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  • 1. Adams, Robin
    et al.
    Fincher, Sally
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Börstler, Jürgen
    Boustedt, Jonas
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing.
    Dalenius, Peter
    Eken, Gunilla
    Heyer, Tim
    Jacobsson, Andreas
    Lindberg, Vanja
    Molin, Bengt
    Moström, Jan Erik
    Wiggberg, Mattias
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    What is the word for "Engineering" in Swedish: Swedish students' conceptions of their discipline2007Report (Other academic)
  • 2.
    Alghamdi, Fayiq
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Changing the Educational Epistemologies of Computer Science Teachers: A Case Study of the Kingdom of Saudi Arabia2018In: 2018 IEEE Frontiers in Education Conference (FIE), Piscataway, NJ: IEEE, 2018Conference paper (Refereed)
    Abstract [en]

    This paper explores the attitudes of Computer Sci- ence (CS) teachers in the Kingdom of Saudi Arabia (KSA) who are confronted by the Saudi Teaching Competencies Standards (STCS). The STCS is a response to a substantial need to develop both subject-specific pedagogical ability as well as teachers subject area knowledge. The Ministry of Education in the KSA is encouraging teachers to improve their practices to achieve the new quality requirements for education. This paper presents the results of an investigation of CS teachers’ views on educational belief changes in the KSA schools. The paper addresses how and why CS teachers adopt new educational beliefs in their teaching. The paper presents the results of the investigation of the CS teachers views on educational belief changes in the KSA schools and the STCS policy document guidelines. Research in the area of changing educational epistemology in teaching CS identifies six factors that influence teachers, these are personal pedagogical beliefs, peer learning, curriculum, self-directed learning, student feedback and the STCS. A mixed method study approach was adopted in this work. Content analysis has been applied to the interview transcript and thematic coding analysis to the government policy document (STCS). The results provide a valuable case study in the KSA and emphasize the weak relationship between educational epistemology change and the STCS norms. The findings show that the STCS should provide stronger guidance for CS teachers to keep changing beliefs in teaching CS. The STCS should offer supporting official resources to CS teachers to help them in changing their beliefs in regard to teaching CS.

  • 3.
    Alghamdi, Fayiq
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Teachers’ Awards: an Incentive for Pedagogical Development in Saudi Arabia2019In: 2019 IEEE Frontiers in Education Conference (FIE), 2019, , p. 6Conference paper (Refereed)
    Abstract [en]

    This work-in-progress paper presents a study on how K-12 Computer Science teachers in Saudi Arabia have changed their pedagogy as a result of engaging in one year of professional development leading up to applying for a teacher's award. The results are based on thematic analysis of fourteen interviews with teachers that have been awarded either the `Education Excellence Award' or the `Microsoft Expert in Education'. The study focuses on how preparing for and getting the teaching award has influenced them focusing on changes in their pedagogical development and subsequent practices. The work provides an in-depth description of several aspects of the Saudi Arabian teaching culture. It explores and discusses the affordances of mechanisms used to strengthen pedagogical competence in a teacher community, paying extra attention to awards. This study identifies four main factors that motivate teachers to engage in pedagogical development in teaching Computer Science. The research suggests that awards can be an efficient motivator in establishing a culture of excellence among Computer Science teachers.

  • 4.
    Alghamdi, Fayiq
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Computer science teachers perspectives on competencies: A case study in the Kingdom of Saudi Arabia2018In: Informatics in Schools. Fundamentals of Computer Science and Software Engineering, Springer, 2018, p. 129-140Conference paper (Refereed)
    Abstract [en]

    The Kingdom of Saudi Arabia (KSA) has recently adopted the Saudi Teaching Competencies Standard (STCS). This paper tries to answer how these competencies are achieved, how they are maintained, and what support exists to support teaching CS competently in the KSA. This paper presents the results of an investigation of teacher awareness of, and attitudes to, the STCS in the Kingdom. Through the study reported here, we address an urgent need in the Kingdom to understand teacher preparedness in terms of CS teaching competencies. The study draws on interviews with ten CS teachers in five different cities in the KSA. A thematic coding analysis approach was used. This study explores the CS teaching competencies held by teachers in three areas of CS teaching, focusing on connection to society, professional practice and professional development. The results of the study highlight the CS teaching competencies that CS teachers feel they currently grasp well in the KSA. By enhancing awareness of what teachers currently do well we contribute to the adjustment and improvement of the STCS and help to build a program which addresses the current in-service training needs of CS teachers. The outcomes also help to raise awareness of the challenges of implementing the Computer Education curriculum in KSA schools.

