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

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

  • 2. Alexander, Sylvia
    et al.
    Amillo, June
    Roger, Boyle
    Martyn, Clark
    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.
    Laxer, Cary
    Loose, Ken
    Case studies in admission to and early performance in computer science degrees2003In: ACM SIGCSE Bulletin, ISSN 0097-8418, Vol. 35, no 4, p. 149-153Article in journal (Refereed)
    Abstract [en]

    Changing conditions for teaching increase our motivation to understand the teaching and learning process. First time investigators of educational settings often feel uncertain about what aspects are involved and how to design a meaningful investigation. This paper develops and describes an applied research model with the ob jective of providing computer science (CS) academics of with a structured overview of the inter-disciplinary research components of CS education research.

    The paper argues that adopting such a model has the potential to enhance the maturity, significance and applicability of CS education research studies by placing them in a more complete research context. This helps to make the outcomes more readily transportable to other teaching and learning situations.

    One aim of publicizing the model is to help inspire the growing numbers of people who are becoming interested in CS education research. In addition we hope to simplify the task of gaining a rapid understanding of the research design issues and options that are typically involved.

  • 3.
    Apiola, Mikko
    et al.
    Univ Turku, Dept Comp, Turku 20500, Finland..
    Lopez-Pernas, Sonsoles
    Univ Politecn Madrid, ETSI Sistemas Informat, Dept Sistemas Informat, Madrid 28031, Spain..
    Saqr, Mohammed
    Univ Eastern Finland, Sch Comp, Joensuu 80101, Finland..
    Pears, Arnold
    KTH Royal Inst Technol, Sch Ind Technol & Management, S-10044 Stockholm, Sweden..
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Malmi, Lauri
    Aalto Univ, Dept Comp Sci, Aalto 00076, Finland..
    Tedre, Matti
    Univ Eastern Finland, Sch Comp, Joensuu 80101, Finland..
    From a National Meeting to an International Conference: A Scientometric Case Study of a Finnish Computing Education Conference2022In: IEEE Access, E-ISSN 2169-3536, Vol. 10, p. 66576-66588Article in journal (Refereed)
    Abstract [en]

    Computerisation and digitalisation are shaping the world in fundamental and unpredictable ways, which highlights the importance of computing education research (CER). As part of understanding the roots of CER, it is crucial to investigate the evolution of CER as a research discipline. In this paper we present a case study of a Finnish CER conference called Koli Calling, which was launched in 2001, and which has become a central publication venue of CER. We use data from 2001 to 2020, and investigate the evolution of Koli Calling's scholarly communities and zoom in on it's publication habits and internalisation process. We explore the narrative of the development and scholarly agenda behind changes in the conference submission categories from the perspective of some of the conference chairs over the years. We then take a qualitative perspective, analysing the conference publications based on a comprehensive bibliometric analysis. The outcomes include classification of important research clusters of authors in the community of conference contributors. Interestingly, we find traces of important events in the historical development of CER. In particular, we find clusters emerging from specific research capacity building initiatives and we can trace how these connect research spanning the world CER community from Finland to Sweden and then further to the USA, Australia and New Zealand. This paper makes a strategic contribution to the evolution of CER as a research discipline, from the perspective of one central event and publication venue, providing a broad perspective on the role of the conference in connecting research clusters and establishing an international research community. This work contributes insights to researchers in one specific CER community and how they shape the future of computing education

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  • 4.
    Apiola, Mikko
    et al.
    0000-0003-0643-7249.
    Tedre, Matti
    University of Eastern Finland, School of Computing.
    Lopez-Pernas, Sonsoles
    Universidad Politécnica de Madrid.
    Saqr, Mohammed
    University of Eastern Finland.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Pears, Arnold
    School of Industrial Technology and Management, KTH Royal Institute of Technology, Sweden.
    A Scientometric Journey Through the FIE Bookshelf: 1982-20202021In: 2021 IEEE Frontiers in Education Conference (FIE), Institute of Electrical and Electronics Engineers (IEEE), 2021Conference paper (Refereed)
    Abstract [en]

    IEEE/ASEE Frontiers in Education turned 50 at the 2020 virtual conference in Uppsala, Sweden. This paper presents an historical retrospective on the first 50 years of the conference from a scientometric perspective. That is to say, we explore the evolution of the conference in terms of prolific authors, communities of co-authorship, clusters of topics, and internationalization, as the conference transcended its largely provincial US roots to become a truly international forum through which to explore the frontiers of educational research and practice. The paper demonstrates the significance of FIE for a core of 30% repeat authors, many of whom have been members of the community and regular contributors for more than 20 years. It also demonstrates that internal citation rates are low, and that the co-authoring networks remain strongly dominated by clusters around highly prolific authors from a few well known US institutions. We conclude that FIE has truly come of age as an international venue for publishing high quality research and practice papers, while at the same time urging members of the community to be aware of prior work published at FIE, and to consider using it more actively as a foundation for future advances in the field.

