| 1. |
- Adams, Robin, et al.
(författare)
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What is the word for 'Engineering' in Swedish : Swedish students conceptions of their discipline
- 2007
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Engineering education in Sweden – as in the rest of the world – is experiencing a decline in student interest. There are concerns about the ways in which students think about engineering education, why they join an academic programme in engineering, and why they persist in their studies. In this context the aims of the Nationellt ämnesdidaktiskt Centrum för Teknikutbildning i Studenternas Sammanhang project (CeTUSS) is to investigate the student experience and to identify and support a continuing network of interested researchers, as well as in building capacity for disciplinary pedagogic investigation. The Stepping Stones project brings together these interests in a multi-researcher, multi-institutional study that investigates how tudents and academic staff perceive engineering in Sweden and in Swedish education. The first results of that project are reported here. As this study is situated uniquely in Swedish education, it allows for exploration of “a Swedish perspective” on conceptions of engineering. The Stepping Stones project was based on a model of research capacity-building previously instantiated in the USA and Australia (Fincher & Tenenberg, 2006).
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| 2. |
- Boustedt, Jonas
(författare)
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A methodology for exploring students’ experiences and interaction with large-scale software through role-play and phenomenography
- 2008
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Ingår i: ICER '08. - New York : ACM. - 9781605582160 ; , s. 27-38
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Konferensbidrag (refereegranskat)abstract
- Traditional interview methods within qualitative research often capture the purely academic perspective on phenomena. To address this problem, an innovative research method, combining role-playing with phenomenography is proposed. The approach suggested in this paper aims to stimulate participants to widen their perspectives by encouraging them to a deeper engagement with a specific activity, thereby enabling them to reflect actively on their actions and on concepts involved in a specific situated context. In the outlined strategy, the role-playing involved realistic work with large-scale software. This was immediately followed by a debriefing using phenomenographic research interviews when the participants still had the experience fresh in mind. The phenomenographic analysis of the interview transcripts confirmed that the method was successful. The subjects frequently expressed their understanding of theoretical concepts in relation to their experiences from working with the software. The more advanced ways to experience the phenomena was often expressed – and sometimes inspired – by the software’s way to take advantage of the concepts. The specific use of the described method resulted in empirical insights into how students experience object-oriented concepts in software engineering, such as the Java Interface.
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| 3. |
- Boustedt, Jonas, 1965-
(författare)
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A Student Perspective on Software Development and Maintenance
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- How do Computer Science students view Software Development and Software Maintenance? To answer this question, a Phenomenographic perspective was chosen, and 20 Swedish students at four universities were interviewed. The interviews were analyzed to find in which different ways the informants, on collective level, see the phenomena of interest. The resulting outcome spaces show that software development is described in a number of qualitatively different ways reaching from problem solving, design and deliver, design for the future and then a more comprehensive view that includes users, customers, budget and other aspects. Software maintenance is described as correcting bugs, making additions, adapting to new requirements from the surroundings, and something that is a natural part of the job. Finally, conclusions from the results and additional observations are discussed in terms of their implications for teaching, and some suggestions for practical use are given.
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| 4. |
- Boustedt, Jonas
(författare)
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Automated Analysis of Dynamic Web Services
- 2002
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- For a web application test-engineer, it would be convenient to have a map, in form of a graph, describing the functional topology of the application. In that way, it would be possible to analyse the possible paths which can be navigated to discover redundancies and circularities for example. A web spider tool can automate the construction of such a graph. The spider can request a document from the application, find all references to other documents in it, and explore them recursively until all the references have been analysed. However, web services often produce dynamic responses which means that the content cannot be distinctly represented by its reference, i.e., the responses must be classified in a way that matches the users perception. The main problem is to find suitable criteria for this classification. This study describes how to make such a tool and it surveys ideas for how to create a classifying identifier for dynamic responses. The implemented spider was used to make experiments on selected web services, using different models for web node identification. The result is a proposal of suitable criteria for classification of dynamic responses, coming from web applications. These criteria are implemented in algorithms which use the parse structure and the set of internal references as the dominant terms of identification.
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| 5. |
- Boustedt, Jonas, et al.
(författare)
-
It seemed like a good idea at the time
- 2010
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Ingår i: SIGCSE '10 : Proceedings of the 41th ACM technical symposium on Computer science education. - New York : ACM. - 9781450300063 ; , s. 558-559
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We often learn of successful pedagogical experiments, but we seldom hear of the the ones that failed. For this special session we solicited submissions from the SIGCSE membership, selected the best from among these, and will have presentations at the session by the selected authors. Our contributions describe pedagogical approaches that seemed to be good ideas but turned out as failures. Contributors will describe their pedagogical experiment, the rationale for the experiment, evidence of failure, and lessons learned.
