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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.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Wiggberg, MattiasUppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Proc. 6th Baltic Sea Conference on Computing Education Research: Koli Calling2007Conference proceedings (editor) (Other academic)
  • 3.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Wiggberg, Mattias
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Students learn CS in different ways: Insights from an empirical study2006In: SIGCSE Bulletin inroads, ISSN 0097-8418, Vol. 38, no 3, p. 265-269Article in journal (Refereed)
    Abstract [en]

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

  • 4.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Wiggberg, Mattias
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Students learn CS in different ways: Insights from an empirical study: (Invited talk)2008Other (Other academic)
  • 5. Danielsson, Torkel
    et al.
    Olsson, Magnus
    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.
    Ohlsson, Daniel
    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.
    Wärmegård, David
    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.
    Wiggberg, Mattias
    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. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Datorteknik.
    Carlström, Jakob
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    A climbing robot for autonomous inspection of live power lines2006In: Proceedings of ASER2006 3rd International Workshop on Advances in Service Robots, 2006Conference paper (Refereed)
    Abstract [en]

    Power line inspection is risky and repetitive, thus replacement by a service robot is desirable. A robot for this task, the line inspection robot (LIR), is described. Previous work has been done and our contribution is to decrease complexity in the mechanics of the robot and to structure the control of the robot through reinforcement learning. Two issues need to be addressed in the creation of the LIR. Firstly, the robot needs to traverse a power line mounted on a conductor and pass obstacles on it. Secondly, the LIR needs to detect faults on the power line without help of human operators.

  • 6.
    Wiggberg, Mattias
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    A method for analyzing learning outcomes in project courses2010In: Proc. 40th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2010, p. T4H-1-2Conference paper (Refereed)
  • 7.
    Wiggberg, Mattias
    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.
    Computer Science Project Courses: Contrasting Students’ Experiences with Teachers’ Expectations2010Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Including small or large project courses is widely recognized as important in preparing computer science students for a professional career. Typical examples are the capstone courses, which often are seen as the jewel in the crown since this is where students will bring their previous knowledge and skills together to show mastery of their craft. These courses are, however, quite complex with often contradictory ideas about how to actually run them in order to reach the learning objectives. This thesis deals with the contrast between students’ experiences and teachers’ expectations of such courses.

    The research presented in this thesis contributes to the field of knowledge of computer science project courses by investigating processes that are of importance in relation to the desired practices that the students’ should experience.

    A method is developed, based on the theory of communities of practice and an identification of key features in project work, for evaluating project courses in terms of setting up a learning environment suitable for its learning objectives. The method is focused on capturing the students’ experiences, which then are mapped onto desirable outcomes, as seen from the teachers’ point of view and expressed in terms of communities of practice theory. The result of the analysis is stories capturing the strengths and deficiencies that can be observed in computer science project courses.

    Key findings are that rewarding learning environments are not automatically created by following the project model; unclear goals and priorities, for example the choice between focusing on the result of the project or the learning process, can confound, or hinder, the learning outcome. Students may experience a difficult choice between using the project course as a way to become more specialized in a particular area or to develop skills that broaden their knowledge.

    The method developed throughout the thesis is a result in itself, allowing academics and institutions to reason systematically about the aims and learning outcomes of project coursework. The strength of the method lies in the insight gained from combining the concept of communities of practice with a series of studies that identify key features of project courses, in order to reveal and explain why students’ experience processes and learning outcomes in particular ways.

    List of papers
    1. “I Think it’s Better if Those Who Know the Area Decide About it: A Pilot Study Concerning Power in Student Project Groups in CS
    Open this publication in new window or tab >>“I Think it’s Better if Those Who Know the Area Decide About it: A Pilot Study Concerning Power in Student Project Groups in CS
    2006 (English)In: Proc. 6th Annual Finnish/Baltic Sea Conference on Computer Science Education: Koli Calling, 2006, p. 27-34Conference paper, Published paper (Refereed)
    Keywords
    Student learning
    National Category
    Computer Sciences
    Identifiers
    urn:nbn:se:uu:diva-20369 (URN)
    Available from: 2007-09-25 Created: 2007-09-25 Last updated: 2018-01-12
    2. Computer Science students' experiences of decision making in project groups
    Open this publication in new window or tab >>Computer Science students' experiences of decision making in project groups
    2007 (English)In: Proc. 7th Baltic Sea Conference on Computing Education Research: Koli Calling, 2007, p. 137-148Conference paper, Published paper (Refereed)
    Identifiers
    urn:nbn:se:uu:diva-15664 (URN)978-1-920682-69-9 (ISBN)
    Available from: 2008-06-30 Created: 2008-06-30 Last updated: 2010-03-08
    3. Bridges and problem solving: Swedish engineering students' conceptions of engineering in 2007
    Open this publication in new window or tab >>Bridges and problem solving: Swedish engineering students' conceptions of engineering in 2007
    2009 (English)In: Proc. 1st International Conference on Computer Supported Education: Volume 2 / [ed] Cordeiro J, Shishkov B, Verbraeck A, Helfert M, Institute for Systems and Technologies of Information, Control and Communication , 2009, p. 5-12Conference paper, Published paper (Refereed)
    Abstract [en]