  • 5.
    Ballew, William
    et al.
    School of Computing Science and Digital, Media Robert Gordon University, Aberdeen, United Kingdom.
    McDermott, Roger
    School of Computing Science and Digital, Media Robert Gordon University, Aberdeen, United Kingdom.
    Zarb, Mark
    School of Computing Science and Digital, Media Robert Gordon University, Aberdeen, United Kingdom.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Clear, Tony
    School of Computing and Mathematical Sciences, AUT University, Auckland, New Zealand.
    Investigations into the Use of Learning Agreements to Enhance Stakeholder Engagement and Promote Self-Efficacy in Computing Education2018In: 2018 IEEE Frontiers in Education Conference (FIE), Piscataway, NJ: IEEE, 2018Conference paper (Refereed)
    Abstract [en]

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

  • 6.
    Beecham, Sarah
    et al.
    Lero, Limerick, Ireland..
    Clear, Tony
    Auckland Univ Technol, Sch Engn Comp & Math Sci, Auckland, New Zealand..
    Barr, John
    Ithaca Coll, Dept Comp Sci, Ithaca, NY USA..
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Oudshoorn, Michael
    Northwest Missouri State Univ, Sch Comp Sci & Informat Syst, Maryville, MO USA..
    Noll, John
    Univ East London, London, England..
    Preparing tomorrow's software engineers for work in a global environment2017In: IEEE Software, ISSN 0740-7459, E-ISSN 1937-4194, Vol. 34, no 1, p. 9-12Article in journal (Refereed)
  • 7.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems.
    Dagiene, Valentina
    Vilnius University.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems.
    Dolgopolovas, Vladimiras
    Vilnius University.
    Rouvrais, Siegfried
    IMT Atlantique.
    Tardell, Miriam
    Euro-Asia Collaboration for Enhancing STEM Education2021In: In proceedings of the 5th APSCE International Conference on Computational Thinking and STEM Education, 2021, p. 136-140Conference paper (Refereed)
    Abstract [en]

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

  • 8.
    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, p. S3D7-S3D10Conference 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.

  • 9.
    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, p. 330-334Article in journal (Refereed)
  • 10.
    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.

  • 11.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Davies, Jim
    Fenz, E.
    Zadeh, J.
    Computer Science Education in Europe1996In: SIGCSE Bulletin, ACM Special Interest Group on Computer Science Education, 1996, Vol. 28, p. 395-396Conference paper (Refereed)
  • 12.
    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)
  • 13.
    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)
  • 14.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems. KTH.
    A Sustainable Internationally Distributed Project Course in Software development2021In: ENLIGHT Teaching and Learning Conference, Gent,. The Netherlands, 2021Conference paper (Refereed)
    Abstract [en]

    This course is a project course that offers outcomes both within learning of the students’ disciplines and as development of professional competencies, so called generic competencies including inter‐ cultural competence. Creating international teams can enhance learning, as the students need to learn how to collaborate in a more structured way. 

    The course has been run with smaller variations for more than 20 years, so the concept is sustainable 

  • 15.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Inspiring Students in Their Learning: A Theoretically Based Discussion Building on Three Courses2019In: 2019 IEEE Frontiers in Education Conference (FIE 2019), IEEE, 2019Conference paper (Refereed)
    Abstract [en]

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

  • 16.
    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, p. 25-34Article 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.

