| 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
-
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. |
- Eckerdal, Anna, Dr., et al.
(författare)
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Students' learning process in the computer laboratory
- 2022
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Ingår i: 2022 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781665462440 - 9781665462457
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Konferensbidrag (refereegranskat)abstract
- In this full research-to-practice paper we study novice programming students learning process in the computer laboratory. Working with laboratory assignments is an important component when students learn to program. Here the assignments are intended to help students consolidate theoretical understanding and simultaneously train practice. However, it has been observed that the learning outcome of such laboratory sessions often is unsatisfactory. In this article we ask the question "How do novice students go about learning in the computer laboratory?" We analyse empirical data on novice students working in pairs in the laboratory, which is common in a first programming course. The data consists of video films of students where they discuss and solve programming problems, screen captures of what the students typed during the same laboratory session, and stimulated recall interviews with the students after the laboratory session. In the analysis we use an approach inspired by phenomenography and variation theory. We specifically focus on typical stages in the learning process when students learn in the programming laboratory. In doing so we have identified successful and less successful learning paths, where variation can play different roles. The stages identified in students’ learning process are I. Students first need to become aware of a lack of clarity. In the data we have identified different ways in which this necessary awareness was trigged; II. If, and in that case how, they resolve the lack of clarity. In all the stages we found successful and less successful ways in which students’ handle the situations. We illustrate the stages and discuss how and why variation may play different roles in the different stages of students’ learning, specifically focusing of the unsuccessful learning paths. Lastly, we discuss what these findings can tell us about how programming labs could be designed to promote learning in terms of helping students to avoid the unsuccessful paths identified.
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| 11. |
- 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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| 12. |
- Kode, Sandhya, et al.
(författare)
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Sustainable Development of Professional Competencies: A Teacher Training Perspective
- 2020
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Konferensbidrag (refereegranskat)abstract
- Professional competencies are important for success in the workplace for computing and engineering graduates. This has been stressed quite heavily across the world by accrediting agencies and hiring industry and employers. These competencies include communication skills, problems solving skills, and ability to address real-world problems. Many initiatives have worked independently across the world, addressing this complex issue. Of particular interest is the approach of addressing this issue from a teacher training perspective. This perspective offers potential for sustainable development of professional competencies. We look at two major initiatives EnhanceEdu, a design story set in the Indian cultural context, and EASTEM, an Europe-Asia collaboration for developing training of trainers in student centred learning and training university lecturers to test with students.
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| 13. |
- Pears, Arnold, 1964-, et al.
(författare)
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Theory and Approaches to Computing Education Research
- 2023
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Ingår i: Past, Present and Future of Computing Education Research. - : Springer Nature. ; , s. 33-50
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Bokkapitel (refereegranskat)abstract
- Computing education research (CER) studies employ a variety of method- ological points of departure. This chapter synthesises and extends results from some of the seminal papers dealing with the development of research in CER by, amongst others, Petre [34], Fincher and Robins [17], Daniels [10], Thota [33], and Malmi et al. [29]. The aim of the chapter is to provide a perspective on the role of research approach, methodology and study design to the development of systematic research in CER. The chapter provides an analysis of the understanding that can be gained from different epistemological standpoints in relation to CER with a focus on “dis- covery”, “integration”, and “application” of the results of CER research. The chapter positions the reader in relation to research methods, and provides the authors view of the role of theory in CER. Adopting a scholarly approach to teaching and learning and the instructional design of tertiary courses has gained increasing popularity since a discussion of rigour in research emerged in the community around 2004.
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| 14. |
- Adawi, Tom, et al.
(författare)
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On context in phenomenographic research on understanding heat and temperate
- 2002
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Ingår i: EARLI, Bi-annual Symposium, Fribourg, Switzerland.
-
Konferensbidrag (refereegranskat)abstract
- Starting from an empirical study of lay adults' understanding of heatand temperature, we distinguish between different meanings of "context" inphenomenographic research. To confuse the variation in ways of experiencingthe context(s) of the study with the variation in ways of experiencing thephenomenon of study is to risk losing fundamental insights. We discuss contextas experienced and as interwoven with the experience of the phenomenon, andanalyse its significance in two dimensions: (1) the stage of the research project:formulating the question, collecting data, analysing data and deploying results;and (2) "who is experiencing" the context: the individual, the collective, or theresearcher. The arguments are illustrated from the empirical study.
