| 1. |
|
|
| 2. |
- Abdulla, Parosh Aziz, et al.
(author)
-
Better-Structured Transition Systems
- 2004
-
Reports (other academic/artistic)abstract
- In automated verification of infinite-state systems, a variety of algorithms that operate on constraints representing sets of states have been developed. Many of these algorithms rely on well quasi-ordering of the constraint system for proving termination. A number of methods for generating new well quasi-ordered constraint systems have been proposed. However, many of these constraint systems suffer from constraint explosion as the number of constraints generated during analysis grows exponentially with the size of the problem. We suggest using the theory of better quasi-ordering to prove termination since that will allow generation of constraint systems that are less prone to constraint explosion. We also present a method to derive such constraint systems. We introduce existential zones, a constraint system for verification of systems with an unbounded number of clocks and use our methodology to prove that existential zones are better quasi-ordered. We show how to use existential zones in verification of timed Petri nets and present some experimental results. Finally, we present several other constraint systems which have been derived using our methodology.
|
|
| 3. |
- Abdulla, Parosh Aziz, et al.
(author)
-
BQOs and Timed Petri Nets
- 2000
-
Reports (other academic/artistic)abstract
- In this paper, we use the theory of better quasi-orderings to define a methodology for inventing constraint systems which are both well quasi-ordered and compact. We apply our methodology by presenting new constraint systems for verification of systems with unboundedly many real-valued clocks, and use them for checking safety properties for lazy (non-urgent) timed Petri nets where each token is equipped with a real-valued clock.
|
|
| 4. |
- Abdulla, Parosh Aziz, et al.
(author)
-
Downward Closed Language Generators
- 2003
-
Reports (other academic/artistic)abstract
- We use downward closed languages for representing sets of states when performing forward reachability analysis on infinite-state systems. Downward closed languages are often more succinct than exact representations of the set of reachable states. We introduce a formalism for representing downward closed languages, called downward closed language generators (dlgs). We show that standard set operations needed for performing symbolic reachability analysis are computable for dlgs. Using a class of hierarchically defined dlgs, we have implemented a prototype for analysing timed Petri nets and used it to analyze a parameterized version of Fischer's protocol. We also show how dlgs can be used for uniform representation of formalisms previously presented for models such as Petri nets and lossy channel systems.
|
|
| 5. |
- Abdulla, Parosh Aziz, et al.
(author)
-
Forward Reachability Analysis of Timed Petri Nets
- 2003
-
Reports (other academic/artistic)abstract
- We consider verification of safety properties for concurrent real-timed systems modelled by timed Petri nets, by performing symbolic forward reachability analysis. We introduce a formalism, called region generators for representing sets of markings of timed Petri nets. Region generators characterize downward closed sets of regions. Downward closed languages provide exact abstractions of sets of reachable states with respect to safety properties.We show that the standard operations needed for performing symbolic reachability analysis are computable for region generators. Since forward reachability analysis is necessarily incomplete, we introduce an acceleration technique to make the procedure terminate more often on practical examples.We have implemented a prototype for analyzing timed Petri nets and used it to verify a parameterized version of Fischer's protocol. We also used the tool to generate a finite-state abstraction of the protocol.
|
|
| 6. |
- Abdulla, Parosh Aziz, et al.
(author)
-
Timed Petri Nets and BQOs
- 2001
-
In: Proc. 22nd Int. Conf. on Application and Theory of Petri Nets 2001. - : Springer Verlag. ; , s. 53-70
-
Conference paper (peer-reviewed)
|
|
| 7. |
- Abdulla, Parosh Aziz, et al.
(author)
-
Unfoldings of Unbounded Petri Nets
- 2000
-
In: Proc. 12tn Int. Conf. on Computer Aided Verification. - : Springer Verlag. ; , s. 495-507
-
Conference paper (peer-reviewed)
|
|
| 8. |
- Abdulla, Parosh Aziz, et al.
(author)
-
Using Forward Reachability Analysis for Verification of Timed Petri Nets
- 2007
-
In: Nordic Journal of Computing. - 1236-6064. ; 14:1, s. 1-42
-
Journal article (peer-reviewed)abstract
- We consider verification of safety properties for concurrent real-timed systems modelled as timed Petri nets by performing symbolic forward reachability analysis. We introduce a formalism, called region generators, for representing sets of markings of timed Petri nets. Region generators characterize downward closed sets of regions and provide exact abstractions of sets of reachable states with respect to safety properties. We show that the standard operations needed for performing symbolic reachability analysis are computable for region generators. Since forward reachability analysis is necessarily incomplete, we introduce an acceleration technique to make the procedure terminate more often on practical examples. We have implemented a prototype for analyzing timed Petri nets and used it to verify a parameterized version of Fischer's protocol, Lynch and Shavit's mutual exclusion protocol and a producer-consumer protocol. We also used the tool to extract finite-state abstractions of these protocols.
|
|
| 9. |
|
|
| 10. |
|
|
| 11. |
- Aldmour, Ismat, et al.
