| 1. |
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| 2. |
- Daniels, Mats, et al.
(författare)
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Competencies for paradigm shift "survival"
- 2015
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Ingår i: Proc. 45th ASEE/IEEE Frontiers in Education Conference. - Piscataway, NJ : IEEE Press. - 9781479984534 ; , s. 1424-1429
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Konferensbidrag (refereegranskat)
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| 3. |
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| 4. |
- Rosén, Anders, et al.
(författare)
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Transformation-Driving Education : Perspectives Emerging in a Dialogue between Teachers with Experiences from Challenge-Driven Education
- 2022
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Ingår i: 2022 IEEE Frontiers in Education Conference (FIE). - : IEEE conference proceedings. - 9781665462440
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Konferensbidrag (refereegranskat)abstract
- Den här artikeln utforskar olika implementeringar av och lärares erfarenheter från utmaningsdriven utbildning och liknande lärandemetoder inom ingenjörsutbildning och andra högre utbildningssammanhang. Genom en aktionsforskningsmetod kan centrala problem bland lärarna och likheter och skillnader mellan de studerade kurserna identifieras. Studien belyser potentialen i dessa inlärningsmetoder, som medel för att bryta och gå bortom de traditionella gränserna för högre utbildning, förbättra och korsbefrukta ingenjörsutbildning med andra discipliner och ge studenterna makt både som professionella och människor. Det indikerar också potentiella barriärer och inbyggda spänningar som är avgörande att hantera för framgångsrik implementering. Studien visar vidare på stora möjligheter till ömsesidigt lärande och samarbete mellan lärare från olika sammanhang och bakgrunder. Resultaten diskuteras i relation till forskning inom områden som hållbarhetsutbildning, transformativt lärande och framtidsstudier, och möjligheter till vidare forskning och utveckling beskrivs.
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| 5. |
- Adams, Liz, et al.
(författare)
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Challenges in teaching capstone courses
- 2003
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Ingår i: ACM SIGCSE Bulletin. ; 35:3, s. 219-220
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Tidskriftsartikel (refereegranskat)abstract
- Many of us run capstone project courses and do so in different ways. The members of this panel come from different countries, belong to different types of institutions, teach in different computing disciplines and the capstone projects they run also vary considerably. Yet, there is a strong sense of consensus about what a capstone project is and how valuable it is as a learning experience for students.The panel discussion will serve as an inspiration to develop new, and change old capstone project courses. The main aim is to discuss why, or why not, different approaches work in a capstone project. What are the learning objectives behind the approach? What are the problems? What are the benefits? How is assessment managed? What resources, tools and techniques are used to administer and manage the projects?Concrete examples of how capstone projects are run at the six institutions represented by the panellists will be given, and issues such as framework, methodologies, project examples and technologies used in the process of producing projects will be addressed.
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| 6. |
- Alexander, Sylvia, et al.
(författare)
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Case studies in admission to and early performance in computer science degrees
- 2003
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Ingår i: ACM SIGCSE Bulletin. - 0097-8418. ; 35:4, s. 149-153
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Tidskriftsartikel (refereegranskat)abstract
- Changing conditions for teaching increase our motivation to understand the teaching and learning process. First time investigators of educational settings often feel uncertain about what aspects are involved and how to design a meaningful investigation. This paper develops and describes an applied research model with the ob jective of providing computer science (CS) academics of with a structured overview of the inter-disciplinary research components of CS education research.The paper argues that adopting such a model has the potential to enhance the maturity, significance and applicability of CS education research studies by placing them in a more complete research context. This helps to make the outcomes more readily transportable to other teaching and learning situations.One aim of publicizing the model is to help inspire the growing numbers of people who are becoming interested in CS education research. In addition we hope to simplify the task of gaining a rapid understanding of the research design issues and options that are typically involved.
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| 7. |
- Apiola, Mikko, et al.