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| 15. |
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| 16. |
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| 17. |
- Berglund, Anders, 1956-
(författare)
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Att undervisa vid Royal University of Bhutan
- 2019
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Ingår i: Druk Yul. - Stockholm, Sweden : The Swedish Bhutan Society. ; :2, s. 27-29
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- De bhutanesiska IT-studenterna är bland de mest uppmärksamma vi någonsin har träffat. Det här är slutsatsen av både min kollega Kristina von Hausswolff och mig själv efter att ha undervisat studenter vid Bachelor of Engineering Programme i Information Technology vid College of Science and Technology (CST) på Royal University of Bhutan (RUB) i cirka två veckor i april 2019. Detta college ligger i Phuentsholing i den sydvästra delen av landet, ungefär fem km från den indiska gränsen. Vi var där som en del av ett EU-sponsrat program (Erasmus+ International Credit Mobility, ICM) mellan IT-institutionen på CST och vår heminstitution, Uppsala Computing Education Research Group (UpCERG), Institutionen för informationsteknologi, Uppsala universitet.
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| 18. |
- Berglund, Anders, 1956-
(författare)
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Exploring the cultures : European values in science and technology education in higher education
- 2009
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Ingår i: Cultural Dynamics: Inheritance and Identity.
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Konferensbidrag (refereegranskat)abstract
- Universities are a part of the globalisation. They belong to the local community in which they are situated,at the same time as they are heavily influenced by the cultural and social background of teachers andstudents and as they carry a culture of their own. Each subject area in science and technology, such ascomputer science or biology, also brings its own sets of values and norms. What it means, for example “tobe a computer scientist” and “what computer science is” are thus evolving in the interplay between thesubject area, the university and its people, the local community and an internationalising world.It is hard to enter this culture for a student, who enters university to study science or technology. Maybethe difficulty is still larger for non-European students, who bring other norms and experiences than themajority culture. For example, Asian students tend, more than their European counterparts, to focus onrote learning. Although learning in this form often is highly sophisticated and successful, Europeanuniversities normally do not support these ways of learning. The Asian students frequently alsounderstand concepts, which are taken for granted in a European community (such as originality andintellectual property) in different ways. In science and technology, the students’ relationships to the roleof the literature and purpose of practical assignments often differ from that of the majority culture.In this context it becomes interesting to explore how the diversity in itself is understood by students andstaff. The issue of how the different subject areas stand out, which values, norms and cultures that theyinteract with and are constituted by becomes another important research question.The diverse environments that is constituted by science and technology education at the universities offerpossibilities for the researchers to explore the variation in the above mentioned factors, in a way thatwould not possible in a culturally homogenous environment.The rationale for studying such topics in this cultural environment is three-fold:1. The study opens for scrutinizing our own, European, values. By making our values explicit, wecan determine which of these values that we honour and find important. For example, originality,intellectual property and equality are important European values, while the unwillingness torespect rote learning is not. Thus, universities need to communicate with their students in order tomake our values visible and understandable. Further we need to accommodate those behavioursthat are not fundamental in a European perspective in the repertoires of the universities.2. The study also opens for integrating new practices into the universities, both as institutionallychanges and by acting in such a way that the universities profit from the diversity in theuniversities.3. Finally, this research program offers the kind of insights concerning our culture, which haspedagogical implications. It can ultimately help us in improving science and technologyeducation.The study will take its empirical basis in a qualitative exploration of the expressions of the experiences ofstudents and staff from different subject areas. The outcome of this study will be interpreted in culturaltheory and/or socio-cultural frameworks.My personal research interests lies in the interaction between the subject area (specifically computerscience) with the culture of which it is a part. The implications in science and technology education andits pedagogy are questions that I find particularly relevant and appealing to explore.
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| 19. |
- Berglund, Anders, 1956-, et al.
