to safety properties. We show that the standard operations needed for performing symbolic reachability analysis are computable for region generators. Since forward reachability analysis is necessarily incomplete, we introduce an acceleration technique to make the procedure terminate more often on practical examples. We have implemented a prototype for analyzing timed Petri nets and used it to verify a parameterized version of Fischer's protocol, Lynch and Shavit's mutual exclusion protocol and a producer-consumer protocol. We also used the tool to extract finite-state abstractions of these protocols.

  • 2.
    Abdulla, Parosh Aziz
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi. Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Nylen, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi. Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Better is Better than Well: On Efficient Verification of Infinite-State Systems2000Inngår i: Proc. LICS' 00, 16th IEEE Int. Symp. on Logic in Computer Science, 2000Konferansepaper (Fagfellevurdert)
  • 3.
    Abdulla, Parosh
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik. Datorteknik.
    Iyer, Purushothaman
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    SAT-solving the Coverability Problem for Unbounded Petri Nets2004Inngår i: Formal methods in system design, ISSN 0925-9856, E-ISSN 1572-8102, Vol. 24, nr 1, s. 25-43Artikkel i tidsskrift (Fagfellevurdert)
  • 4.
    Aldmour, Ismat
    et al.
    Al Baha University, Saudi Arabia.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Impact of cultural and language background on learning Computer Science concepts2014Inngår i: Proc. 2nd International Conference on Learning and Teaching in Computing and Engineering, Los Alamitos, CA: IEEE Computer Society, 2014, s. 37-40Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Computer science terminology is generally based on words that have a related original meaning in English and rooted in western tradition. Hence, students from other cultures and students that are not native English speakers, will not be helped by language and culture in understanding computer science concepts. In this work, the authors review the interrelationship between language, cultural background, and the learning of computer science. A comparative study is under preparation in which this relationship is to be examined. The study will compare the intuitive understanding of computer science concepts between Saudi student groups of different English language proficiency levels and of different maturity levels. A test has been designed in order to reveal differences in the perception of computer science concepts that can be attributed to such background differences. The study will serve as a starting point for further work on how computer science education can be enhanced for students that are non-native English speakers.

  • 5.
    Alghamdi, Fayiq
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Pears, Arnold
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Changing the Educational Epistemologies of Computer Science Teachers: A Case Study of the Kingdom of Saudi Arabia2018Inngår i: 2018 IEEE Frontiers in Education Conference (FIE), Piscataway, NJ: IEEE, 2018Konferansepaper (Fagfellevurdert)
    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.

  • 6.
    Alghamdi, Fayiq
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Pears, Arnold
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Teachers’ Awards - an Incentive for Pedagogical Development in Saudi Arabia2019Konferansepaper (Fagfellevurdert)
    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.

  • 7.
    Alghamdi, Fayiq
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Pears, Arnold
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Computer science teachers perspectives on competencies: A case study in the Kingdom of Saudi Arabia2018Inngår i: Informatics in Schools. Fundamentals of Computer Science and Software Engineering, Springer, 2018, s. 129-140Konferansepaper (Fagfellevurdert)
    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.

  • 8.
    Berglund, Anders
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Pears, Arnold
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Ahmad, Farooq
    Al Baha University, Al Baha, Saudi Arabia.
    Alghamdi, Bader
    Al Baha University, Al Baha, Saudi Arabia.
    Alghamdi, Khalid
    Al Baha University, Al Baha, Saudi Arabia.
    Alhabish, Ahmed
    Al Baha University, Al Baha, Saudi Arabia.
    Aljoufi, Abdullah
    Al Baha University, Al Baha, Saudi Arabia.
    Alzahrani, Eidah
    Al Baha University, Al Baha, Saudi Arabia.
    Alzahrani, Rami
    Al Baha University, Al Baha, Saudi Arabia.
    Aldmour, Ismat
    Al Baha University, Al Baha, Saudi Arabia.
    Athama, Areej
    Al Baha University, Al Baha, Saudi Arabia.
    AlSadoon, Hamada Shihad
    Al Baha University, Al Baha, Saudi Arabia.
    Budiarto, Rahmat
    Al Baha University, Al Baha, Saudi Arabia.
    Hafeez, Abdul
    Al Baha University, Al Baha, Saudi Arabia.
    Daupota, Nadeem Hassan
    Al Baha University, Al Baha, Saudi Arabia.
    Faiz, Dhafer
    Al Baha University, Al Baha, Saudi Arabia.
    Gabralla, Lubna Abdel Kareim
    Al Baha University, Al Baha, Saudi Arabia.
    Gamar, Mohammad
    Al Baha University, Al Baha, Saudi Arabia.
    Hannan, Abdul
    Al Baha University, Al Baha, Saudi Arabia.
    Kerim, Bedine
    Al Baha University, Al Baha, Saudi Arabia.
    Mazarbhuiya, F. A.
    Al Baha University, Al Baha, Saudi Arabia.
    Rabea, Ahmed
    Al Baha University, Al Baha, Saudi Arabia.
    Saleem, Muhammad Qaiser
    Al Baha University, Al Baha, Saudi Arabia.
    Saleh, Nimir
    Al Baha University, Al Baha, Saudi Arabia.
    Shenify, Mohamed
    Al Baha University, Al Baha, Saudi Arabia.
    Teaching and Learning Computer Science at Al Baha University, Saudi Arabia: Insights from a staff development course2015Inngår i: Proc. 3rd International Conference on Learning and Teaching in Computing and Engineering, Los Alamitos, CA: IEEE Computer Society, 2015, s. 1-6Konferansepaper (Fagfellevurdert)
    Abstract [en]