  • 5.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Ämnesdidaktisk forskning: Ett stöd för utbildningsexcellens2014In: I stort och smått – med studenten i fokus / [ed] Gunnlaugsson, Geir, Uppsala universitet, 2014, p. 241-249Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    I en tid fylld av viktiga vägval för högre utbildning krävs pålitlig information för att fatta välgrundade beslut. Där spelar ämnesdidaktisk forskning med fokus på högre utbildning en betydelsefull roll. Detta forskningsområde har vuxit fram under inflytande från olika utbildningspolitiska beslut och även gett flera viktiga bidrag till den högskolepedagogiska utvecklingen. För att stärka utvecklingen ytterligare krävs olika stödjande strukturer som bland annat stärker forskningsverksamheten, underlättar samverkan mellan olika intressenter och bidrar till praktiska tillämpningar av den ämnesdidaktiska kunskapen.

  • 6.
    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.

  • 7.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Discipline-based staff development courses to promote a sustainable SOTL environment: An example from science and engineering at Uppsala University2014In: Proc. ICED 2014: Educational development in a changing world, London, UK: International Consortium for Educational Development , 2014, p. 392-392Conference paper (Refereed)
    Abstract [en]

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

  • 8.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Box, Ilona
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing.
    Lister, Raymond
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Disseminating phenomenography: Workshops for the computing education research community2008In: Proc. EARLI SIG 9 Workshop on Phenomenography and Variation Theory: Implications of Phenomenography and Variation Theory in Practice, Sweden: Kristianstad Academic Press , 2008, p. 17-18Conference paper (Other academic)
  • 9.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Box, Ilona
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing.
    Lister, Raymond
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Learning educational research methods through collaborative research: the PhICER initiative2008In: Australian Computer Science Communications, ISSN 0157-3055, Vol. 30, no 5, p. 35-42Article in journal (Refereed)
  • 10.
    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 

  • 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, 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.

  • 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. 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.

  • 13.
    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.

  • 14.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    East, Philip
    Kinnunen, Päivi
    Malmi, Lauri
    McCartney, Robert
    Moström, Jan Erik
    Murphy, Laurie
    Ratcliffe, Mark
    Schulte, Carsten
    Simon, Beth
    Stamouli, Ioanna
    Thomas, Lynda
    Learning computer science: Perceptions, actions and roles2009In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 34, p. 327-338Article in journal (Refereed)
  • 15.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Pedagogical development in engineering: A collaborative project between Saudi Arabia and Sweden2014In: Proc. World Engineering Education Forum, 2014, p. 967-968Conference paper (Refereed)
    Abstract [en]

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

  • 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.
    Pears, Arnold
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Students' Understanding of Networks in an Internationally Distributed Course.2003In: Proceedings of 3rd IEEE International Conference of Advanced Learning Technologies (ICALT 2003)., 2003, p. 380-381Conference paper (Refereed)
  • 17.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Alagla, Ali
    Al Baha University, Saudi Arabia.
    Salih, Nimir
    Al Baha University, Saudi Arabia.
    Shenify, Mohamed
    Al Baha University, Saudi Arabia.
    Learning to develop learning and teaching of CS: a collaborative example2014In: Proc. 2nd International Conference on Learning and Teaching in Computing and Engineering, Los Alamitos, CA: IEEE Computer Society, 2014, p. 147-148Conference paper (Refereed)
    Abstract [en]