  • 17.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems. KTH.
    Through the eyes of a research team: Using theory to enhance STEM Education2021In: 2021 6th International STEM Education Conference (iSTEM-Ed), IEEE, 2021, p. 1-4Conference paper (Refereed)
    Abstract [en]

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

  • 18.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division Vi3.
    Reardon, Jake
    External Relations Team Faculty of Science, University of Southern Denmark, Odense, Denmark.
    Encouraging Asian academic STEM teachers to research their own teaching practice2021In: 2021 IEEE Frontiers in Education Conference (FIE), Institute of Electrical and Electronics Engineers (IEEE), 2021Conference paper (Refereed)
    Abstract [en]

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

  • 19.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Computer Systems.
    Reardon, Jake
    University of southern Denmark.
    Tardell, Miriam
    Encouraging Student-Centred STEM Learning in HE: A theory-based project in Asia2021In: 2021 6th International STEM Education Conference (iSTEM-Ed), IEEE, 2021Conference paper (Refereed)
    Abstract [en]

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

  • 20. Bernáld, Helena
    et al.
    Cajander, Åsa
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Kultur, Can
    Löfström, Anette
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    McDermott, Roger
    Russell Dag, Lori
    Intercultural competence in global collaboration courses in computer engineering2012In: Advances in Design for Cross-Cultural Activities: Part I, Boca Raton, FL: CRC Press, 2012, p. 351-361Conference paper (Refereed)
  • 21. Bernáld, Helena
    et al.
    Cajander, Åsa
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Laxer, Cary
    Reasoning about the value of cultural awareness in international collaboration2011In: Journal of Applied Computing and Information Technology, ISSN 2230-4398, Vol. 15, no 1:I2Article in journal (Refereed)
  • 22.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Human-Computer Interaction.
    Clear, Tony
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Introducing an external mentor in an international open ended group project2009In: Proc. 39th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2009, p. T2D-1-6Conference paper (Refereed)
  • 23.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Human-Computer Interaction.
    Clear, Tony
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Edlund, Joel
    Hamrin, Per
    Laxer, Cary
    Persson, Martin
    Students analyzing their collaboration in an international open ended group project2009In: Proc. 39th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2009, p. M1D-1-6Conference paper (Refereed)
  • 24.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Human-Computer Interaction.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Internationella studentprojekt – en ämnesdidaktisk utmaning2010In: Kunskapens nya världar: Mötet mellan pedagogik och teknik vid Uppsala Learning Lab / [ed] Lee, Jenny, Uppsala Learning Lab, Uppsala University , 2010, p. 255-269Chapter in book (Other academic)
  • 25.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Bernáld, Helena
    Victor, Björn
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    Professionella kompetenser i projektkurser2012In: Proc. 3:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar / [ed] Gunnarsson, Svante, Linköping University Electronic Press, 2012, p. 123-128Conference paper (Refereed)
  • 26.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Cullhed, Mats
    Clear, Tony
    McDermott, Roger
    Laxer, Cary
    Categorizing how students use collaborative technologies in a globally distributed project2012In: Proc. 42nd ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2012, p. 1325-1330Conference paper (Refereed)
  • 27.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Golay, Diane
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Moll, Jonas
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Peters, Anne-Kathrin
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    McDermott, Roger
    Unexpected student behaviour and learning opportunities: Using the theory of planned behaviour to analyse a critical incident2017In: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Conference paper (Refereed)
  • 28.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Kultur, Can
    Russell Dag, Lori
    Laxer, Cary
    Managing international student collaborations: An experience report2012In: Proc. 42nd ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2012, p. 355-360Conference paper (Refereed)
  • 29.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    McDermott, Roger
    On valuing peers: theories of learning and intercultural competence2012In: Computer Science Education, ISSN 0899-3408, E-ISSN 1744-5175, Vol. 22, p. 319-342Article in journal (Refereed)
  • 30.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    McDermott, Roger
    von Konsky, Brian
    Assessing professional skills in engineering education2011In: Australian Computer Science Communications, ISSN 0157-3055, Vol. 33, no 2, p. 145-154Article in journal (Refereed)
  • 31.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Peters, Anne-Kathrin
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    McDermott, Roger
    Critical thinking, peer-writing, and the importance of feedback2014In: Proc. 44th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2014, p. 1501-1507Conference paper (Refereed)
  • 32.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    von Konsky, Brian R.
    Development of Professional Competencies in Engineering Education2011In: Proc. 41st ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2011, p. S1C-1-5Conference paper (Refereed)
  • 33.
    Cajander, Åsa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Sandblad, Bengt
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Lind, Thomas
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    McDermott, Roger
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Vision seminars and administration of university education: A case study2015In: Proc. 1st Al Baha University and Uppsala University Symposium on Quality in Computing Education, 2015, p. 29-32Conference paper (Refereed)
  • 34. Cassel, Lillian
    et al.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Goldweber, Michael
    Sheard, Judy
    Four relections on the history of ITiCSE2018In: ACM inroads, ISSN 2153-2184, E-ISSN 2153-2192, Vol. 9, no 4, p. 40-46Article in journal (Refereed)
    Abstract [en]