    Swedish engineering students' conceptions of engineering is investigated by a large nation-wide study in ten Swedish higher education institutions. Based on data from surveys and interviews, categories and top-lists, a picture of students conceptions of engineering is presented.

    Students' conceptions of engineering, are somewhat divergent, but dealing with problems and their solutions and creativity are identified as core concepts. The survey data is in general more varied and deals with somewhat different kinds of terms. When explicitly asking for five engineering terms, as in the survey, a broader picture arises including terms, or concepts, denoting how students think of engineering and work in a more personal way. For example, words like hard work, stressful, challenging, interesting, and fun are used. On the other hand, it seems like the interviewed students tried to give more general answers that were not always connected to their personal experiences.

    Knowledge on students' conceptions of engineering is essential for practitioners in engineering education. By information on students' conceptions, the teaching can approach students at their particular mindset of the engineering field. Program managers with responsibility for design of engineering programs would also benefit using information on students' conceptions of engineering. Courses could be motivated and contextualized in order to connect with the students. Recruitment officers would also have an easier time marketing why people should chose the engineering track.

    Place, publisher, year, edition, pages
    Institute for Systems and Technologies of Information, Control and Communication, 2009
    National Category
    Computer Sciences Didactics
    Identifiers
    urn:nbn:se:uu:diva-103985 (URN)000267757200007 ()978-989-8111-82-1 (ISBN)
    Conference
    1st International Conference on Computer Supported Education Lisbon, PORTUGAL, MAR 23-26, 2009
    Available from: 2009-05-26 Created: 2009-05-26 Last updated: 2018-01-13Bibliographically approved
    4. Reflecting on running large scale student collaboration projects
    Open this publication in new window or tab >>Reflecting on running large scale student collaboration projects
    2008 (English)In: Proc. 38th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2008, p. 1464-1468Conference paper, Published paper (Refereed)
    Place, publisher, year, edition, pages
    Piscataway, NJ: IEEE, 2008
    National Category
    Computer Sciences Didactics
    Identifiers
    urn:nbn:se:uu:diva-103943 (URN)10.1109/FIE.2008.4720594 (DOI)000271669200341 ()978-1-4244-1969-2 (ISBN)
    Available from: 2009-05-26 Created: 2009-05-26 Last updated: 2018-01-13Bibliographically approved
    5. A method for analyzing learning outcomes in project courses
    Open this publication in new window or tab >>A method for analyzing learning outcomes in project courses
    2010 (English)In: Proc. 40th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2010, p. T4H-1-2Conference paper, Published paper (Refereed)
    Place, publisher, year, edition, pages
    Piscataway, NJ: IEEE, 2010
    National Category
    Computer Sciences Didactics
    Identifiers
    urn:nbn:se:uu:diva-120124 (URN)10.1109/FIE.2010.5673166 (DOI)978-1-4244-6261-2 (ISBN)
    Available from: 2010-03-08 Created: 2010-03-08 Last updated: 2018-01-12Bibliographically approved
  • 8.
    Wiggberg, Mattias
    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.
    Computer Science students' experiences of decision making in project groups2007In: Proc. 7th Baltic Sea Conference on Computing Education Research: Koli Calling, 2007, p. 137-148Conference paper (Refereed)
  • 9.
    Wiggberg, Mattias
    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. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Mathematics and Computer Science, Department of Information Technology, Computer Systems. Datorteknik.
    “I Think it’s Better if Those Who Know the Area Decide About it: A Pilot Study Concerning Power in Student Project Groups in CS2006In: Proc. 6th Annual Finnish/Baltic Sea Conference on Computer Science Education: Koli Calling, 2006, p. 27-34Conference paper (Refereed)
  • 10.
    Wiggberg, Mattias
    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.
    Unwinding processes in Computer Science student projects2008Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis investigates computer science student projects and some of the processes involved in the running of such projects. The reason for this investigation is that there are some interesting claims concerning the use of projects as learning approach. For example, they are supposed to give an extra challenge to the students and prepare them for working life, by adding known development methods from industry the sense of reality is emphasized, and involving industry partners as mock clients also increases the feeling of reality, but still unclear if these features contribute to the students' learning and what can be done to increase the potential for learning. There are thus interesting pedagogical challenges with computer science student projects. There is a need to better understand the effects on learning outcomes as a function of how a student project is designed. The focus in this thesis is on the effects of role taking in the project groups, work allocation, and goal setting in student projects.