(författare)
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"How research came inside me as a new knowledge" : An inside perspective from two Bhutanese students on learning research in Computing Education
- 2018
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Ingår i: 2018 6th International Conference on Learning and Teaching in Computing and Engineering (LaTICE). - : IEEE. - 9781538678978 ; , s. 98-102
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Konferensbidrag (refereegranskat)abstract
- Scholars have argued that there is no simple definition for research due to a wide variety of disciplines and educational contexts; how students are involved in research may vary a lot with a discipline, and with national and regional curricula within a particular discipline. The present study advances autoethnographic accounts of two Bhutanese students' participation in research. The context of participation is their exchange period, and specifically their attendance at a particular Computing Education Research course, at Uppsala University. The autoethnographic epiphanies that our report suggest transformations in perspective as to what research is and what it may provide personally. The students coauthored the present paper, which, we hope, helped in generating a plausible autoethnographic text, while manifesting their continued interest in research.
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| 20. |
- Berglund, Anders, 1956-
(författare)
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Learning computer systems in a distributed project course : The what, why, how and where
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Senior university students taking an internationally distributed project course in computer systems find themselves in a complex learning situation. To understand how they experience computer systems and act in their learning situation, the what, the why, the how and the where of their learning have been studied from the students’ perspective. The what aspect concerns the students’ understanding of concepts within computer systems: network protocols. The why aspect concerns the students’ objectives to learn computer systems. The how aspect concerns how the students go about learning. The where aspect concerns the students’ experience of their learning environment. These metaphorical entities are then synthesised to form a whole. The emphasis on the students’ experience of their learning motivates a phenomenographic research approach as the core of a study that is extended with elements of activity theory. The methodological framework that is developed from these research approaches enables the researcher to retain focus on learning, and specifically the learning of computer systems, throughout. By applying the framework, the complexity in the learning is unpacked and conclusions are drawn on the students’ learning of computer systems. The results are structural, qualitative, and empirically derived from interview data. They depict the students’ experience of their learning of computer systems in their experienced learning situation and highlight factors that facilitate learning. The results comprise sets of qualitatively different categories that describe how the students relate to their learning in their experienced learning environment. The sets of categories, grouped after the four components (what, why, how and where), are synthesised to describe the whole of the students’ experience of learning computer systems. This study advances the discussion about learning computer systems and demonstrates how theoretically anchored research contributes to teaching and learning in the field. Its multi-faceted, multi-disciplinary character invites further debate, and thus, advances the field.
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| 21. |
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| 22. |
- Berglund, Anders, 1956-, et al.
(författare)
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Students learn CS in different ways : Insights from an empirical study
- 2006
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Ingår i: SIGCSE Bulletin inroads. - : Association for Computing Machinery (ACM). - 0097-8418. ; 38:3, s. 265-269
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 23. |
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| 24. |
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| 25. |
- Berglund, Anders, 1956-, et al.
(författare)
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The Development of Cooperation Between Al Baha University and Uppsala University, Sweden
- 2014
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Ingår i: International Exhibition and Conference on Higher Education, Riyadh, Saudi Arabia.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Developing new master level education is a complex task. Not only is the competence within the discipline crucial; teaching and as a consequence, learning, must also be research-focused and must aim to encourage the students to develop into independent scholars.In this collaborative, multi-facetted project Al Baha University, Saudi Arabia, (ABU) and Uppsala University, Sweden, (UU) work jointly to develop ABU into a leading actor in master level education with a corresponding research profile. The schools/departments take their own decisions on design and priorities of the activities. In this way the project profits from the local competencies at both sites and becomes locally situated and thus closer to the needs and expectations of the ABU staff.The partners entered into collaboration 2011. Among initial achievements was the common identification of the need of a bridging year for tentative master’s students, to complement the skills from the undergraduate (UG) level, and reinforce the command of English, which is a necessary tool in international education. In addition, computer science and mathematics were selected as the initial development areas.Within mathematics, the Department of Mathematics at UU was engaged in a discussion aiming primarily to develop the UG curriculum to match the needs of a future master programme, and secondly to develop the curriculum of a ABU master programme in mathematics to match UU standards, with the possibility in mind of student exchange targeting specific courses and thesis studies.Meanwhile, in the autumn 2013 a female staff member of ABU was admitted as PhD student in mathematics at UU, and has now started her second semester of full time studies.Within computer science (CS), the project tackles the significant challenges to encourage students, teachers and the formal university structures to embrace the ideas of Scholarship of Teaching and Learning (SoTL). The aim is to promote staff and students to broaden their perspective on what research and investigation means and to critically examine teaching and learning. As a consequence, the ways to relate to the students, the subject area, the teaching and the colleagues must be scrutinised, with the intent of finding new teaching and learning forms.The project implements these ideas in several ways. Currently a staff development course is given as a starting point for the project within CS. With a focus on the changes needed to implement the ideas of SoTL, the course participants make their own pedagogical development projects, and study their own practice and its outcomes using rigorous research-based methods. As a continuation, during the coming years, the two universities will run a set of workshops, mainly with a methodological focus, followed by a series of three conferences, with the first one serving the local area, and the last being an internationally recognised Institute of Electrical and Electronics Engineers (IEEE) sponsored conference.