(författare)
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A Scientometric Journey Through the FIE Bookshelf : 1982-2020
- 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
- IEEE/ASEE Frontiers in Education turned 50 at the 2020 virtual conference in Uppsala, Sweden. This paper presents an historical retrospective on the first 50 years of the conference from a scientometric perspective. That is to say, we explore the evolution of the conference in terms of prolific authors, communities of co-authorship, clusters of topics, and internationalization, as the conference transcended its largely provincial US roots to become a truly international forum through which to explore the frontiers of educational research and practice. The paper demonstrates the significance of FIE for a core of 30% repeat authors, many of whom have been members of the community and regular contributors for more than 20 years. It also demonstrates that internal citation rates are low, and that the co-authoring networks remain strongly dominated by clusters around highly prolific authors from a few well known US institutions. We conclude that FIE has truly come of age as an international venue for publishing high quality research and practice papers, while at the same time urging members of the community to be aware of prior work published at FIE, and to consider using it more actively as a foundation for future advances in the field.
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| 8. |
- Apiola, Mikko, et al.
(författare)
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A Scientometric Journey Through the FIE Bookshelf : 1982-2020
- 2021
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Ingår i: 2021 IEEE frontiers in education conference (FIE 2021). - : Institute of Electrical and Electronics Engineers (IEEE).
-
Konferensbidrag (refereegranskat)abstract
- IEEE/ASEE Frontiers in Education turned 50 at the 2020 virtual conference in Uppsala, Sweden. This paper presents an historical retrospective on the first 50 years of the conference from a scientometric perspective. That is to say, we explore the evolution of the conference in terms of prolific authors, communities of co-authorship, clusters of topics, and internationalization, as the conference transcended its largely provincial US roots to become a truly international forum through which to explore the frontiers of educational research and practice. The paper demonstrates the significance of FIE for a core of 30% repeat authors, many of whom have been members of the community and regular contributors for more than 20 years. It also demonstrates that internal citation rates are low, and that the co-authoring networks remain strongly dominated by clusters around highly prolific authors from a few well known US institutions. We conclude that FIE has truly come of age as an international venue for publishing high quality research and practice papers, while at the same time urging members of the community to be aware of prior work published at FIE, and to consider using it more actively as a foundation for future advances in the field.
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| 9. |
- 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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| 10. |
- 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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| 11. |
- Ballew, William, et al.
(författare)
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Investigations into the Use of Learning Agreements to Enhance Stakeholder Engagement and Promote Self-Efficacy in Computing Education
- 2018
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Ingår i: 2018 IEEE Frontiers in Education Conference (FIE). - Piscataway, NJ : IEEE. - 9781538611746
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Konferensbidrag (refereegranskat)abstract
- We examine controversial issues surrounding the locus of control in the implementation of learning agreements, plans or contracts, in the context of the U.K. university-level Graduate Apprenticeship scheme. We begin by giving an account of the stakeholders and their positions as well as their motivating principles as they strive to maintain their respective loci of control with regard to the negotiation of the learning agreement. We then describe the idiomatic challenges to implementation of a learning agreement and subsequent plan in work-based learning environments with a range of employers from different sectors. An investigation into the manner in which learning agreement tenets are changed due to competing pressures on the various stakeholders leads to a discussion of challenges to successful prioritisation of the learning plan that occur as a result of mutually exclusive requirement sets. We discuss the challenges that may present themselves in which the requirements of one set of stakeholders appear to conflict with others and the questions that are raised as those involved seek to ensure suitable standards of academic quality in difficult cases. Finally, we discuss whether learning agreements are the most appropriate operational instruments for maintaining standards in these circumstances.
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| 12. |
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| 13. |
- Berglund, Anders, et al.
(författare)
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A smorgasbord of pedagogical dishes
- 1997
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Ingår i: ACM Australasian computing education conference, Melbourne.
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Konferensbidrag (refereegranskat)abstract
- A smorgasbord is a style of food presentation that offers a wide variety of dishes from which the dinner guest can select according to personal preference. In this paper, we use the analogy of the smorgasbord to present a variety of pedagogical dishes that have been used for courses given by one department. In the same way the dishes on the smorgasbord can be grouped into various categories, our pedagogical dishes have been grouped into categories: Active learning, Projects, Form of examination, and Forging connections. For each dish, we discuss how it has been used, the participants, and the goals, as well as our assessment of the outcome. We hope that the reader will be inspired by the description of our pedagogical smorgasbord to extend and refine their local offerings.