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

  • 35.
    Clear, Tony
    et al.
    Auckland Univ Technol, Sch Engn Comp & Math Sci, Private Bag, Auckland, New Zealand.
    Beecham, Sarah
    Univ Limerick, Lero Irish Software Res Ctr, Limerick, Ireland.
    Barr, John
    Ithaca Coll, Ithaca, NY USA.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    McDermott, Roger
    Robert Gordon Univ, Dept Comp Sci, Aberdeen, Scotland.
    Oudshoorn, Michael
    Wentworth Inst Technol, Dept Comp Sci & Comp Networking, Boston, MA USA.
    Savickaite, Airina
    Vilnius Univ, Dept Comp Sci & Engn, Vilnius, Lithuania.
    Noll, John
    Univ Limerick, Lero Irish Software Res Ctr, Limerick, Irelan.
    Challenges and recommendations for the design and conduct of global software engineering courses: A systematic review2016In: Proceedings of The 2015 Iticse Conference on Working Group Reports (Iticse-Wgp'15) / [ed] ACM, New York: ACM Press, 2016, p. 1-39Conference paper (Refereed)
    Abstract [en]

    Context: Global Software Engineering (GSE) has become the predominant form of software development for global companies and has given rise to a demand for students trained in GSE. In response, universities are developing courses and curricula around GSE and researchers have begun to disseminate studies of these new approaches.

    Problem: GSE differs from most other computer science fields, however, in that practice is inseparable from theory. As a result, educators looking to create GSE courses face a daunting task: integrating global practice into the local classroom.

    Aim: This study aims to ameliorate the very difficult task of teaching GSE by delineating the challenges and providing some recommendations for overcoming them.

    Method: To meet our aims we pose two research questions ("When teaching GSE to students in Higher Education, what are the (a) challenges, and (b) recommendations for addressing them") and then conduct a systematic literature review (SLR) to determine the answers to these questions. Our SLR follows a carefully designed and validated protocol.

    Results: We found 82 papers that addressed our research questions. Our findings indicate that in addition to the challenges posed by GSE in general, particular problems arise in educational situations. The majority of these challenges fall into the "global distance" category, though teamwork challenges and people issues (such as trust) also commonly arise. Organizational differences between institutions, differing skill sets between students in different locations, and varying cultural work norms, for example, all operate within educational settings in quite different ways than in professional development teams. Integrating cultural training, conducting teamwork exercises to build trust, and instructor monitoring of team communication are all examples of techniques that have been used successfully by educators according to our review.

    Conclusion: Despite the severity of the challenges in GSE education, many institutions have successfully developed courses and curricula targeting GSE. Indeed, for each of the challenges we have identified in the literature there are numerous recommendations for overcoming them. Instructors can use the recommendations given in this study as a starting point to running successful GSE courses.

  • 36.
    Clear, Tony
    et al.
    Auckland Univ Technol, Sch Engn Comp & Math Sci, Auckland, New Zealand..
    Beecham, Sarah
    Univ Limerick, Lero, Limerick, Ireland..
    Barr, John
    Ithaca Coll, Ithaca, NY 14850 USA..
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Oudshoorn, Michael
    Wentworth Inst Technol, Dept Comp Sci & Comp Networking, Boston, MA USA..
    Noll, John
    Univ Limerick, Lero, Limerick, Ireland..
    Developments in Global Software Engineering Education2016In: 2016 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE), 2016Conference paper (Refereed)
    Abstract [en]

    An ITiCSE 2015 conference working group report has recently delivered a comprehensive systematic review of the literature addressing the challenges and solutions in teaching global software engineering courses. In this panel session, a group of authors of that report will review the findings, and present their own views on teaching such courses, the pros and cons and their own motivations and experiences, together with strategies that have proven effective. We argue that these courses are critical for preparing students for practice as software engineers in today's global settings, but they are certainly not for the faint-hearted. After the review and presentation of position statements by panelists there will be a question and answer session with the audience and a discussion elaborating on the next frontiers in research and practice for global software engineering education.