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

  • 9.
    Cajander, Åsa
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Bildanalys och människa-datorinteraktion.
    Daniels, Mats
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Golay, Diane
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Bildanalys och människa-datorinteraktion.
    Moll, Jonas
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Bildanalys och människa-datorinteraktion.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Pears, Arnold
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Peters, Anne-Kathrin
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    McDermott, Roger
    Unexpected student behaviour and learning opportunities: Using the theory of planned behaviour to analyse a critical incident2017Inngår i: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Konferansepaper (Fagfellevurdert)
  • 10.
    Cassel, Sofia
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Determining progress in writing competency by assessing students’ argumentation2016Inngår i: Proc. 46th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2016Konferansepaper (Fagfellevurdert)
    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.

  • 11.
    Cassel, Sofia
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Victor, Björn
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Enhanced learning by promoting engineering competencies2014Inngår i: Proc. 44th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2014, s. 2044-2049Konferansepaper (Fagfellevurdert)
    Abstract [en]

    An engineering graduate needs to master a number of important skills: problem solving, critical thinking, communication, collaboration, etc. In this paper we describe how a course in computer security, taught in the Computer and Information Engineering programme at Uppsala University, has been developed over a period of three years. The aim is to better develop the engineering competencies of students, improving their understanding of course contents, training their ability to reflect on it, and to apply their knowledge when facing realistic problems.

    The course is designed to activate students, based on practical labs and theoretical tasks which are solved in groups. The student reports are assessed at seminars, where the solutions are presented orally, peer-reviewed and discussed. The seminars encourage and reward activities at the higher levels of taxonomies such as Bloom's.

    The results of the development, based on a CEQ-based course evaluation, indicate that students take a deeper approach to learning. They develop their problem-solving skills to a high degree, appreciate the practical solving of open-ended problems, and take responsibility for collaborative learning. Their overall satisfaction with the course is quite high, despite indications that they find the workload high.

  • 12.
    Daniels, Mats
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Cajander, Åsa
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Bildanalys och människa-datorinteraktion.
    Eckerdal, Anna
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Avdelningen för beräkningsvetenskap. Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Tillämpad beräkningsvetenskap.
    Lind, Mats
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Bildanalys och människa-datorinteraktion.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Clear, Tony
    McDermott, Roger
    Competencies for paradigm shift "survival"2015Inngår i: Proc. 45th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2015, s. 1424-1429Konferansepaper (Fagfellevurdert)
  • 13.
    Eckerdal, Anna
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Avdelningen för beräkningsvetenskap. Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Tillämpad beräkningsvetenskap.
    Kinnunen, Päivi
    Thota, Neena
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Sheard, Judy
    Malmi, Lauri
    Teaching and learning with MOOCs: Computing academics' perspectives and engagement2014Inngår i: Proc. 19th Conference on Innovation and Technology in Computer Science Education, New York: ACM Press , 2014, s. 9-14Konferansepaper (Fagfellevurdert)
  • 14. Isomöttönen, Ville
    et al.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    How students get going: Triggers for students' learning in project-based education2018Inngår i: Proc. 23rd Conference on Innovation and Technology in Computer Science Education, New York: ACM Press, 2018, s. 117-122Konferansepaper (Fagfellevurdert)
  • 15. Isomöttönen, Ville
    et al.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Tirronen, Ville
    Writing to learn programming?: A single case pilot study2016Inngår i: Proc. 16th International Conference on Computing Education Research: Koli Calling, New York: ACM Press, 2016, s. 140-144Konferansepaper (Fagfellevurdert)
  • 16. Kinnunen, Päivi
    et al.
    Butler, Matthew
    Morgan, Michael
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Peters, Anne-Kathrin
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Sinclair, Jane
    Kalvala, Sara
    Pesonen, Erkki
    Understanding initial undergraduate expectations and identity in computing studies2018Inngår i: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 43, nr 2, s. 201-218Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    There is growing appreciation of the importance of understanding thestudent perspective in Higher Education (HE) at both institutional andinternational levels. This is particularly important in Science, Technology,Engineering and Mathematics subjects such as Computer Science (CS)and Engineering in which industry needs are high but so are studentdropout rates. An important factor to consider is the management ofstudents’initial expectations of university study and career. This paperreports on a study of CSfirst-year students’expectations across threeEuropean countries using qualitative data from student surveys andessays. Expectation is examined from both short-term (topics to bestudied) and long-term (career goals) perspectives. Tackling these issueswill help paint a picture of computing education through students’eyesand explore their vision of its and their role in society. It will also helpeducators prepare students more effectively for university study and toimprove the student experience.