    Developing and improving teaching and learning in computer science is a complex task. One of the most significant challenges involves encouraging students, teachers and the formal university structures to all move in the same direction, for example to embrace the ideas of Scholarship of Teaching and Learning (SoTL). Much of the difficulty can be found in the fact that the intrinsic nature of SoTL implies that teaching and learning should be researched and critically examined. This in turn demands a development of underlying staff and organisational attitudes. As a consequence, the ways to relate to the students, the subject area, the teaching and our colleagues must scrutinised, with the intent of finding new teaching and learning forms. This contribution discusses an on-going four year project, ABoLT (Al Baha optimising Teaching and Learning), in which Uppsala University (UU) in Sweden and Al Baha University (ABU) in Saudi Arabia collaborate on developing computer science (CS) education at ABU, based in the ideas of SoTL to the benefit of both partners. In the project, ABU will renew its teaching in CS and, at the same time, initialise, formulate and conduct research in computing education, as a means to understand and improve its own teaching and the learning of its students.

    Download full text (pdf)
    fulltext
  • 18.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    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 course2015In: Proc. 3rd International Conference on Learning and Teaching in Computing and Engineering, Los Alamitos, CA: IEEE Computer Society, 2015, p. 1-6Conference paper (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 19.
    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)
  • 20. Clear, Tony
    et al.
    Whalley, Jacqueline
    Hill, Jonathan
    Liu, Yong
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Plimmer, Beryl
    A global software project: Developing a tablet PC capture platform for explanograms2009In: Proc. 8th International Conference on Computing Education Research: Koli Calling, 2009, p. 41-50Conference paper (Refereed)
  • 21.
    Daniels, Mats
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    A Case Study: The Uppsala Computing Education Research Group (UpCERG)2023In: Past, Present and Future of Computing Education Research / [ed] Apiola, M., López-Pernas, S., Saqr, M., Springer Nature, 2023, p. 245-258Chapter in book (Refereed)
    Abstract [en]

    A Case Study: The Uppsala Computing Education Research Group (UpCERG)Mats Daniels, Anders Berglund & Arnold Pears ChapterFirst Online: 05 January 2023362 Accesses1 CitationsAbstractComputing Education Research (CER) is a branch of Discipline Based Education Research (DBER) and is a relatively young research area. The Uppsala Computing Education Research Group (UpCERG) can be an example of how this area has evolved from the mid-90s, when the group was started, until today, when CER is an established research area at Uppsala University with a research program and full professors. This case study involves searching for and building a community, formulating frameworks for conducting CER, finding and including methods, theories, and people from other disciplines, and developing relevant research questions for CER. The people in UpCERG represent a wide area of research interests, and the case study illustrates, to a large extent, the development of CER in general. The chapter will relate the UpCERG evolution to the CER field in general.

  • 22.
    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.
    Berglund, Anders
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    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.
    Runestone, the Story2003In: Grundutbildningsrådets utvecklingskonferens, Gävle, 2003Conference paper (Refereed)
    Abstract [en]

    Runestone started as a project funded by the Swedish council for renewal of higher education in 1997 and has developed into a major component in an international community of developers and researchers in computer science education. We will here tell its story, or rather one of them.

  • 23.
    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.
    Berglund, Anders
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    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.
    Fincher, Sally
    Five myths of assessment2004In: Australian Computer Science Communication, Vol. 26, no 5, p. 57-61Article in journal (Refereed)
    Abstract [en]

    This paper describes some issues concerning assessment and the corresponding motivation for students to work in a desired manner. The issues came from studying assessment in the Runestone project, but are, as we see them, of general interest. Our findings illustrate the need to not take the effects of assessment, nor what it measures, for granted. It is our intention to promote Computer Science Education research as an essential area for improving our education, in this case by exposing myths about assessment as myths.

  • 24.
    Daniels, Mats
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Cajander, Åsa
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Human-Computer Interaction.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Clear, Tony
    Engineering Education Research in Practice: Evolving use of open ended group projects as a pedagogical strategy for developing skills in global collaboration2010In: International journal of engineering education, ISSN 0949-149X, Vol. 26, no 4, p. 795-806Article in journal (Refereed)
    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.