  • 37. Clear, Tony
    et al.
    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.
    2D and 3D Introductory Processes in Virtual Groups2003In: IEEE Frontiers in Education, 2003, p. S1F1-S1F6Conference paper (Refereed)
    Abstract [en]

    This paper reports upon a collaborative learning

    trial conducted in 2002 between students at Auckland

    University of Technology New Zealand and Uppsala

    University Sweden.

    The trial design included an initial phase in which virtual

    groups became acquainted, using different modes of cybericebreaker,

    and a subsequent phase with a common task

    involving group decision making - evaluating and ranking

    the different icebreaker experiences.

    The software used in the trial comprised 1) a custom

    developed web-based groupware database, and 2) a Java

    3D application, employing configurable avatars, which

    could be manipulated in a virtual world. Each of these

    applications supported icebreaking activities intended to

    establish trust between virtual group members, the latter in

    3D mode, and the former in 2D mode.

    The trial process and the software are initially outlined. The

    evaluation strategy, and approaches to data analysis are

    then discussed, and the paper concludes with a report of

    preliminary findings from the trial.

  • 38. Clear, Tony
    et al.
    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.
    A cyber-icebreaker for an effective virtual group?2001In: ACM SIGCSE Bulletin, Vol. 33, no 3Article in journal (Refereed)
    Abstract [en]

    This paper reports selected results from the most recent of a series of international collaborative trials between students at Auckland University of Technology and Uppsala University. The trials require students to work together in virtual groups, comprising students from each institution, to perform a common task. The topic of this paper is how to form and sustain more effective virtual groups. In this trial a cyber-icebreaker task has been introduced and its contribution to group effectiveness is explored. Some conclusions are drawn pinpointing the strengths and weaknesses of this trial design, and some insights into effective design of electronic collaborative learning groups are gained.

  • 39. Clear, Tony
    et al.
    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.
    Using groupware for international collaborative learning2000In: IEEE Frontiers in education conference, Kansas City, 2000, p. F1C18-F1C23Conference paper (Refereed)
    Abstract [en]

    This paper reports the lessons learned from a two year collaborative learning trial between students at Auckland University of Technology (AUT) and Uppsala University. The trials took place using a combination of email and a custom developed Lotus Notes™ database. The first trial involved a case study in which students performed different roles in designing a software solution for an Auckland based nailcare distributor. The second trial built upon the knowledge base of the earlier trial, and required students to evaluate and rank the previous design proposals. A theoretical model developed from the group support systems literature guided some of the changes in the second trial. The software, the collaboration process and the evaluation methods evolved over the course of these trials. The challenges of creating global student communities within a short collaboration window in existing courses of study are discussed. Further extensions to this research are proposed and some general recommendations are made.

  • 40. Clear, Tony
    et al.
    McDermott, Roger
    Parsjö, Elin
    Cajander, Åsa
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Lagerqvist, Nanna
    A framework for writing learning agreements2016In: Proc. 46th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2016Conference paper (Refereed)
    Abstract [en]

    Active learning is a popular concept for motivating learning. Learning agreements are one strategy towards this goal. They can be used to aid the students to take ownership of their learning and in becoming more active in a course. Learning Agreements are especially useful tools for scaffolding learning in courses with a focus on developing the professional competencies of students, such as in Open Ended Group Projects, Work Integrated Learning or other authentic learning contexts. Such educational contexts are complex and we have found it necessary to scaffold student learning using agreements based on professional competencies. This has led to a pedagogical framework, which has found successful application in a number of contexts. This framework has been built based on discussions with students, and has involved the development of a supporting wiki which contains descriptions of the different professional competencies involved in the learning agreement. The IT based framework has been iteratively developed together with the students taking the course in the fall of 2015. The development and assessment of this framework is contrasted in the context of two courses using learning agreements, one (in Sweden) with a focus on development of professional competencies and the other (in New Zealand) addressing a mix of professional competencies and subject knowledge in a work integrated learning setting.

  • 41.
    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.
    Asyl/EFSM: a language for specification of protocols and computers1985Licentiate thesis, comprehensive summary (Other academic)
  • 42.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Computing Education: The Importance of Context: Keynote presentation2020Conference paper (Other academic)
  • 43.
    Daniels, Mats
    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.
    Developing and Assessing Professional Competencies: a Pipe Dream?: Experiences from an Open-Ended Group Project Learning Environment2011Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Professional competencies are explicitly identified in the primary learning outcomes for science and engineering degrees at many tertiary institutions.  Fulfillment of the requirements to equip our students with these skills, while formally acknowledged as important by all stakeholders, can be hard to demonstrate in practice.  Most degree awarding institutions would have difficulties if asked to document where in degree programs such competencies are developed.

