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  • 1.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Thota, Neena
    A glimpse into the cultural situatedness of computer science: Some insights from a pilot study2014In: Proc. 2nd International Conference on Learning and Teaching in Computing and Engineering, Los Alamitos, CA: IEEE Computer Society, 2014, 92-99 p.Conference paper (Refereed)
    Abstract [en]

    To what extent is students' understanding of computer science culturally situated? This, possibly philosophical question, has come to the surface at Uppsala University, Uppsala, Sweden, where many Chinese students study computer science together with the local students. We did an exploratory study using email interviews to see if our intuitions could be relied on. We collected data from Chinese students studying in master programs and analysed the data using a phenomenographic perspective. A complex intertwined relationship between the content of their learning (the WHAT) the ways in which they went about studying (the HOW), the aims of their studies (the WHY), and the competencies developed from the intercultural context they studied in (the WHERE) was observed. In this paper we offer some insights from the results of the pilot study and discuss how they have shaped our on-going study in the field.

  • 2.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Computing education research course2012In: Proc. NU 2012: Gränslöst lärande, Göteborg, Sweden: Chalmers University of Technology , 2012Conference paper (Refereed)
  • 3.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    How do master level students in Computer Science perceive plagiarism?2011In: Proc. 2nd International Conference on Computer Science Education: Innovation and Technology, Singapore: Global Science and Technology Forum , 2011, 90-95 p.Conference paper (Refereed)
    Abstract [en]

    Plagiarism is a serious problem in computer science.This paper reports the analyses of data about plagiarism that wasgathered from master level students in computing. We haveidentified how students perceive plagiarism, how they choose torespond when faced by a scenario involving plagiarism, and whatdrives them to take a particular stance or adopt an action. Thedata-driven analyses show complex understanding of plagiarismand a range of motives that could lead students to plagiarize. Wehave found discrepancies between how students understandplagiarism and how they argue they would act when facing adilemma involving plagiarism. The implications of theseperceptions and motives for computer science educators arediscussed. A number of questions for discussion and furtherinvestigation are raised.

  • 4.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Learning from the experiences of international students2015In: Conference for University Pedagogical Development, Uppsala, Sweden: Uppsala University, 2015Conference paper (Other academic)
  • 5.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    What do master level students in computer science think about plagiarism?2012In: Proc. NU 2012: Gränslöst lärande, Göteborg, Sweden: Chalmers University of Technology , 2012, 49-49 p.Conference paper (Refereed)
    Abstract [en]

    Plagiarism is a serious problem (Blum, 2009). Maybe in computer science, the problem of plagiarism is aggravated by the easy availability of programming assignments on the web (Marshall & Garry, 2005). The issue is complex not only for students, but provokes many and long discussions when academics meet in professional contexts (Sheard & Dick, 2011). This paper reports the analyses of data about plagiarism that was gathered from master level students in computing at Uppsala University (2007 – 2011). We have identified how students perceive plagiarism, how they choose to respond when faced by a scenario involving plagiarism, and what drives them to take a particular stance or adopt an action. The data-driven analyses show complex understandings of plagiarism among the students, ranging from seeing plagiarism as a pure definition, decontextualized and uni-dimensional, to understanding plagiarism as an ethical and societal issue, where an individual student needs to take his or her own stand. The students were also given a scenario, where they were asked if, and to what degree and why, they would help a friend in trouble with an individual lab assignment. The students answered were categorised in a five-step scale from “no” to “yes”. The vast majority of the students were willing to help, to different degrees. The reasons for doing so varied, but could broadly be categorised into two groups: a) arguments directed towards the self (for example: the student expected reciprocal help; personal ethics) and b) arguments directed towards others (for example, helping a friends to learn; empathy; or respect for university regulations). From these results a complex picture evolves, which is directly applicable in our teaching. Students understand plagiarism in different ways and attitudes to plagiarism vary over individuals, cultures, contexts and specific situations. Generally the students are aware of the immorality of cheating, but they are torn between different interests and base their decisions on values brought from other cultures, which are not necessarily applicable in a Swedish university. Our conclusion is that attempts to decrease plagiarism based solely on detection and severe punishment are not expected to help the situation. Instead, we argue that universities should teach about plagiarism and academic honesty, and by taking the students own values as the point of departure