  • 25.
    Daniels, Mats
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Malmi, Lauri
    Aalto University.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Simon, undefined
    What is Computing Education Research (CER)?2023In: Past, Present and Future of Computing Education Research / [ed] piola, M., López-Pernas, S., Saqr, M., Springer Nature, 2023, p. 9-31Chapter in book (Refereed)
    Abstract [en]

    This chapter follows the development of Computing Education Research (CER) from how the CER community emerged from investigating teaching computer science (CS) as a tertiary education subject to becoming a research discipline of its own. Given the rapid growth of Computing as a discipline and the complexity of the research foci aligned with the educational transformation, it is clear that a single definition of CER is not possible. However, taking a historical perspective, including the development of a sense of scholarship, allows us to analyze the focus of CER over time. Furthermore, we will provide an environmental structure for CER that includes the components computing in general, learning and teaching computing, and educational research, to discuss the interaction and overlap between CER and the other aspects of the field of Computing. The concept of scholarship gives a common ground for valuing CER. To that end, we provide a short introduction to scholarship based on a framework developed by Glassick et al. (Scholarship assessed: evaluation of the professoriate. Jossey-Bass, San Francisco, 1997) as a basis for the CER community. Finally, we will reflect on the status of CER as a discipline. In this, we will use some criteria from Fensham (Defining an Identity: The Evolution of Science Education as a Field of Research. Springer Science & Business Media, 2004) for a discipline and provide our assessment of how well CER fulfills these criteria. We argue that CER has matured to be seen as a legitimate research discipline and conclude by relating CER to other examples of Discipline Based Education Research (DBER). The chapter lays the groundwork for some of the remaining chapters by presenting our perspective on influential contributions to the international dialogue concerning the content and structure of CER. The chapter also provides an overview of some attempts to define the field, including significant books about CER, panel sessions at major conferences, taxonomies, and structured literature reviews.

  • 26.
    Daniels, Mats
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Models and methods for computing education research2012In: Australian Computer Science Communications, ISSN 0157-3055, Vol. 34, no 2, p. 95-102Article in journal (Refereed)
  • 27.
    Daniels, Mats
    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.
    Pears, Arnold
    Dept of Learning in Engineering Sciences, KTH Royal Institute of Technology, Stockholm, Sweden.
    Nylén, Aletta
    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 Computing Science.
    Inspiring Computational Thinking: A Science Fair Activity2021In: 2021 IEEE Frontiers in Education Conference (FIE), Institute of Electrical and Electronics Engineers (IEEE), 2021Conference paper (Refereed)
    Abstract [en]

    This Research Full Paper introduces a model for structuring playful, challenge-based learning activities drawing on a process of decontextualisation of a challenge to access its Computational Thinking intellectual and conceptual components and subsequent computationalisation of these components into computational artifacts that are recontextualised to render them attractive and accessible to school pupils. The case study follows a thick description approach to evaluating the engagement potential of the instructional design, as well as the didactic choices made during implementation. We conclude that Bebras cards and Dash robots provide considerable support for a playful engagement with computational concepts and engaging children with different scientific backgrounds in Computational Thinking. In particular, flexibility in how they are used and easy adaptation of challenge level make them useful in contexts with broad participation. Additionally we find that using robots to provide a link between the theoretical presentation of CT in the Bebras card and a physical representation and programming challenge is engaging and helps participants to focus on algorithmic concepts.

  • 28.
    Dunkels, Adam
    et al.
    SICS.
    Gold, Richard
    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.
    Angel Marti, Sergio
    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.
    Uddenfeldt, 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.
    Janus: an architecture for flexible access to sensor networks2005In: DIN '05: Proceedings of the 1st ACM workshop on Dynamic interconnection of networks, 2005, p. 48-52Conference paper (Refereed)
  • 29.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Pålsson, Stefan
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computational Science.
    Scaffolding pedagogic excellence in higher education2013In: Improving Student Learning through Research and Scholarship, UK: Oxford Brookes University , 2013, p. 164-176Conference paper (Refereed)
    Download full text (pdf)
    fulltext
  • 30. Fuller, Ursula
    et al.
    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.
    Amillo, June
    Avram, Chris
    Mannila, Linda
    A Computing Perspective on the Bologna Process2006In: SIGCSE Bulletin: inroads, ISSN 0097-8418, Vol. 38, no 4, p. 115-131Article in journal (Refereed)
    Abstract [en]