  • 17. McDermott, Roger
    et al.
    Zarb, Mark
    Daniels, Mats
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Pears, Arnold
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Isomöttönen, Ville
    Caspersen, Michael
    The authenticity of 'authentic' assessment: Some faculty perceptions2017Inngår i: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Konferansepaper (Fagfellevurdert)
  • 18. Morgan, Michael
    et al.
    Butler, Matthew
    Thota, Neena
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Eckerdal, Anna
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Avdelningen för beräkningsvetenskap. Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Tillämpad beräkningsvetenskap.
    Kinnunen, Päivi
    Examining manual and semi-automated methods of analysing MOOC data for computing education2017Inngår i: Proc. 17th International Conference on Computing Education Research: Koli Calling, New York: ACM Press, 2017, s. 153-157Konferansepaper (Fagfellevurdert)
  • 19.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Progression i skrivfärdigheter hos studenter i datavetenskap2012Inngår i: Proc. NU 2012: Gränslöst lärande, Göteborg, Sweden: Chalmers University of Technology , 2012Konferansepaper (Fagfellevurdert)
  • 20.
    Nylén, Aletta
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Cajander, Åsa
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Bildanalys och människa-datorinteraktion.
    Daniels, Mats
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Pears, Arnold
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    McDermott, Roger
    Why are we here?: Student perspectives on the goal of STEM higher education2017Inngår i: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Konferansepaper (Fagfellevurdert)
  • 21.
    Nylén, Aletta
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Daniels, Mats
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Isomöttönen, Ville
    McDermott, Roger
    Open-ended projects opened up – aspects of openness2017Inngår i: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Konferansepaper (Fagfellevurdert)
  • 22.
    Nylén, Aletta
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Daniels, Mats
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Pears, Arnold
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Cajander, Åsa
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Bildanalys och människa-datorinteraktion.
    McDermott, Roger
    Robert GordoSchool of Computer Science and Digital Media, Robert Gordon University, Aberdeen, UK.
    Isomöttönen, Ville
    Faculty of Information Technology, University of Jyväskylä, Finland.
    Why are we here?: The educational value model (EVM) as a framework to investigate the role of students’ professional identity development2018Inngår i: 2018 IEEE Frontiers in Education Conference (FIE), Piscataway, NJ: IEEE, 2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Education can be seen as a preparation for a future profession, where some educational programs very clearly prepare their students for a certain profession, e.g. plumber, nurse and architect. The possible professions for students following education programs in computing is quite varied and thus difficult to cater for, but to educate towards a professional life is still a stated goal in most higher education settings. We argue that this goal is typically not even closely reached and provide an analysis indicating factors explaining this situation. The analysis is based on the concept of professional identity. In earlier work [1] a framework with which to reason about student interactions with the regulatory structure of higher education and teachers was developed. In that paper we developed a compound model which not only relates these players to one another, but also provides approaches to reasoning about misalignments which arise when students and teachers approach their shared learning context from different perspectives. This framework is in this paper applied to address different aspects of professional identity with the intent of bringing forth deeper insights into challenges with educating towards professions. This issue is highly complex and the framework provides a structure that is beneficial for analysing different aspects in a more holistic manner.

  • 23.
    Nylén, Aletta
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Dörge, Christina
    Using Competencies to Structure Scientific Writing Education2013Inngår i: HDI 2012 – Informatik für eine nachhaltige Zukunft / [ed] Forbrig, Peter, Rick, Detlef, Schmolitzky, Axel, Potsdam: Universitätsverlag Potsdam , 2013, s. 33-44Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Scientific writing is an important skill for computer science and computer engineering professionals. In this paper we present a writing concept across the curriculum program directed towards scientific writing. The program is built around a hierarchy of learning outcomes. The hierarchy is constructed through analyzing the learning outcomes in relation to competencies that are needed to fulfill them.