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| 26. |
- Berglund, Anders, 1956-, et al.
(författare)
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The exchange programme between new and different partners, Royal University of Bhutan and Uppsala University
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - 9781728189611 - 9781728189628
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Konferensbidrag (refereegranskat)abstract
- This WiP paper discusses difficulties, but also gains, in starting new collaborations, mainly when the universities differ: different natures of their strengths and weaknesses, acting in different contexts and having different international recognitions. At the same time, it is the differences that make exchanges fruitful and opens for new learning experiences. An example of such a collaboration between asymmetric partners can be found in the Department of Information Technology, Uppsala University, Sweden and College of Science and Technology, Royal University of Bhutan.
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| 27. |
- Berglund, Anders, 1956-, et al.
(författare)
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Three Ways of Globalizing IT Engineering Education : Experiences from Two European Universities
- 2008
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Ingår i: International Conference on Science, Technology and Education Policy. - Hangzhou, China. ; , s. 63-67
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Konferensbidrag (refereegranskat)abstract
- In this paper, we present three different mechanisms for globalising engineering education: (1) student and staff exchanges, (2) joint courses, where the students work in globally distributed teams; and (3) joint degree programmes.We argue that the three mechanisms complement each other and that successful globalisation within an institution can be archived by combining the three.Our argument is based on the experiences of two north European universities, who successfully globalise their education.
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| 28. |
- Berglund, Anders, 1956-
(författare)
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Understanding Network Protocols. : A Phenomenographic study
- 2002
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Ingår i: Proceedings of the second annual Finnish/Baltic Sea conference on computer science education. ; , s. 70-75
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Konferensbidrag (refereegranskat)abstract
- The aim of this research pro ject is to explore university students' learning of advanced computer science concepts in an internationally distributed pro ject course with the overall objective of improving learning and teaching of computer networks. This paper summarizes a full report that was previously published as a licentiate thesis at Uppsala University, Sweden (Berglund, 2002) and has been discussed at a licentiate seminar in March 2002. In this paper, I will start by describing the pro ject the students are taking. In the following section, I will discuss phenomenography and motivate my choice of this research approach. Section 4 brie y presents students' understanding of the network protocol TCP, while the last section discusses implications of the results for learning and teaching.
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| 29. |
- Berglund, Anders, 1956-
(författare)
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Understanding Network Protocols. A Phenomenographic study : Invited seminar at the 2nd Annual Finnish/Baltic Sea Conference on Computer Science Education
- 2002
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- How students who participate in a project-centered, internationally distributed, university course in computer systems taught jointly by two universities understand a network protocol, TCP, is described in this paper. Insights into students' understanding are gained through an empirical phenomenographic research approach. The use of phenomenography as a research approach makes it possible to learn about computer science, as it is experienced by the students. Some aspects that indicate good learning outcomes are identified, such as being capable of understanding a protocol in different ways and of making relevant choices between the ways it could be experienced according to the context in which it appears. Based on these results a discussion on learning and teaching is developed.
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| 30. |
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| 31. |
- Choden, Kuenzang, et al.