    The work in this thesis addresses the issue of professional competencies from several angles.  The Open-Ended Group Project (OEGP) concept is introduced and proposed as an approach to constructing learning environments in which students’ development of professional competencies can be stimulated and assessed.  Scholarly, research-based development of the IT in Society course unit (ITiS) is described and analyzed in order to present ideas for tailoring OEGP-based course units towards meeting learning objectives related to professional competence.  Work in this thesis includes an examination of both the meanings attributed to the term professional competencies, and methods which can be used to assess the competencies once they are agreed on.

    The empirical work on developing ITiS is based on a framework for educational research, which has been both refined and extended as an integral part of my research.  The action research methodology is presented and concrete examples of implementations of different pedagogical interventions, based on the methodology, are given.  The framework provides support for relating a theoretical foundation to studies, or development, of learning environments.  The particular theoretical foundation for the examples in this thesis includes, apart from the action research methodology, constructivism, conceptual change, threshold concepts, communities of practice, ill-structured problem solving, the reflective practicum, and problem based learning.

    The key finding in this thesis is that development and assessment of professional competencies is not a pipe dream.  Assessment can be accomplished, and the OEGP concept provides a flexible base for creating an appropriate learning environment for this purpose.

    List of papers
    1. Reflections on International Projects in the Undergraduate CS Education
    Open this publication in new window or tab >>Reflections on International Projects in the Undergraduate CS Education
    1999 (English)In: Computer Science Education, Vol. 9, no 3, p. 256-267Article in journal (Refereed) Published
    Abstract [en]

    Educational methods race to keep pace with the opportunities afforded by technology, and in computer science we need methods that tie together the diverse aspects of the discipline and set them in a realistic human context. Projects have the potential to address various aims and perspectives, and international projects add new dimensions to student teamwork, requiring students to handle collaboration that is remote, cross-cultural, and linguistically challenging. This paper examines some of the educational issues associated with international projects, in the discussion of two examples: PASTICS and Runestone.

    National Category
    Computer Engineering
    Identifiers
    urn:nbn:se:uu:diva-40502 (URN)
    Available from: 2008-11-26 Created: 2008-11-26 Last updated: 2018-01-11
    2. Open Ended Group Projects (OEGP): A way of including diversity in the IT curriculum
    Open this publication in new window or tab >>Open Ended Group Projects (OEGP): A way of including diversity in the IT curriculum
    2006 (English)In: Diversity in information technology education: Issues and controversities, Information Science Publishing, London , 2006, p. 166-195Chapter in book (Refereed)
    Abstract [en]

    Modern societies are now beginning to accept that their citizens are diverse but, arguably, have not yet faced up to the challenges of diversity. Schools and universities thus have a role to play in equipping students for the diverse society in which they will live and work. IT students in particular need to appreciate the diversity of society as they specify, design, build and evaluate systems for a wide range of people. This chapter examines the concept of the Open Ended Group Project (OEGP) and uses examples to demonstrate that OEGP forms an effective technique for encouraging students to work together in diverse teams. The appropriateness of OEGP as a means of addressing diversity in the curriculum is examined and it is concluded that OEGP offers a suitable means of enabling students to develop strategies for accommodating diversity in both their future working life and the wider society.

    Place, publisher, year, edition, pages
    Information Science Publishing, London, 2006
    Keywords
    Computing education
    National Category
    Computer Sciences
    Identifiers
    urn:nbn:se:uu:diva-77351 (URN)1-59140-742-7 (ISBN)
    Available from: 2006-03-14 Created: 2006-03-14 Last updated: 2018-01-13
    3. Experiences from using Constructive Controversy in an Open Ended Group Project
    Open this publication in new window or tab >>Experiences from using Constructive Controversy in an Open Ended Group Project
    2010 (English)In: Proc. 40th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2010, p. S3D-1-5Conference paper, Published paper (Refereed)
    Place, publisher, year, edition, pages
    Piscataway, NJ: IEEE, 2010
    National Category
    Computer Sciences Didactics
    Identifiers
    urn:nbn:se:uu:diva-139736 (URN)10.1109/FIE.2010.5673418 (DOI)978-1-4244-6261-2 (ISBN)
    Available from: 2010-12-23 Created: 2010-12-29 Last updated: 2018-01-12Bibliographically approved
    4. Engineering Education Research in Practice: Evolving use of open ended group projects as a pedagogical strategy for developing skills in global collaboration
    Open this publication in new window or tab >>Engineering Education Research in Practice: Evolving use of open ended group projects as a pedagogical strategy for developing skills in global collaboration
    2010 (English)In: International journal of engineering education, ISSN 0949-149X, Vol. 26, no 4, p. 795-806Article in journal (Refereed) Published
    Abstract [en]