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| 14. |
- 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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| 15. |
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| 16. |
- 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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| 17. |
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| 18. |
- 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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| 19. |
- 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.
-
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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| 20. |
- 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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| 21. |
- Berglund, Anders, et al.
(författare)
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How do individual portable computers effect students learning?
- 2000
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Ingår i: IEEE Frontiers in education conference, Kansas City. - 0780364244 ; , s. S3D7-S3D10
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Konferensbidrag (refereegranskat)abstract
- Investing in portable computers for students is a controversial issue. This paper focuses on pedagogical aspects of such an endeavour. It reports on a case study of portable computer use by students in the Master's degree program in Information Technology at Uppsala University, Uppsala, Sweden. The results are promising, indicating that in general students learn more and that they use the computers for colaboration.
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| 22. |
- Berglund, Anders, et al.
(författare)
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Improving education quality : a full scale study
- 1997
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Ingår i: ACM SIGCSE Bulletin. - : Association for Computing Machinery (ACM). - 0097-8418. ; 29:1, s. 330-334
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Tidskriftsartikel (refereegranskat)abstract
- We now and then make changes to our courses and how we teach or examine them. This is often done in isolation from other courses that the students take. In this paper we report on experiences made in a coordinated study concerning examination methods. The target group was 60 students from the Systems branch of the Engineering Physics study program. We changed all three courses they took during the first ten weeks of the spring semester 1996. The changes were in short: replace the final exam by weekly assignments, introduce seminars as a method of examination, and in the cases where a written exam was kept, the main focus of the questions were changed to showing understanding, ability to analyze and synthesize.Our experiences in this study clearly show that changing examination is a tool for changing the way our students work, and thus for improving the quality of the education.
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| 23. |
- 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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| 24. |
- Berglund, Anders, et al.
(författare)
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Qualitative Research Projects in Computing Education Research: An Overview.
- 2006
-
Ingår i: Australian Computer Science Communications. ; 28:5, s. 25-34
-
Tidskriftsartikel (refereegranskat)abstract
- Qualitative research approaches have much to offer computing education research (CER). Conducting studies which are theoretically anchored in pedagogy, as well as in computing, can help us to draw more solid and significant conclusions about how students learn computing. When studying teaching and learning situations it is important to take into explicit account what is meant by learning. We claim that this implies that research into student learning is strengthened by increased awareness of the role and relevance of qualitative research approaches in CER.With this aim in mind we identify the area of “pedagogically anchored qualitative research” and place it within the broader CER landscape. We also provide an overview of research methods and resulting studies, which we feel exemplify the value this type of study has for the CER community.
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| 25. |
- 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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| 26. |
- Berglund, Anders, 1956-, et al.
(författare)
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Through the eyes of a research team: Using theory to enhance STEM Education
- 2021
-
Ingår i: 2021 6th International STEM Education Conference (iSTEM-Ed). - : IEEE. ; , s. 1-4
-
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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| 27. |
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| 28. |
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| 29. |
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| 30. |
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| 31. |
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| 32. |
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| 33. |
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| 34. |
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| 35. |
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| 36. |
- Cajander, Åsa, et al.
(författare)
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Professionella kompetenser i projektkurser
- 2012
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Ingår i: Proc. 3:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar. - : Linköping University Electronic Press. ; , s. 123-128
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Konferensbidrag (refereegranskat)
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| 37. |
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| 38. |
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| 39. |
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| 40. |
- Cassel, Lillian, et al.
(författare)
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Four relections on the history of ITiCSE
- 2018
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Ingår i: ACM inroads. - : ACM Digital Library. - 2153-2184 .- 2153-2192. ; 9:4, s. 40-46
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Tidskriftsartikel (refereegranskat)abstract
- In 1996, recognizing a growing worldwide interest in community education, SIGCSE started a new conference in Europe—now known as the Innovation and Technology in Computer Science Education conference (ITiCSE). Following the success of the first ITiCSE, it has been held annually, typically in Europe, ever since. ITiCSE has developed its own special character, providing unique and valuable experiences for participants. In this article we reflect upon ITiCSE, its establishment and development into a leading venue for computing education researchers and practitioners.