    In this thesis, three studies investigating different aspects of processes in computer science student projects are presented. A number of conclusions are drawn, which serve as a starting point for further research.

    The first study investigates how power is distributed within a group of students in a full semester computer science project course. Perceived competence of fellow students contributes to personal influence in the student project groups, and three qualitatively different ways of experiencing competence among other students have been identified.

    The second study investigates experiences of the process of decision-making in a full semester computer science project course. Six categories describing the experience of decision-making have been identified spanning from the experience of decision-making in individual decisions too small and unimportant to handle by anyone else than the individual to the experience of decision-making as a democratic process involving both the full group and the context in which the group acts.

    The third study investigates Swedish engineering students' conceptions of engineering, where dealing with problems and their solutions and creativity are identified as core concepts. Subject concepts, as math, and physics do not appear in any top position. "Math", for example, accounts for only five percent of the total mentioned engineering terms. "Physics", the second highest ranked subject term, only accounts for circa 1 percent.

    By combining the results from the three studies, four central areas of general interest for designing and running student projects have been identified. These four features are: 1) the mechanism for work allocation; 2) students connection to external stakeholders; 3) focus on result or process; and 4) level of freedom in the project task. These four features are related to the results from the three studies in this thesis. The thesis is concluded by proposing an analytical framework based on those four features. The intention with the framework is to provide a useful tool for the analysis and development of future computer science student projects.

  • 11.
    Wiggberg, Mattias
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Dalenius, Peter
    Bridges and problem solving: Swedish engineering students' conceptions of engineering in 20072009In: Proc. 1st International Conference on Computer Supported Education: Volume 2 / [ed] Cordeiro J, Shishkov B, Verbraeck A, Helfert M, Institute for Systems and Technologies of Information, Control and Communication , 2009, p. 5-12Conference paper (Refereed)
    Abstract [en]

    Swedish engineering students' conceptions of engineering is investigated by a large nation-wide study in ten Swedish higher education institutions. Based on data from surveys and interviews, categories and top-lists, a picture of students conceptions of engineering is presented.

    Students' conceptions of engineering, are somewhat divergent, but dealing with problems and their solutions and creativity are identified as core concepts. The survey data is in general more varied and deals with somewhat different kinds of terms. When explicitly asking for five engineering terms, as in the survey, a broader picture arises including terms, or concepts, denoting how students think of engineering and work in a more personal way. For example, words like hard work, stressful, challenging, interesting, and fun are used. On the other hand, it seems like the interviewed students tried to give more general answers that were not always connected to their personal experiences.

    Knowledge on students' conceptions of engineering is essential for practitioners in engineering education. By information on students' conceptions, the teaching can approach students at their particular mindset of the engineering field. Program managers with responsibility for design of engineering programs would also benefit using information on students' conceptions of engineering. Courses could be motivated and contextualized in order to connect with the students. Recruitment officers would also have an easier time marketing why people should chose the engineering track.

  • 12.
    Wiggberg, Mattias
    et al.
    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 Information Technology, Computer Systems.
    A method for analyzing learning outcomes in project courses2011In: Australian Computer Science Communications, ISSN 0157-3055, Vol. 33, no 2, p. 73-78Article in journal (Refereed)
  • 13.
    Wiggberg, Mattias
    et al.
    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 Information Technology, Computer Systems.
    Reflecting on running large scale student collaboration projects2008In: Proc. 38th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2008, p. 1464-1468Conference paper (Refereed)
1 - 13 of 13
CiteExportLink to result list
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  • ieee
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