    The Bologna process is intended to culminate in the formation of the European Higher Education Area (EHEA) by 2010. Its aim is to facilitate the mobility of people, the transparency and recognition of qualifications, quality and development of a European dimension to higher education, and the attractiveness of European institutions for third country students.

    This paper provides an overview of progress towards implementation in EHEA member states using official documents and interview data from faculty teaching computing in countries represented at the ITiCSE 2006 meeting. The key areas where the structures established by the Bologna process are problematic for computing education arise from the rapidly changing nature of the curriculum. It seems that the maturity and capability criteria, as well as the manner in which learning outcomes are specified, being developed within the Bologna process are too general. This endangers the properties of transparency and mobility that the process intends to promote.

    Progression and prerequisite knowledge in computing degrees can be very specific. For instance, generic learning outcomes for an introductory programming course quite rightly will not specify the programming language, or languages, used to implement algorithms. However, suppose a student intends to study an advanced algorithms and data structures course in which Java is the language of implementation which has an introductory course in programming as a prerequisite. If the introductory course language was Standard ML it is not clear that the prerequisite course actually provides the student with a suitable background. These types of complexities are typical of computing, where early subject curricula are not standardised nationally or internationally, and create significant hurdles for realising the Bologna objectives.

  • 31.
    Gulliksen, Jan
    et al.
    Kungliga Tekniska Högskolan .
    Cajander, Åsa
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Wiggberg, Mattias
    Kungliga Tekniska Högskolan .
    Digital spetskompetens – den nya renässansmänniskan: Genomlysning, definition, prognosverktyg och rekommendationer för framtida utveckling2020Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Att Sverige ska vara “bäst i världen på att utnyttja digitaliseringens möjligheter” är sedan 2011 regeringens övergripande digitaliseringsmål. Regeringens digitaliseringsstrategi från 2016 bryter ner målet i fem delmål, där digital kompetens är det som lyfts först och innehåller största andelen förslag. För att möta näringslivets och offentlig sektors behov måste matchningen av kompetens och behovet av en ökad digitalt kompetent arbetskraft tillgodoses enligt digitaliseringsstrategin. I “Smart industri”, regeringens nyindustrialiseringsstrategi, lyftes digitalisering av industri och ökade kompetensbehov, i regeringens nationella strategi för informations‐ och cybersäkerhet måste Sverige stärka behovet av kompetensförsörjning inom området. Det betonas även i regeringens nationella inriktning för artificiell intelligens från 2018 att om Sverige ska vara ledande i att tillvarata AI:s möjligheter för ökad välfärd och stärkt konkurrenskraft, behöver vi öka andelen personer som har de kunskaper som behövs för att använda och utveckla AI. I OECD:s analys “Going Digital in Sweden” från 2018 av vad Sverige behöver göra för att vara bäst i världen på att utnyttja digitaliseringens möjligheter, konstateras att bristen på digitala specialister och digital spetskompetens är en flaskhals för innovation och tillväxt i Sverige och behovet kommer att öka när digitaliseringen utvecklas och nya teknologier som AI får genomslag. Även Digitaliseringsrådet efterfrågar ett gemensamt agerande från arbetsmarknad, näringsliv och utbildningssektorn för ökad matchning mellan utbud och efterfrågan på digital kompetens samt för ökad jämställdhet i IT‐ branschen.   Begreppet digital spetskompetens har flitigt använts i media och rapporter, utan att ha haft en gemensamt överenskommen definition eller betydelse. Denna rapport har analyserat och penetrerat digital spetskompetens för att förstå hur begreppet uppfattas av näringsliv och offentlig sektor, av de som anställer och de som utbildar, av de som själva besitter digital spetskompetens och de som har behov av att anlita sådan. Vi har diskuterat vad utbildning spelar för roll, huruvida det krävs en bred digital förståelse eller djup unik spetskompetens inom ett specifikt område, vad färdigheter har för betydelse, huruvida attityder och värderingar spelar någon roll och huruvida det krävs en konstant vidareutveckling av kunskapen för att kunna sägas besitta digital spetskompetens. Rapportens titel “Digital spetskompetens – den nya renässansmänniskan” är vald för att belysa de många krav och förväntningar som läggs på den digitalt spetskompetente i att vara såväl högutbildad och allmänbildad, vara ansvarstagande, föränderlig och stadigt i vidareutveckling, etc. Vi ser en förväntansbild som visar på komplexiteten att faktiskt kunna definiera begreppet på ett heltäckande sätt. Begreppet renässansmänniska avses inte tolkas maktstrukturellt.   Arbetet har genomförts under perioden januari‐april 2020 av undertecknande forskare vid KTH och Uppsala universitet. Förutom huvudförfattarna har även Jeffrey Buckley, postdoktor i teknikvetenskapens lärande, bidragit med sammanställning och analys av litteraturen och rapid reviewprocessen. Vi vill härmed tacka alla som bidragit genom intervjuer, workshops, analyser och diskussioner och framför allt våra uppdragsgivare från UKÄ och Tillväxtverket för stöd och diskussioner under projektets gång. Tack också till Helena Bernald som korrekturläst och bistått med transkribering. För rapporten svarar dock huvudförfattarna.   