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| 41. |
- Clear, Tony, et al.
(författare)
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2D and 3D Introductory Processes in Virtual Groups
- 2003
-
Ingår i: IEEE Frontiers in Education. - 0780379616 ; , s. S1F1-S1F6
-
Konferensbidrag (refereegranskat)abstract
- This paper reports upon a collaborative learningtrial conducted in 2002 between students at AucklandUniversity of Technology New Zealand and UppsalaUniversity Sweden.The trial design included an initial phase in which virtualgroups became acquainted, using different modes of cybericebreaker,and a subsequent phase with a common taskinvolving group decision making - evaluating and rankingthe different icebreaker experiences.The software used in the trial comprised 1) a customdeveloped web-based groupware database, and 2) a Java3D application, employing configurable avatars, whichcould be manipulated in a virtual world. Each of theseapplications supported icebreaking activities intended toestablish trust between virtual group members, the latter in3D mode, and the former in 2D mode.The trial process and the software are initially outlined. Theevaluation strategy, and approaches to data analysis arethen discussed, and the paper concludes with a report ofpreliminary findings from the trial.
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| 42. |
- Clear, Tony, et al.
(författare)
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A cyber-icebreaker for an effective virtual group?
- 2001
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Ingår i: ACM SIGCSE Bulletin. ; 33:3
-
Tidskriftsartikel (refereegranskat)abstract
- This paper reports selected results from the most recent of a series of international collaborative trials between students at Auckland University of Technology and Uppsala University. The trials require students to work together in virtual groups, comprising students from each institution, to perform a common task. The topic of this paper is how to form and sustain more effective virtual groups. In this trial a cyber-icebreaker task has been introduced and its contribution to group effectiveness is explored. Some conclusions are drawn pinpointing the strengths and weaknesses of this trial design, and some insights into effective design of electronic collaborative learning groups are gained.
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| 43. |
- Clear, Tony, et al.
(författare)
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A framework for writing learning agreements
- 2016
-
Ingår i: Proc. 46th ASEE/IEEE Frontiers in Education Conference. - Piscataway, NJ : IEEE Press. - 9781509017904
-
Konferensbidrag (refereegranskat)abstract
- Active learning is a popular concept for motivating learning. Learning agreements are one strategy towards this goal. They can be used to aid the students to take ownership of their learning and in becoming more active in a course. Learning Agreements are especially useful tools for scaffolding learning in courses with a focus on developing the professional competencies of students, such as in Open Ended Group Projects, Work Integrated Learning or other authentic learning contexts. Such educational contexts are complex and we have found it necessary to scaffold student learning using agreements based on professional competencies. This has led to a pedagogical framework, which has found successful application in a number of contexts. This framework has been built based on discussions with students, and has involved the development of a supporting wiki which contains descriptions of the different professional competencies involved in the learning agreement. The IT based framework has been iteratively developed together with the students taking the course in the fall of 2015. The development and assessment of this framework is contrasted in the context of two courses using learning agreements, one (in Sweden) with a focus on development of professional competencies and the other (in New Zealand) addressing a mix of professional competencies and subject knowledge in a work integrated learning setting.
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| 44. |
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| 45. |
- Clear, Tony, et al.