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| 6. |
- Boustedt, Jonas, 1965-, et al.
(författare)
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It seemed like a good idea at the time
- 2011
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Ingår i: SIGCSE'11. - New York, NY, USA : ACM. - 9781450305006 ; , s. 163-164
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We often learn of successful pedagogical experiments, but we seldom hear of the the ones that failed. For this special session we solicited submissions from the SIGCSE membership, selected the best from among these, and will have presentations at the session by the selected authors. Our contributions describe pedagogical approaches that seemed to be good ideas but turned out as failures. Contributors will describe their pedagogical experiment, the rationale for the experiment, evidence of failure, and lessons learned.
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| 7. |
- Boustedt, Jonas, et al.
(författare)
-
It seemed like a good idea at the time
- 2008
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Ingår i: SIGCSE '08. - New York, NY, USA : ACM. - 9781595937995 ; , s. 528-529
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We often learn of successful pedagogical experiments, but we seldom hear of the the ones that failed. For this special session we solicited submissions from the SIGCSE membership, selected the best from among these, and will have presentations at the session by the selected authors. Our contributions describe pedagogical approaches that seemed to be good ideas but turned out as failures. Contributors will describe their pedagogical experiment, the rationale for the experiment, evidence of failure, and lessons learned.
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| 8. |
- Boustedt, Jonas, 1965-, et al.
(författare)
-
It seemed like a good idea at the time
- 2009
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Ingår i: SIGCSE '09. - New York, NY, USA : ACM. - 9781605581835 ; , s. 265-266
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Konferensbidrag (refereegranskat)abstract
- We often learn of successful pedagogical experiments, but we seldom hear of the the ones that failed. For this special session we solicited submissions from the SIGCSE membership, selected the best from among these, and will have presentations at the session by the selected authors. Our contributions describe pedagogical approaches that seemed to be good ideas but turned out as failures. At the session, contributors will describe their pedagogical experiment, the rationale for the experiment, evidence of failure, and lessons learned.
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| 9. |
- Boustedt, Jonas, et al.
(författare)
-
It seemed like a good idea at the time
- 2007
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Ingår i: SIGCSE '07. - : Association for Computing Machinery (ACM). - 1595933611 ; , s. 346-347
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We often learn of successful pedagogical experiments, but we seldom hear of the the ones that failed. From an epistemological point of view, learning from failures can be at least as effecitive as learning from good examples. This special session has a structure similar to that of Parlante’s Nifty Assignments, i.e. we solicited submissions from the SIGCSE membership, selected the best from among these, and have presentations at the session by the selected authors. Our contributions describe pedagogical approaches that seemed to be good ideas but turned out as failures. Contributors will describe their pedagogical experiment, the rationale for the experiment, evidence of failure, and lessons learned.
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| 10. |
- Boustedt, Jonas, 1965-
(författare)
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On the Road to a Software Profession : Students’ Experiences of Concepts and Thresholds
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Research has shown that there are gaps in knowledge between newly hired and experienced professionals and that some of these gaps are related to concepts, such as the concepts of object orientation. This problem, and the fact that most computer science majors want to work in the software industry, leads to questions regarding why these gaps exist and how students can be better prepared for their future careers. Against this background, this thesis addresses two theme-based perspectives that focus on students' views of concepts in Computer Science. The first theme-based perspective investigated the existence of potential Threshold Concepts in Computer Science. Such concepts should be troublesome, transformative, irreversible, and integrative. Qualitative methods have been mainly used and empirical data have been collected through semi-structured interviews, concept maps, and written stories. The results identified two Threshold Concepts, suggested several more, and then described the ways in which these concepts have transformed students. The second theme-based perspective took a phenomenographic approach to find the variation in how students understand concepts related to the software profession. Data were collected via semi-structured interviews. In one study the interviews were held in connection with role-playing where students took on the role of a newly hired programmer. The results show a variety of ways to experience the addressed phenomena in the student collective, ranging from superficial views that often have a practical nature to more sophisticated understandings that reflect a holistic approach, including a professional point of view. Educators can use the results to emphasize concepts that are important from students' perspectives. The phenomenographic outcome spaces can help teachers to reflect upon their own ways of seeing contrasted with student conceptions. I have indicated how variation theory can be applied to open more sophisticated ways of seeing, which in this context stresses the professional aspects to help students prepare for becoming professional software developers.
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