  • 32. Isomöttönen, Ville
    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.
    Cajander, Åsa
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    McDermott, Roger
    Searching for global employability: Can students capitalize on enabling learning environments?2019In: ACM Transactions on Computing Education, E-ISSN 1946-6226, Vol. 19, no 2, p. 11:1-29, article id 11Article in journal (Refereed)
  • 33.
    Kathiravelu, Thabotharan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Approaches to P2P Applications Development2005In: Seventh International Workshop on Protocols for High-Speed Networks (PfHSN 2002), 2005Conference paper (Refereed)
    Abstract [en]

    Research in overlay and P2P networking has been tightly focused on fundamentals in the last few years, leading to developments on a range of important issues. The time has come to integrate these insights into existing and new systems. We see this as a vital part of the effort to influence the development of Internet services and arrive at a generalized architecture within which to design and construct overlay and P2P systems. This paper analyzes deployed P2P systems in the public and research arenas providing a taxonomy of issues and research. The paper then discusses the roles of overlays, P2P applications and network infrastructure and argues for a multi-dimensional view of systems development to describe the inter-relationships between these components. The parametric space in which one defines the role of a P2P application depends on the level of complexity we expect in that application, in comparison to the richness of the services provided by overlays and the network core. The contribution of the work presented here is to identify the key research issues in both academic and industrial environments and then suggest that an alignment of research activities and application development should focus on constructing a unified overlay architecture which ensures efficiency, fault tolerance and scalability.

  • 34.
    Kathiravelu, Thabotharan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    State of the art in modeling opportunistic networks2011In: Mobile Opportunistic Networks: Architectures, Protocols and Applications, Boca Raton, FL: Auerbach Publications , 2011, p. 25-50Chapter in book (Refereed)
  • 35.
    Kathiravelu, Thabotharan
    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.
    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.
    What & When?: Distributing Content in Opportunistic Networks2006In: International Conference on Wireless and Mobile Computing (ICWMC) 2006, 2006Conference paper (Refereed)
  • 36.
    Kathiravelu, Thabotharan
    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.
    Pears, Arnold
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Datorteknik.
    Ranasinghe, Nalin
    University of Colombo, Sri Lanka.
    Connectivity Models: A New Approach to Modeling Contacts in Opportunistic Networks2006In: Proceedings of the Eighth International Information Technology Conference (IITC) 2006, 2006, p. 185-Conference paper (Refereed)
  • 37. Lister, Raymond
    et al.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Box, Ilona
    Cope, Chris
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Avram, Chris
    Bower, Matt
    Carbone, Angela
    Davey, Bill
    de Raadt, Michael
    Doyle, Bernhard
    Fitzgerald, Sue
    Grandell, Linda
    Kutay, Cat
    Peltomäki, Mia
    Sheard, Judy
    Simon,
    Sutton, Ken
    Traynor, Des
    Tutty, Judy
    Venables, Anne
    Differing Ways that Computing Academics Understand Teaching.2007In: Australian Computer Science Communications, ISSN 0157-3055, Vol. 29, no 5, p. 97-106Article in journal (Refereed)
    Abstract [en]