(författare)
-
Studying abroad : Experiences of Bhutanese IT Engineering Student
- 2021
-
Ingår i: 2021 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781665438513 ; , s. 1-5
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Konferensbidrag (refereegranskat)abstract
- This work-in-progress research discusses the impacts of the student exchange program on Bhutanese Information Technology exchange students. Student exchanges are common among various academic institutions to enhance competency, collaboration, and cultural exchange. For example, an exchange program between the College of Science and Technology, Royal University of Bhutan, Bhutan, a young developing institution, and Uppsala University, Sweden, an old, established university, has witnessed successful bilateral partnerships since 2016. Both partners see the exchange program as fruitful. However, the researchers have not yet researched the outcome of the program on the students. Therefore, in this case study, we study and discuss the influence of the exchange program on the Bhutanese exchange students in this paper. We collected the data from several semi-structured interviews and analyzed the transcripts qualitatively. We asked each student five guiding questions and several follow-up questions. The responses were discussed and jointly investigated by the three first authors. We concluded that studying abroad helps the students to develop in many fields. In this paper, we describe their general experiences, challenges, and growth as perceived by them. Furthermore, the study revealed how the differences between the environments proved to be constructive for the students, as the program contributed to the growth of students, including skills and knowledge.
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| 32. |
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| 33. |
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| 34. |
- Dorji, Eusang Lhaki, et al.
(författare)
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What Motivates Engineering Students in IT in Bhutan to Learn Programming
- 2021
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Ingår i: 2021 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781665438513 ; , s. 1-4
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Konferensbidrag (refereegranskat)abstract
- This research to practice work-in-progress paper discusses some environmental and background factors that motivate the IT students of the College of Science and Technology (CST), Royal University of Bhutan (RUB), to learn programming. Programming is gaining popularity in Bhutan, especially due to the increasing number of opportunities in the IT field. CST is one of the few colleges at RUB providing IT courses to students pursuing undergraduate degrees. Previous studies have revealed that the competence and enthusiasm of first year IT Engineering students at RUB differ between individuals when it comes to learning programming, but the reasons for this are still to be determined. In this paper, we explore factors that influence students of CST to learn programming and what can be done by the college to instil more enthusiasm to learn to program. In this case study, a qualitative research methodology was used to analyse the experiences and opinions of eight IT students of CST. Data was collected through semi-structured interviews and their responses were discussed and jointly analysed by the first three authors. The study revealed several factors such as knowing about future opportunities in IT and partaking in or wanting to partake in activities, social groups and other study related resources which were related to the students' motivation and their encouragement within their studies. Dissimilarities in the attitude towards programming were noted in students despite them having access to the same lecturers, college facilities and other activit
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| 35. |
- Holmgren, Simon, et al.
(författare)
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Neuropsychiatric Symptoms in Dementia : Considering a Clinical Role for Electroencephalography
- 2022
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Ingår i: The Journal of Neuropsychiatry and Clinical Neurosciences. - : American Psychiatric Association Publishing, Inc.. - 0895-0172 .- 1545-7222. ; 34:3, s. 214-223
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: Degenerative dementia is characterized by progressive cognitive decline and neuropsychiatric symptoms. People with Alzheimer's disease (AD), the most common cause of dementia, show synaptic loss and disruption of functional brain networks along with neuritic plaques and neurofibrillary tangles. Electroencephalography (EEG) directly reflects synaptic activity, and among patients with AD it is associated with slowing of background activity. The purpose of this study was to identify associations between neuropsychiatric symptoms and EEG in patients with dementia and to determine whether EEG parameters could be used for clinical assessment of pharmacological treatment of neuropsychiatric symptoms in dementia (NPSD) with galantamine or risperidone.METHODS: Seventy-two patients with EEG recordings and a score ≥10 on the Neuropsychiatric Inventory (NPI) were included. Clinical assessments included administration of the NPI, the Mini-Mental State Examination (MMSE), and the Cohen-Mansfield Agitation Inventory (CMAI). Patients underwent EEG examinations at baseline and after 12 weeks of treatment with galantamine or risperidone. EEG frequency analysis was performed. Correlations between EEG and assessment scale scores were statistically examined, as were EEG changes from baseline to the week 12 visit and the relationship with NPI, CMAI, and MMSE scores.RESULTS: Significant correlations were found between NPI agitation and delta EEG frequencies at baseline and week 12. No other consistent and significant relationships were observed between NPSD and EEG at baseline, after NPSD treatment, or in the change in EEG from baseline to follow-up.CONCLUSIONS: The limited informative findings in this study suggest that there exists a complex relationship between NPSD and EEG; hence, it is difficult to evaluate and use EEG for clinical assessment of pharmacological NPSD treatment.
