| 1. |
- Berglund, Anders, 1956-, et al.
(författare)
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A Sustainable Internationally Distributed Project Course in Software development
- 2021
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Ingår i: ENLIGHT Teaching and Learning Conference, Gent,. The Netherlands.
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Konferensbidrag (refereegranskat)abstract
- 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
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| 2. |
- Berglund, Anders, 1956-, et al.
(författare)
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Computer Science Education in Europe
- 1996
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Ingår i: SIGCSE Bulletin. - : ACM Special Interest Group on Computer Science Education. ; , s. 395-396
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Konferensbidrag (refereegranskat)
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| 3. |
- Berglund, Anders, 1956-, et al.
(författare)
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Encouraging Asian academic STEM teachers to research their own teaching practice
- 2021
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Ingår i: 2021 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781665438513
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Konferensbidrag (refereegranskat)abstract
- It might be a challenge for a STEM researcher to engage in research that is not directly relevant to his or her own field of specialization. The CUP EASTEM course, described in this paper, aims to support academic Asian STEM teachers in overcoming the challenge of researching their own teaching practices. In this paper we discuss, with CUP EASTEM, as a case study, how we have supported academic STEM teachers to take the steps needed to conduct research on their own teaching practices. The key is to broaden the perspective to also include theoretically sound, qualitative interpretative research. Furthermore, this is a journey that must be made without losing sight of the object of the students' learning, that is, the fundamental concepts within the STEM disciplines.
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| 4. |
- Berglund, Anders, 1956-, et al.
(författare)
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Encouraging Student-Centred STEM Learning in HE: A theory-based project in Asia
- 2021
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Ingår i: 2021 6th International STEM Education Conference (iSTEM-Ed). - : IEEE.
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Konferensbidrag (refereegranskat)abstract
- Student-Centered Learning (SCL) is a way to motivate students to learn, which in this project is applied to STEM education at university level. This paper presents experiences with running a project based on a theory-driven approach to inspire change towards SCL in three Asian countries. The ultimate aim with the project is that the students develop relevant professional competencies in their STEM subjects.
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| 5. |
- Berglund, Anders, 1956-, et al.
(författare)
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Euro-Asia Collaboration for Enhancing STEM Education
- 2021
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Ingår i: In proceedings of the 5th APSCE International Conference on Computational Thinking and STEM Education. ; , s. 136-140
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Konferensbidrag (refereegranskat)abstract
- EASTEM is a capacity-building project funded by Erasmus+ with the aim of improving employability of STEM (Science, Technology, Engineering and Mathematics) graduates from partner universities by ensuring students acquire skills needed in the workplace. EASTEM uses approaches from student-centred STEM education to develop the competence of lecturers and bridge the gap between industry and universities. Over the course of three full years (2019-2022) the project brought together ten universities from Asia and three universities from Europe to work together on improving STEM education, creating a platform for partner universities to exchange best practices on student-centred STEM education. Two associate partners, the Ministry of Education and Training of Vietnam and Vietnam Electronics Industries Association are supporting EASTEM activities.
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| 6. |
- Berglund, Anders, 1956-, et al.
(författare)
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Inspiring Students in Their Learning : A Theoretically Based Discussion Building on Three Courses
- 2019
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Ingår i: 2019 IEEE Frontiers in Education Conference (FIE 2019). - : IEEE. - 9781728117461
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Konferensbidrag (refereegranskat)abstract
- 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.
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| 7. |
- Berglund, Anders, 1956-, et al.
(författare)
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Through the eyes of a research team: Using theory to enhance STEM Education
- 2021
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Ingår i: 2021 6th International STEM Education Conference (iSTEM-Ed). - : IEEE. ; , s. 1-4
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Konferensbidrag (refereegranskat)abstract
- 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.
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| 8. |
- Daniels, Mats, 1956-, et al.
(författare)
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A Case Study: The Uppsala Computing Education Research Group (UpCERG)
- 2023
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Ingår i: Past, Present and Future of Computing Education Research. - : Springer Nature. ; , s. 245-258
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Bokkapitel (refereegranskat)abstract
- 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.
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| 9. |
- Daniels, Mats, Professor, 1956-, et al.
(författare)
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Influencing Student Academic Integrity Choices using Ethics Scenarios
- 2022
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Konferensbidrag (refereegranskat)abstract
- Academic misconduct seems to have increased substantially during the pandemic, with a worldwide upsurge in reported cases. The aim of this project is to construct a framework for helping students engage with issues concerning academic integrity and avoid academic misconduct. This Work-In-Progress paper reports on the construction of a scenario-based framework to investigate the beliefs and attitudes of university stakeholders when confronted with decisions about potential academic misconduct. The framework will be based on using scenarios to spur individual reflections and discussions among the students regarding values related to academic integrity focusing on Uppsala University context. A repository of "misconduct" scenarios related to different cultures, including different views and regulations, is intended to support teachers to develop modules tailored to their current need. The underlying idea is to provide students with an understanding of what constitutes academic misconduct in Uppsala University setting and to help them find honest alternatives when faced with temptations to "cheat". Our view is that students, in general, want to behave honestly, and that this framework will provide a means to help students follow their moral "compass" and avoid dishonest behaviour.
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| 10. |
- Grande, Virginia, 1987-
(författare)
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That's How We Role! A Framework for Role Modeling in Computing and Engineering Education : A Focus on the Who, What, How, and Why
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Role model is a term used in everyday language and literature on education, particularly on diversity, equity, inclusion, and access, describing topics such as motivation and inspiration. However, role model, as a loosely defined concept, is understood and used in different ways. This shows the need for a shared vocabulary and structure to scaffold nuanced reflections and discussions on the who, what, how, and why of role modeling. This thesis describes the development of a framework for role modeling in computing and engineering education. It is focused on the role model’s perspective and is of particular use for educators as role models for students, although it can be used for others in this context.Educators were interviewed and surveyed, and the analysis comprised a phenomenographic approach, thematic coding analysis, argumentation, descriptive statistics, and group comparisons.The framework includes the dimensions of awareness and intention of role modeling. All educators are potential role models, regardless of whether we are aware of what we are role modeling and whether we intend for this to be emulated.What can be modeled is presented as achievements and aspects. As lenses to reflect on which ones a teacher should role model, we bring virtue ethics, care ethics, and ethics of freedom. Context and norms matter in role modeling, such as in who is a role model, as we argue for using research on identity and the history of computing. We provide examples of how and why educators role model (or not) care, emotions, and professional competencies outside norms in the disciplines. This thesis broadens how we understand and discuss role modeling in research and practice, including what can be modeled and obstacles to it. Practical examples (including reflection prompts) of how to use the framework are included for educators and other practitioners.
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