    This paper presents first results from a wide-ranging phenomenographic study of computing academics' understanding of teaching. These first results focus upon four areas: the role of lab practical sessions, the experience of teaching success, conceptions of motivating and engaging students, and the granularity of the teacher's focus. The findings are comparable with prior work on the understandings of academics in other disciplines. This study was started as part of a workshop on phenomenography. Most participants at the workshop received their first training in phenomenography. This paper summarises the structure of the workshop.

  • 38.
    Mannila, Linda
    et al.
    Aalto Univ, Espoo, Finland.;Linköping Univ, Linköping, Sweden..
    Nordén, Lars-Åke
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Digital Competence, Teacher Self-Efficacy and Training Needs2018In: ICER'18: Proceedings of the 2018 acm conference on international computing education research, Association for Computing Machinery (ACM) , 2018, p. 78-85Conference paper (Refereed)
    Abstract [en]

    Computing related content is introduced in school curricula all over the world, placing new requirements on school teachers and their knowledge. Little attention has been paid to fostering the skills and attitudes required to teach the new content. This involves not only traditional computing topics, such as algorithms or programming, but also the role of technology in society as well as questions related to ethics, safety and integrity. As technology develops at a fast rate, so does the content to be taught. Learning computing content through isolated in-service training initiatives is by no means enough, but rather, teachers need to develop confidence to independently and continuously explore what is new, what is relevant and how to include digital competence in their teaching. Teachers' self-efficacy is hence of crucial importance. In a previous article [13] we described the development of a self-efficacy scale for teachers, focusing on digital competence as described in EU's framework DigComp 2.0. In this paper, we extend that work by analysing 530 teachers' responses collected in Autumn 2017 during a series of workshops and other professional development events. Our goal was to collect baseline data, painting a picture of teachers' current self-efficacy levels in order to facilitate follow-up studies. In addition, our results also point out challenging areas, consequently providing important insight into what topics and themes should be emphasized in professional development initiatives.

  • 39. McDermott, Roger
    et al.
    Zarb, Mark
    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.
    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.
    Isomöttönen, Ville
    Caspersen, Michael
    The authenticity of 'authentic' assessment: Some faculty perceptions2017In: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Conference paper (Refereed)
  • 40.
    Nordén, Lars-Åke
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    Mannila, Linda
    Linkoping Univ, Dept Comp & Informat Sci, Linkoping, Sweden.
    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.
    Development of a self-efficacy scale for digital competences in schools2017In: 2017 IEEE Frontiers in Education Conference (FIE): Proc. 47th ASEE/IEEE Frontiers in Education Conference, IEEE Press, 2017Conference paper (Refereed)
    Abstract [en]

    As computer science enters the school curricula in an increasing number of countries, teachers must prepare to integrate digital competences into their teaching. This integration is a moving target where new methods, tools and applications appear and disappear at such rates that teachers must have confidence to independently and continuously explore what is new, what is relevant and how to plan their pedagogic activities to include digital competences. In this context approaches which can be used to study self-efficacy in digital competences among school teachers are desperately needed. With such a tool in place, we can make a baseline study and then follow teachers over time to measure changes in their self-efficacy, the cause of these changes and learn how to build their digital competence self-efficacy in different ways. The same tool can also be used to measure the self-efficacy in other populations, e.g., students in teacher training programs to ensure that they obtain an adequate self-efficacy in digital competences during their studies. This paper describes the development of a self-efficacy scale in digital competences, based on the DigiComp 2.0 framework definition of digital competence. The tool focuses predominantly on digital competences relevant for teachers in school years K-9.