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| 36. |
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| 37. |
- Svensson, Maria, 1969, et al.
(författare)
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Teaching and learning system thinking in technology
- 2015
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Ingår i: Plurality and Complementarity of Approaches in Design and Technology Education: PATT29 conference proceedings. Apr 2015, Marseille, France. - Marseille : Presses Universitaires de Provence. - 9782853999946 ; , s. 404-409, s. 404-409
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Konferensbidrag (refereegranskat)abstract
- Complex technological systems have emerged during the last decade as an important strand in technology teaching in several national curricula for compulsory school. However, even though understanding the systemic aspects and connected nature of contemporary society, it remains unclear what such understanding entails in detail, and even more unclear what may constitute good teaching. We present the results from a teaching-learning design project on the topic of large societal and complex technological systems, which are seen as constituted of transformation and transport, acting on matter, energy and information. The main results are a suggested and evaluated plan of teaching developed in collaboration with a team of technology teachers, as well as descriptions of how pupils’ system thinking is constituted in terms of four basic aspects: Resource and intention of the system; System component constitution; Process and transformation in components and system; Network character. In total, a teaching plan spanning four lessons was realised in four different classrooms, with classes’ sizes ranging 15 to 25 pupils in the ages 14 and 15. The teaching design progresses through focusing specific parts of various systems, for example the transformation of polluted water to clean water in a water purification plant as part of the water supply system. There is an emphasis on the function of the part in relation to the system on the one hand, and on how the part is and can be realised technically, taking care to relate the latter to what is taken up in other curricular strands of technology. The last part focuses the examination of technological systems as constituted by interacting and meaningful parts, where their network nature may emerge.
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| 38. |
- Thota, Neena, 1957-, et al.
(författare)
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A structured approach to master thesis writing
- 2015
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Ingår i: Conference for University Pedagogical Development. - Uppsala, Sweden : Uppsala University.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 39. |
- Thota, Neena, et al.
(författare)
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Integrating international students into CS programs
- 2015
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Ingår i: Proc. 1st Al Baha University and Uppsala University Symposium on Quality in Computing Education. ; , s. 6-8
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Konferensbidrag (refereegranskat)abstract
- 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.
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| 40. |
- Wattanakasiwich, Pornrat, et al.
(författare)
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Investigating Challenges of Student Centered Learning in Thai Higher Education during the COVID-19 Pandemic
- 2021
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Ingår i: 2021 IEEE Frontiers in Education Conference (FIE). - : IEEE. - 9781665438513 ; , s. 1-7
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Konferensbidrag (refereegranskat)abstract
- The Covid-19 pandemic has posed major challenges for the education sector worldwide. Face-to-face university courses have to be taught online. University instructors have faced significant difficulties in creating a student-centered learning (SCL) environment online. The aim of this study was to investigate the major challenges of creating student centered learning in Thailand and focused on a population of college instructors attending Thai EASTEM webinar on “Student-Centered Learning in Internet-Based (online) Teaching”, offered in year 2020 during the Covid-19 pandemic. The aims of this webinar series aimed to provide information on student-centered online learning, how to effectively conduct SCL-based online classes and strategies for better assessments in online learning. There were more than 1000 participants attending all three webinars. The online questionnaire was designed to gather information required by the study. Both quantitative and qualitative were analyzed according to emerging aspects of the online learning activity including learning goals, tools & resources, roles and assessment. As results, most instructors had concerned about fairness and honesty in online assessment, how to create SCL online teaching and students' skills in using computer for online learning and students' readiness in terms of equipment. The study findings are of great use in areas of education development in higher institutes of learning. The findings are also of considerable value in creating SCL online learning environment for college teaching in a digital era and adaptation of instructors towards new way of teaching and learning.
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