    Globalization presents engineering educators with new challenges as they face the need for graduates who can function comfortably in an increasingly distributed team context which crosses country and cultural boundaries. Scaffolding learners to acquire professional attributes which transcend the solely technical places stress on traditional curriculum models. This paper analyses an Open Ended Group Project Framework (OEGP) situated in an action research program applied within the IT in Society course at Uppsala University. The approach results in conscious evolution of the course as an integral element of its design. It enables flexible planned educational change informed by a combination of learning theories and stakeholder input. In this paper we discuss the role of the research program in addressing the educational challenges we faced assisting students to develop global collaboration skills. The implications of combining this course with one at a partner institution in the USA and developing a global collaboration are also addressed. The paper concludes by summarizing the benefits of adopting an integrated action research and OEGP framework to support flexible course delivery in a global professional engineering context.

    Keywords
    Open Ended Group Projects, global collaboration, action research, engineering education research
    National Category
    Computer Sciences
    Research subject
    Computer Science with specialization in Computer Science Education Research
    Identifiers
    urn:nbn:se:uu:diva-112983 (URN)000282010500007 ()
    Available from: 2010-01-25 Created: 2010-01-25 Last updated: 2018-01-12Bibliographically approved
    5. Assessing professional skills in engineering education
    Open this publication in new window or tab >>Assessing professional skills in engineering education
    2011 (English)In: Australian Computer Science Communications, ISSN 0157-3055, Vol. 33, no 2, p. 145-154Article in journal (Refereed) Published
    National Category
    Computer Sciences Didactics
    Identifiers
    urn:nbn:se:uu:diva-145999 (URN)
    Available from: 2011-01-20 Created: 2011-02-14 Last updated: 2021-01-13Bibliographically approved
    Download full text (pdf)
    FULLTEXT02
  • 44.
    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.
    Distributed Teaching with Local Control2002In: IEEE Frontiers in Education conference, 2002, p. T4E12-Conference paper (Refereed)
    Abstract [en]

    The objective of this project is to investigate and develop approaches to include non-local experts in local courses. The focus will be on project oriented courses and part of the effort will be directed to use of technical support. The study will aim to:

    • Design, implement, and analyze some concrete examples of use of non-local experts.

    • Draw general conclusions of the individual examples, especially concerning learning outcomes and costs (both in time and money).

  • 45.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    My SIGCSE -> ITiCSE2018In: ACM inroads, ISSN 2153-2184, E-ISSN 2153-2192, Vol. 9, no 4, p. 101-101Article in journal (Refereed)
    Abstract [en]

    My SIGCSE is rather my ITiCSE, since this conference has become part of my identity. This is not just professional, it is also very personal. Education has always been special to me and attending conferences, such as SIGCSE and ITiCSE, has been essential to get a better foundation for my strong drive to improve education, both at Uppsala University and elsewhere. Thinking back to my first conferences the main impression is "coming home," to be where I belong among positive and supporting people discussing matters that I deeply care about. This is also evident in my line of research. I started my academic career as a researcher in formal methods in computer science, specifically in timing aspects in computer architecture and computer networks and subsequently changed to the area of discipline-based education research. Attending SIGCSE and ITiCSE has been instrumental in this shift as well as the creation of the Uppsala Computing Education research Group (UpCERG).

  • 46.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Professional Competencies for Real?: A Question about Identity!2016In: ITiCSE '16 Proceedings of the 2016 ACM Conference in Innovation and Technology in Computer Science Education, ACM Digital Library, 2016Conference paper (Other academic)
    Abstract [en]