  • 24.
    Nylén, Aletta
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Isomöttönen, Ville
    Univ Jyvaskyla, Fac Informat Technol, Jyvaskyla, Finland.
    Exploring the critical incident technique to encourage reflection during project-based learning2017Inngår i: Proc. 17th International Conference on Computing Education: Koli Calling, New York: ACM Press, 2017, s. 88-97Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Previous research has reported on the challenge of promoting stu- dents’ generic reflection during authentic project-based courses. This work explores a teaching intervention based on Flanagan’s Critical Incident Technique (CIT) during a project-based software development course. The intervention aims at increasing students’ awareness of their own learning and at encouraging reflective practice throughout the project. Students were asked to report on ’incidents’ when they experienced learning during the course, and to reflect on the task itself at the end of the course. The present study focuses on how students approached the incident reporting task and how they perceived it. The results indicate that CIT reporting induces reflection on learning and has positive effects on students’ awareness of their own professional knowledge. On the other hand, students found it difficult to identify learning and many found the practice to disturb their work flow. 

  • 25.
    Nylén, Aletta
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Marklund, Karl
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Novice students' perception of learning in small groups2013Inngår i: Enhancement and Innovation in Higher Education conference: 11 - 13 June 2013: conference materials, 2013, s. 123-131Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Previous teaching experiences have led us to believe that group norm is a powerful instrument to encourage individual motivation, good study habits and goals. Students with weaker performance can benefit from collaborating with more motivated students. Students that have a shallow understanding of the subject can benefit from discussing with students who have a deeper understanding. In this study, we investigate how students perceive learning in teams, if they experience that working in a group helps them learn more efficiently. Our results form a basis for further improvements of group based learning as a teaching method and gives directions for further studies.

  • 26.
    Nylén, Aletta
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Pears, Arnold
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Professional communication skills for engineering professionals2013Inngår i: Proc. 43rd ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2013, s. 257-263Konferansepaper (Fagfellevurdert)
  • 27.
    Nylén, Aletta
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Shenify, Mohamed
    Proc. 1st Al Baha University and Uppsala University Symposium on Quality in Computing Education2015Konferanseproceedings (Fagfellevurdert)
  • 28.
    Nylén, Aletta
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Thota, Neena
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Eckerdal, Anna
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Avdelningen för beräkningsvetenskap. Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Tillämpad beräkningsvetenskap.
    Kinnunen, Päivi
    Butler, Matthew
    Morgan, Michael
    Multidimensional analysis of creative coding MOOC forums: a methodological discussion2015Inngår i: Proc. 15th International Conference on Computing Education Research: Koli Calling, New York: ACM Press, 2015, s. 137-141Konferansepaper (Fagfellevurdert)
  • 29.
    Pears, Arnold
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Berglund, Anders
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Saleh, Nimir
    Al Baha University, Saudi Arabia.
    Gamar, Mohammed
    Al Baha University, Saudi Arabia.
    AccAB – Processes and Roles for Accreditation of Computing Degrees at Al Baha University in Saudi Arabia2014Inngår i: Proc. World Engineering Education Forum, 2014, s. 969-970Konferansepaper (Fagfellevurdert)
  • 30.
    Pears, Arnold
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Implications of anonymous assessment2015Inngår i: Proc. 45th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2015, s. 1404-1408Konferansepaper (Fagfellevurdert)
    Abstract [en]

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

  • 31.
    Pears, Arnold
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Daniels, Mats
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik.
    A critical analysis of trends in student-centric engineering education and their implications for learning2016Inngår i: Proc. 46th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2016Konferansepaper (Fagfellevurdert)
    Abstract [en]

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

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

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

  • 32. Sheard, Judy
    et al.
    Eckerdal, Anna
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Avdelningen för beräkningsvetenskap. Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Tillämpad beräkningsvetenskap.
    Kinnunen, Päivi
    Malmi, Lauri
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Thota, Neena
    MOOCs and their impact on academics2014Inngår i: Proc. 14th International Conference on Computing Education Research: Koli Calling, New York: ACM Press, 2014, s. 137-145Konferansepaper (Fagfellevurdert)
  • 33.
    Vrieler, Tina
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Nylén, Aletta
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi.
    Cajander, Åsa
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Bildanalys och människa-datorinteraktion.
    What computing instructors did last summer: Experiences and lessons learned2017Inngår i: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Konferansepaper (Fagfellevurdert)
1 - 33 of 33
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