  • 6.
    Berglund, Anders
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Man, Yemao
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    The Sino–Swedish Master Programme in Computer Science and Software Engineering: Chinese students' experiences2013In: Collaborative Academic Programs as a Contribution to Developing Nations: FICAP-1 Proceedings / [ed] Justine Hitchcock, Leo Hitchcock, Petteri Kaskenpalo, Boca Raton, Fl, USA: BrownWalker Press, 2013, 37-45 p.Chapter in book (Refereed)
    Abstract [en]

    Internationalisation in higher education has led to the emergence of joint educational programmes between universities. In this paper, we document the Sino-Swedish master programme in computer science and software engineering, taught jointly by a Swedish and a Chinese university, from the perspective of the Swedish partner, Uppsala University. We also describe what the programme means to the Chinese students studying in Sweden. For this purpose, we interviewed the Chinese students and asked questions about their experiences of learning and living in Sweden. The students identified the differences in the experiences in Sweden from that of learning and living in China and the challenges that they faced in Sweden. The students also offered recommendations for improving their learning experiences. We discuss the benefits and challenges of joint education programs.

  • 7.
    Cambazoglu, Volkan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Computer science students’ perception of computer network security2013In: Proc. 1st International Conference on Learning and Teaching in Computing and Engineering, Los Alamitos, CA: IEEE Computer Society, 2013, 204-207 p.Conference paper (Refereed)
  • 8.
    Eckerdal, Anna
    et al.
    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.
    Kinnunen, Päivi
    Thota, Neena
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    Sheard, Judy
    Malmi, Lauri
    Teaching and learning with MOOCs: Computing academics' perspectives and engagement2014In: Proc. 19th Conference on Innovation and Technology in Computer Science Education, New York: ACM Press , 2014, 9-14 p.Conference paper (Refereed)
  • 9. Morgan, Michael
    et al.
    Butler, Matthew
    Thota, Neena
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computational Science.
    Kinnunen, Päivi
    Examining manual and semi-automated methods of analysing MOOC data for computing education2017In: Proc. 17th International Conference on Computing Education Research: Koli Calling, New York: ACM Press, 2017, 153-157 p.Conference paper (Refereed)
  • 10.
    Nylén, Aletta
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computational Science.
    Kinnunen, Päivi
    Butler, Matthew
    Morgan, Michael
    Multidimensional analysis of creative coding MOOC forums: a methodological discussion2015In: Proc. 15th International Conference on Computing Education Research: Koli Calling, New York: ACM Press, 2015, 137-141 p.Conference paper (Refereed)
  • 11.
    Pears, Arnold
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Forsberg, Henrik
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Gunnarsson, Jonny
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Hedström, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Skoglund, David
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Challenges in Developing Global Collaborative Project Courses2012In: Proc. 1st Forum on International Collaborative Academic Programs, BrownWalker Press, 2012Conference paper (Refereed)
  • 12.
    Pears, Arnold
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Kinnunen, Päivi
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Harnessing theory in the service of engineering education research2012In: Proc. 42nd ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE , 2012, 391-395 p.Conference paper (Refereed)
  • 13. Schulte, Carsten
    et al.
    Hornung, Malte
    Sentance, Sue
    Dagiene, Valentina
    Jevsikova, Tatjana
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computational Science.
    Peters, Anne-Kathrin
    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.
    Computer Science at School / CS Teacher Education: Koli working-group report on CS at school2012In: Proc. 12th International Conference on Computing Education Research: Koli Calling, New York: ACM Press, 2012, 29-38 p.Conference paper (Refereed)
  • 14. Sheard, Judy
    et al.
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computational Science.
    Kinnunen, Päivi
    Malmi, Lauri
    Nylén, Aletta
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    Thota, Neena
    MOOCs and their impact on academics2014In: Proc. 14th International Conference on Computing Education Research: Koli Calling, New York: ACM Press, 2014, 137-145 p.Conference paper (Refereed)
  • 15.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Connectivism and the use of technology/media in collaborative teaching and learning2015In: From the Confucian Way to Collaborative Knowledge Co-Construction / [ed] van Schalkwyk, Gertina J.; D'Amato, Rik Carl, Hoboken, NJ: John Wiley & Sons, 2015, 81-96 p.Chapter in book (Refereed)
  • 16.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Holistic approach to learning and teaching introductory object-oriented programming2010In: Computer Science Education, ISSN 0899-3408, E-ISSN 1744-5175, Vol. 20, no 2, 103-127 p.Article in journal (Refereed)
  • 17.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Programming course design: Phenomenographic approach to learning and teaching2014In: Proc. 2nd International Conference on Learning and Teaching in Computing and Engineering, Los Alamitos, CA: IEEE Computer Society, 2014, 125-132 p.Conference paper (Refereed)
  • 18.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Repertory grid interviews: Insights into personal constructs of novice programmers2014In: SAGE Research Methods Cases, Sage Publications, 2014Chapter in book (Refereed)
    Abstract [en]