(författare)
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Challenges and recommendations for the design and conduct of global software engineering courses : A systematic review
- 2016
-
Ingår i: Proceedings of The 2015 Iticse Conference on Working Group Reports (Iticse-Wgp'15). - New York : ACM Press. - 9781450341462 ; , s. 1-39
-
Konferensbidrag (refereegranskat)abstract
- Context: Global Software Engineering (GSE) has become the predominant form of software development for global companies and has given rise to a demand for students trained in GSE. In response, universities are developing courses and curricula around GSE and researchers have begun to disseminate studies of these new approaches.Problem: GSE differs from most other computer science fields, however, in that practice is inseparable from theory. As a result, educators looking to create GSE courses face a daunting task: integrating global practice into the local classroom.Aim: This study aims to ameliorate the very difficult task of teaching GSE by delineating the challenges and providing some recommendations for overcoming them.Method: To meet our aims we pose two research questions ("When teaching GSE to students in Higher Education, what are the (a) challenges, and (b) recommendations for addressing them") and then conduct a systematic literature review (SLR) to determine the answers to these questions. Our SLR follows a carefully designed and validated protocol.Results: We found 82 papers that addressed our research questions. Our findings indicate that in addition to the challenges posed by GSE in general, particular problems arise in educational situations. The majority of these challenges fall into the "global distance" category, though teamwork challenges and people issues (such as trust) also commonly arise. Organizational differences between institutions, differing skill sets between students in different locations, and varying cultural work norms, for example, all operate within educational settings in quite different ways than in professional development teams. Integrating cultural training, conducting teamwork exercises to build trust, and instructor monitoring of team communication are all examples of techniques that have been used successfully by educators according to our review.Conclusion: Despite the severity of the challenges in GSE education, many institutions have successfully developed courses and curricula targeting GSE. Indeed, for each of the challenges we have identified in the literature there are numerous recommendations for overcoming them. Instructors can use the recommendations given in this study as a starting point to running successful GSE courses.
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| 46. |
- Clear, Tony, et al.
(författare)
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Developments in Global Software Engineering Education
- 2016
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Ingår i: 2016 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE). - 9781509017904
-
Konferensbidrag (refereegranskat)abstract
- An ITiCSE 2015 conference working group report has recently delivered a comprehensive systematic review of the literature addressing the challenges and solutions in teaching global software engineering courses. In this panel session, a group of authors of that report will review the findings, and present their own views on teaching such courses, the pros and cons and their own motivations and experiences, together with strategies that have proven effective. We argue that these courses are critical for preparing students for practice as software engineers in today's global settings, but they are certainly not for the faint-hearted. After the review and presentation of position statements by panelists there will be a question and answer session with the audience and a discussion elaborating on the next frontiers in research and practice for global software engineering education.
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| 47. |
- Clear, Tony, et al.
(författare)
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Using groupware for international collaborative learning
- 2000
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Ingår i: IEEE Frontiers in education conference, Kansas City. - 0780364244 ; , s. F1C18-F1C23
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Konferensbidrag (refereegranskat)abstract
- This paper reports the lessons learned from a two year collaborative learning trial between students at Auckland University of Technology (AUT) and Uppsala University. The trials took place using a combination of email and a custom developed Lotus Notes™ database. The first trial involved a case study in which students performed different roles in designing a software solution for an Auckland based nailcare distributor. The second trial built upon the knowledge base of the earlier trial, and required students to evaluate and rank the previous design proposals. A theoretical model developed from the group support systems literature guided some of the changes in the second trial. The software, the collaboration process and the evaluation methods evolved over the course of these trials. The challenges of creating global student communities within a short collaboration window in existing courses of study are discussed. Further extensions to this research are proposed and some general recommendations are made.
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| 48. |
- 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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| 49. |
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| 50. |
- Daniels, Mats, et al.
(författare)
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Balancing Scaffolding and Complexity in Open Ended Group Projects (OEGPs): A Learning Theory View
- 2007
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Ingår i: IEEE Frontiers in Education conference. ; , s. F2G1-F2G2
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Konferensbidrag (refereegranskat)abstract
- There is a gap between the problems our students typically encounter in their education and the problems they are likely to be asked to solve in their future employments. It is convenient, both in terms of specification and assessment, in education to provide fairly well-structured problems, and many instructors view using such problems as a way to control what the students learn. Typical real-world problems are however ill-structured and we argue that working on well-structured problems does not prepare our students for the problems they will encounter in their professional life. Preparing our students for dealing with ill-structured, or open ended, problems is an educational challenge involving critical thinking skills, which most instructors and curriculum designers view as an important goal. This paper will focus on the use of Open Ended Group projects as an educational setting and address why it can be useful in reaching general goals of engineering education and how balanced scaffolding can help reaching those goals. The paper will also cover a concrete example to inspire education designers to better prepare our students for their future careers by improving their problem solving capabilities.
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