    How students develop professional competencies has been an interest for me for decades. There are several aspects to this issue that I have addressed, e.g. what are professional competencies, how can their development of them be supported in educational settings, what motivates a student to put in an effort towards developing a competency, how can they be assessed, how can progression of professional competencies be handled in education curricula, and how can development of professional competencies be specified in a course description. These are among the more prominent issues that have been on my mind. In this work I have noticed a huge "gap" between how professional competencies are expressed as important learning outcomes of degree programs and the almost zero link to how this development should be done at the course instance level. This "gap" is frustrating for me and a source for thoughts regarding how to bridge that "gap". Work in our research group UpCERG (Uppsala Computing Education Research Group, www.it.uu.se/research/group/upcerg) has lately included studying issues related to identity, initially mostly the identity of different student cohorts, but now also that of teachers and education leaders. This research provides valuable insights towards causes for the "gap". That is, the slow closing of the "gap" can be understood by placing this in the context of the identity of the teachers (especially) and the students. It is how professional competencies are valued in relation to "pure" subject knowledge among these identities that provides severe obstacles to inclusion of development of professional competencies in a meaningful way at the course instance level. This is despite much of the previous work regarding issues related to developing professional competencies in educational settings, as those mentioned above.

  • 47.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    The contribution of open ended group projects to international student collaborations2010In: ACM Inroads, ISSN 2153-2184, Vol. 1, no 3, p. 79-84Article in journal (Refereed)
  • 48.
    Daniels, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    The Educator Identity and its Impact2017In: SIGCSE '17 Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, ACM Digital Library, 2017Conference paper (Other academic)
    Abstract [en]

    I'm going to address the educator identity from two perspectives. The first is my own perspective, where I will present what my educator identity means to me and what this has led me to devote time and energy on. My vision is that I want to be part of creating learning environments that benefit both the learner as an individual and society in general from many dimensions and purposes. As an educator I want to support our students on a route to become able and conscious graduates who will have a positive impact and be seen as truly professionally competent wherever their career takes them. This sounds hunky-dory, but how can it be achieved? I don't think there are any silver bullets that will lead to such a setting, but I do believe that knowing more is a way forward. Having no clear way forward was frustrating and this is where involvement in educator communities, like the SIGCSE community, became essential. Giving time and effort to such communities is, in my opinion, rewarding itself manyfold, not least, in my case, for aiding to understand the issues and opportunities involved in pursuing my vision. Developing my identity as educator through being part of the SIGCSE community, with its abundance of role models, has been invaluable for me. I hope my work will be an inspiration for others. Computing and engineering education research is the other big part in my strive for fulfilling my educator dreams. Or should I say pipe dreams as in the title of my thesis "Developing and Assessing Professional Competencies: a Pipe Dream? Experiences from an Open-Ended Group Project Learning Environment", which I defended on the day thirty years after I enrolled as a PhD student? No, I don't see it as a pipe dream even though there are much more to look into and understand regarding education in our field. This research area is the second perspective I want to bring up regarding educator identity, and I will use the research lens to look at the impact we as educators have on our students. My focus will be on the influence educators have on students learning with regard to aspects beyond pure computing skills. I will in the presentation build on work in our research group (UpCERG), which lately has included studying issues related to identity, both students and educators. I especially want to draw attention to the potential impact we as educators have on the "gap" between graduating truly professionally competent persons and merely technically competent persons

  • 49.
    Daniels, Mats
    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.
    Asplund, Lars
    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.
    Full Scale Industrial Project Work1999In: IEEE Frontiers in Education conference, 1999, p. 11b2-7Conference paper (Refereed)
    Abstract [en]

    This paper presents the motivations, design, outcomes, and lessons learned, from a long series of project-oriented courses. The project is chosen to be similar to real industry projects and with a technical content that is at the senior or master level. The students will in the course follow the project from the initial requirement specification to a product during one semester. The first half of the semester also includes a traditional Distributed Systems course, but the second half is solely devoted to the project. The time each student is supposed to spend on actual project work is 15 effort weeks which, since the project involves between 15 and 20 students, means that up to 7 effort years are spent on the project by final year computer science students.

  • 50.
    Daniels, Mats
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Datorteknik.
    Asplund, Lars
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Datorteknik.
    Multi-Level Project Work; a Study in Collaboration2000In: IEEE Frontiers in Education conference, 2000, p. F4C11-F4C13Conference paper (Refereed)
    Abstract [en]

    This is a description of our latest effort to find new education forms. We have a long experience with running large projects [1], but wanted to expand the concept into an interdisciplinary setting. By combing three different student groups we have been able to formulate a project aiming at from scratch building robots that will participate in the robot soccer championships.

    This complex project resembles a realistic industry development that covers the, for us, usual computer science aspect, as well as interfacing with electronic hardware and mechanical construction.

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