    This case provides an account of the use of the repertory grid interview technique as one aspect of my PhD study. The doctoral thesis documented the development of a holistic approach to redesign an introductory programming course to enhance learning and teaching of object-oriented programming to novices. Starting with the premise that it is not possible to improve teaching without understanding how students learn programming, the thesis traces the processes and reflections experienced while applying knowledge of how students learn programming, to design a learning environment that enhances learning outcomes. First, a theoretically based framework for the teaching of the course was developed. Second, in two cycles of action research, the course was implemented, and the analysis of its outcome was conducted. The repertory grid interview technique was used to gather evidence of student engagement and improved learning and to understand how students construed the learning and assessment tasks as contributing to their learning. Quality criteria were applied to assess the validity and rigour of the findings. The technique proved to be challenging, as well as a transformative process that generated new perceptions and understandings, and which led to new initiatives and implications for theory and practice.

  • 19.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Repertory grid: Investigating personal constructs of novice programmers2011In: Proc. 11th International Conference on Computing Education Research: Koli Calling, New York: ACM Press, 2011, 23-32 p.Conference paper (Refereed)
  • 20.
    Thota, Neena
    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.
    A structured approach to master thesis writing2015In: Conference for University Pedagogical Development, Uppsala, Sweden: Uppsala University, 2015Conference paper (Other academic)
  • 21.
    Thota, Neena
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    At the crossroad of computer science and intercultural interactions: A framework for analysis and interpretation2012In: EARLI SIG 9 Conference on Phenomenography and Variation Theory, Sweden: Jönköping University , 2012Conference paper (Refereed)
  • 22.
    Thota, Neena
    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.
    Integrating international students into CS programs2015In: Proc. 1st Al Baha University and Uppsala University Symposium on Quality in Computing Education, 2015, 6-8 p.Conference paper (Refereed)
    Abstract [en]

    In recent years there has been a rapid increase in the intake of international students at universities. Integrating foreign students into the disciplinary and social culture prevalent at the university is a challenging task. In this paper, first, we summarize the findings of three of our studies on the experiences of Chinese students studying computer science at the Department of Information Technology, Uppsala University, Sweden. Then, based on our findings we make recommendations on how to integrate international students into academic life at Computer Science departments. We focus on the program and course levels, and also at the level of individual students in their new social and cultural environment.

  • 23.
    Thota, Neena
    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.
    Learning Computer Science: Dimensions of variation within what Chinese students learn2016In: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 16, no 3, 10Article in journal (Refereed)
  • 24.
    Thota, Neena
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology.
    Learning of computer science in an intercultural environment: An empirical study of Chinese master students in Sweden2013In: The Power of Knowledge: Asia and the West, 2013Conference paper (Refereed)
    Abstract [en]

    Our experience as computer scientists and educators has led us to reflect on our subject area and the students’ learning of it in different cultures. A common view, among computer scientists, at least in higher education and in academic research, is that computer science is universal in its character. The arguments seem obvious: The computers, the utilities, as well as the programming languages are, with few exceptions, the same over the globe. At the same time cultural differences, in how students go about learning, are apparent in teaching and learning settings where different learning cultures meet in the classroom.