    Download full text (pdf)
    fulltext
  • 41.
    Nylén, Aletta
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    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.
    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.
    McDermott, Roger
    Why are we here?: Student perspectives on the goal of STEM higher education2017In: Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Conference paper (Refereed)
  • 42.
    Nylén, Aletta
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Education Research.
    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.
    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.
    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 development2018In: 2018 IEEE Frontiers in Education Conference (FIE), Piscataway, NJ: IEEE, 2018Conference paper (Refereed)
    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.

  • 43.
    Nylén, Aletta
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Professional communication skills for engineering professionals2013In: Proc. 43rd ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2013, p. 257-263Conference paper (Refereed)
  • 44.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Conveying Conceptions of Quality through Instruction2010In: Proc. 7th International Conference on the Quality of Information and Communications Technology, 2010Conference paper (Refereed)
    Abstract [en]

    Building up an understanding of aspects of quality, and how to critically assess them, is a complex problem.  This paper provides an overview of research on student conceptions of what constitutes quality in different programming domains. These conceptions are linked to tertiary education and computing education research results. Using this literature as a background we discuss how to develop and use instructional approaches that might assist students in developing a better understanding of software quality.

  • 45.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Does Quality Assurance Enhance the Quality of Computing Education?2010In: Australian Computer Science Communications, ISSN 0157-3055, Vol. 32, no 2, p. 9-14Article in journal (Refereed)
    Download full text (pdf)
    FULLTEXT01
  • 46.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Explanograms2010In: Kunskapens nya världar: Mötet mellan pedagogik och teknik vid Uppsala Learning Lab / [ed] Lee, Jenny, Uppsala Learning Lab, Uppsala University , 2010, p. 171-179Chapter in book (Other academic)
  • 47.
    Pears, Arnold
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Should we care about global intercultural collaboration?2010In: ACM Inroads, ISSN 2153-2184, Vol. 1, no 3, p. 4-7Article in journal (Refereed)
  • 48.
    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.
    What's in a Publication? The Bleeding Edge of Computing Education: Keynote: 2nd Workshop on Computer Science Education2007In: 2nd Workshop on Computer Science Education, 2007Conference paper (Other scientific)
    Abstract [en]

    Publication is one of the key means by which we communicate with our

    colleagues. The flow of publications creates both a corpus of knowledge and

    defines a discourse within which we can explore the nature of the

    scholarship of teaching and learning in Computing.

    So what is the structure and content of the discourse?

    Upon what grounds do we value contributions?

    Where is CER headed as a field of research?

    This talk presents and discusses approaches to structuring and valuing

    contributions to the CER literature and explores the implications of

    publication trends in CER for the scholarship of teaching and learning in

    computing. The recent trend towards qualitative research approaches and

    some especially significant contributions to CER in the recent literature are

    analysed and arguments are presented to support the view

    that a stratification of research activities in CER is occuring which

    has significant implications for the nature of future research in the field.

  • 49.
    Pears, Arnold
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Hur ser Teknisk-naturvetenskapliga fakultetens lärare på undervisning och lärande2012In: Universitetspedagogisk utveckling och kvalitet - i praktiken! / [ed] Geir Gunnlugsson, 2012, p. 21-44Conference paper (Other academic)
  • 50.
    Pears, Arnold
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing.
    East, Philip
    Kinnunen, Päivi
    Malmi, Lauri
    McCartney, Robert
    Moström, Jan Erik
    Murphy, Laurie
    Ratcliffe, Mark Bartley
    Schulte, Carsten
    Simon, Beth
    Stamouli, Ioanna
    Thomas, Lynda
    What’s the problem?: Teachers’ experience of student learning successes and failures2007In: Proc. 7th Baltic Sea Conference on Computing Education Research: Koli Calling, Australian Computer Society , 2007, p. 207-211Conference paper (Refereed)
12 1 - 50 of 87
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