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- Apiola, Mikko, et al.
(författare)
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Exploring the Past, Present and Future of Computing Education Research: An Introduction
- 2023
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Ingår i: Past, Present and Future of Computing Education Research. - : Springer Nature. ; , s. 1-7
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Bokkapitel (refereegranskat)abstract
- This chapter is an introduction to the book “Past, Present and Future of Computing Education Research: A Global Perspective.” This book uses a mixture of scientometrics, meta-research and case studies to offer a new view about the evolution and current state of computing education research (CER) as a field of science. In its 21 chapters, this book presents new insights of authors, author communities, publication venues, topics of research, and of regional initiatives and topical communities of CER. This chapter presents an overview of the contents of this book.
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| 3. |
- Apiola, Mikko, et al.
(författare)
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From a National Meeting to an International Conference : A Scientometric Case Study of a Finnish Computing Education Conference
- 2022
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Ingår i: IEEE Access. - : Institute of Electrical and Electronics Engineers (IEEE). - 2169-3536. ; 10, s. 66576-66588
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Tidskriftsartikel (refereegranskat)abstract
- Computerisation and digitalisation are shaping the world in fundamental and unpredictable ways, which highlights the importance of computing education research (CER). As part of understanding the roots of CER, it is crucial to investigate the evolution of CER as a research discipline. In this paper we present a case study of a Finnish CER conference called Koli Calling, which was launched in 2001, and which has become a central publication venue of CER. We use data from 2001 to 2020, and investigate the evolution of Koli Calling's scholarly communities and zoom in on it's publication habits and internalisation process. We explore the narrative of the development and scholarly agenda behind changes in the conference submission categories from the perspective of some of the conference chairs over the years. We then take a qualitative perspective, analysing the conference publications based on a comprehensive bibliometric analysis. The outcomes include classification of important research clusters of authors in the community of conference contributors. Interestingly, we find traces of important events in the historical development of CER. In particular, we find clusters emerging from specific research capacity building initiatives and we can trace how these connect research spanning the world CER community from Finland to Sweden and then further to the USA, Australia and New Zealand. This paper makes a strategic contribution to the evolution of CER as a research discipline, from the perspective of one central event and publication venue, providing a broad perspective on the role of the conference in connecting research clusters and establishing an international research community. This work contributes insights to researchers in one specific CER community and how they shape the future of computing education
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| 6. |
- Daniels, Mats, 1956-, et al.
(författare)
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What is Computing Education Research (CER)?
- 2023
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Ingår i: Past, Present and Future of Computing Education Research. - : Springer Nature. ; , s. 9-31
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Bokkapitel (refereegranskat)abstract
- 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.
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| 7. |
- Eckerdal, Anna, 1957-
(författare)
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Novice Programming Students' Learning of Concepts and Practise
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Computer programming is a core area in computer science education that involves practical as well as conceptual learning goals. The literature in programming education reports however that novice students have great problems in their learning. These problems apply to concepts as well as to practise. The empirically based research presented in this thesis contributes to the body of knowledge on students' learning by investigating the relationship between conceptual and practical learning in novice student learning of programming. Previous research in programming education has focused either on students' practical or conceptual learning. The present research indicates however that students' problems with learning to program partly depend on a complex relationship and mutual dependence between the two. The most significant finding is that practise, in terms of activities at different levels of proficiency, and qualitatively different conceptual understandings, have dimensions of variation in common. An analytical model is suggested where the dimensions of variation relate both to concepts and activities. The implications of the model are several. With the dimensions of variation at the center of learning this implies that when students discern a dimension of variation, related conceptual understandings and the meaning embedded in related practises can be discerned. Activities as well as concepts can relate to more than one dimension. Activities at a higher level of proficiency, as well as qualitatively richer understandings of concepts, relate to more dimensions of variation. Concrete examples are given on how variation theory and patterns of variation can be applied in teaching programming. The results can be used by educators to help students discern dimensions of variation, and thus facilitate practical as well as conceptual learning.
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| 9. |
- Högfeldt, Anna-Karin, et al.
(författare)
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Leading the teacher team - balancing between formal and informal power in program leadership
- 2018
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Ingår i: Tertiary Education and Management. - : Springer Nature. - 1358-3883 .- 1573-1936. ; 24:1, s. 49-65
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Tidskriftsartikel (refereegranskat)abstract
- This continuous research within Nordic engineering institutions targets the contexts and possibilities for leadership among engineering education program directors. The IFP-model, developed based on analysis of interviews with program leaders in these institutions, visualizes the program director's informal and formal power. The model is presented as a tool for starting a shared discussion on the complexities of the leadership of engineering program development. The authors liken program development to hunting in teams. Each individual expert in the program is needed, and all experts will need to work and collaborate for the same target. This calls for strategic and long-term thinking of engineering education development. Institutions should support the development of both formal structures as well as informal leadership skills among their program directors, but never fall for the temptation to see the program director as the only actor on the stage.
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| 10. |
- Högfeldt, Anna-Karin, et al.
(författare)
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Program leadership from a nordic perspective : Program leaders' power to influence their program
- 2013
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Ingår i: Proceedings of the 9th International CDIO Conference.
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Konferensbidrag (refereegranskat)abstract
- In this paper a continuation research at five technical universities in Nordic countries (N5T network) in 2012 is presented, wheretheaim was to find out how the program leadersconceived their function, role and mandate, and the work situations between the universitieswere compared. The previous research demonstrated that programleadershave quite different positions, strategies and methods when it comes to monitoring and developing their programs.In this paper, a deeper investigationis carried out ofthe (im-) possibilitiesto make realinfluence on the study courses that constitutesthe respective Engineering study programs. Eightprogram leaders from thefiveN5Tuniversities have been interviewed, and theanalysis of these studies, has culminatedina model for the analysis of program leadership for Engineering educationdevelopment.
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