    While much research on students’ learning in higher education focuses on the “how” of the learning, by which we mean the learning process (in a broad sense), considerably less work has been done on the “what”, that is, on the desired learning within the subject area. Research is still rarer in studies on the relationship between the “what” and the cultural aspects, and it is virtually non-existent in research on learning of computer science in higher education.

    We took these reflections, and our own experience from teaching in intercultural environments, as points of departure for an empirically based research project. In this project we explore how Chinese students, studying for a master degree in Computer Science at a leading Swedish university, experience the subject area and their learning of it, as well as how these experiences are influenced by the “new” culture and the cultural changes they meet.

    In this on-going project, we have collected data through email interviews, and are currently analysing the resulting qualitative data. The analysis, which leans on a phenomenographic research framework, allows us to distinguish between the students’ experiences of the direct object of learning (that which they learn), the indirect object (the aim of their learning), and the act of learning (how they go about learning). In the next phase of our project, we aim to synthesize our results from this analysis using intercultural competency models and theories of cultural awareness. During the full research process, we put a particular emphasis on tracing invariants and changes in the understanding of the subject area.

  • 25.
    Thota, Neena
    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.
    Clear, Tony
    Illustration of paradigm pluralism in computing education research2012In: Australian Computer Science Communications, ISSN 0157-3055, Vol. 34, no 2, 103-112 p.Article in journal (Refereed)
  • 26.
    Thota, Neena
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Estadieu, Gerald
    Ferrao, Antonio
    Wong, Kai Meng
    Engaging school students with tangible devices: Pilot project with .NET gadgeteer2015In: Proc. 3rd International Conference on Learning and Teaching in Computing and Engineering, Los Alamitos, CA: IEEE Computer Society, 2015, 112-119 p.Conference paper (Refereed)
  • 27.
    Thota, Neena
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. University of Saint Joseph, Macau, China.
    Negreiros, João G. M.
    Introducing Educational Technologies to Teachers: Experience Report2015In: Journal of University Teaching and Learning Practice, ISSN 1449-9789, E-ISSN 1449-9789, Vol. 12, no 1, 5:1-13 p.Article in journal (Refereed)
  • 28.
    Voogt, Marianne
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Chen, Chuan Sheng
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Thota, Neena
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Academics' Experience of Teaching Open Ended Group Projects A phenomenographic study2016In: 2016 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE), 2016Conference paper (Refereed)
    Abstract [en]

    An Open Ended Group Project (OEGP) is a distinguishable pedagogical tool, used by teachers in computing, engineering, and information technology courses. The tool contributes to the development of 'soft' skills essential for students' future career needs. This paper reports on a phenomenographic study that investigates the research question: What are the ways in which academics teaching Open Ended Group Projects experience teaching the course? Previous studies, using the phenomenographic research approach, have offered insights into academics' conceptions of science learning and teaching. However, there are no studies that investigate the experiences of teachers who use OEGP in their classes. This is the first study, that asks academics using an OEGP how they experience teaching these courses. Students enrolled in a course on computing education research conducted the small-scale study at Uppsala University, Sweden. In order to answer the research question, a theoretical sample was selected with a wide range of relevant population characteristics (e.g. background, prior experience, gender, and age). The semi -structured interview questions focused on understanding of OEGP, the learning objectives of OEGP, strategies for teaching these learning objectives, and the teacher's experience in teaching through OEGP. The results indicate that teachers see their role within OEGP as a coach and that the variation between experiences lies in what is intended to be coached. This variation is presented in a hierarchy (the outcome space). Categories focus on: the team, discipline, problem solving skills, learning and motivation. We also look at the first-hand experience of a student in an OEGP course and discuss the teachers' perceptions of students' experiences of OEGP. The implication for teaching is that a teacher needs to reconsider the way he or she teaches more often in OEGP than in regular courses. There are two reasons for this. First, teaching OEGP is based less on teaching content knowledge and more on teaching skills. Secondly, OEGP deals with a 'real problem', and aspects of the problem continuously change. Teachers are recommended to aim for reaching a higher category, indicating a deeper level of experience, and to use the experience of coaching OEGP in other courses as well. The importance of metacognition (reflection on action) and discussion with other teachers who have experience in teaching OEGP is highlighted.

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