(author)
-
Impact of cultural and language background on learning Computer Science concepts
- 2014
-
In: Proc. 2nd International Conference on Learning and Teaching in Computing and Engineering. - Los Alamitos, CA : IEEE Computer Society. - 9781479935918 ; , s. 37-40
-
Conference paper (peer-reviewed)abstract
- Computer science terminology is generally based on words that have a related original meaning in English and rooted in western tradition. Hence, students from other cultures and students that are not native English speakers, will not be helped by language and culture in understanding computer science concepts. In this work, the authors review the interrelationship between language, cultural background, and the learning of computer science. A comparative study is under preparation in which this relationship is to be examined. The study will compare the intuitive understanding of computer science concepts between Saudi student groups of different English language proficiency levels and of different maturity levels. A test has been designed in order to reveal differences in the perception of computer science concepts that can be attributed to such background differences. The study will serve as a starting point for further work on how computer science education can be enhanced for students that are non-native English speakers.
|
|
| 12. |
- Alghamdi, Fayiq, et al.
(author)
-
Changing the Educational Epistemologies of Computer Science Teachers : A Case Study of the Kingdom of Saudi Arabia
- 2018
-
In: 2018 IEEE Frontiers in Education Conference (FIE). - Piscataway, NJ : IEEE. - 9781538611746
-
Conference paper (peer-reviewed)abstract
- This paper explores the attitudes of Computer Sci- ence (CS) teachers in the Kingdom of Saudi Arabia (KSA) who are confronted by the Saudi Teaching Competencies Standards (STCS). The STCS is a response to a substantial need to develop both subject-specific pedagogical ability as well as teachers subject area knowledge. The Ministry of Education in the KSA is encouraging teachers to improve their practices to achieve the new quality requirements for education. This paper presents the results of an investigation of CS teachers’ views on educational belief changes in the KSA schools. The paper addresses how and why CS teachers adopt new educational beliefs in their teaching. The paper presents the results of the investigation of the CS teachers views on educational belief changes in the KSA schools and the STCS policy document guidelines. Research in the area of changing educational epistemology in teaching CS identifies six factors that influence teachers, these are personal pedagogical beliefs, peer learning, curriculum, self-directed learning, student feedback and the STCS. A mixed method study approach was adopted in this work. Content analysis has been applied to the interview transcript and thematic coding analysis to the government policy document (STCS). The results provide a valuable case study in the KSA and emphasize the weak relationship between educational epistemology change and the STCS norms. The findings show that the STCS should provide stronger guidance for CS teachers to keep changing beliefs in teaching CS. The STCS should offer supporting official resources to CS teachers to help them in changing their beliefs in regard to teaching CS.
|
|
| 13. |
- Alghamdi, Fayiq, et al.
(author)
-
Computer science teachers perspectives on competencies - A case study in the Kingdom of Saudi Arabia
- 2018
-
In: 11th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2018, Saint-Petersburg, Russia. - Cham : Springer. - 9783030027490 ; , s. 129-140
-
Conference paper (peer-reviewed)abstract
- The Kingdom of Saudi Arabia (KSA) has recently adopted the Saudi Teaching Competencies Standard (STCS). This paper tries to answer how these competencies are achieved, how they are maintained, and what support exists to support teaching CS competently in the KSA. This paper presents the results of an investigation of teacher awareness of, and attitudes to, the STCS in the Kingdom. Through the study reported here, we address an urgent need in the Kingdom to understand teacher preparedness in terms of CS teaching competencies. The study draws on interviews with ten CS teachers in five different cities in the KSA. A thematic coding analysis approach was used. This study explores the CS teaching competencies held by teachers in three areas of CS teaching, focusing on connection to society, professional practice and professional development. The results of the study highlight the CS teaching competencies that CS teachers feel they currently grasp well in the KSA. By enhancing awareness of what teachers currently do well we contribute to the adjustment and improvement of the STCS and help to build a program which addresses the current in-service training needs of CS teachers. The outcomes also help to raise awareness of the challenges of implementing the Computer Education curriculum in KSA schools.
|
|
| 14. |
- Alghamdi, Fayiq, 1985-
(author)
-
Dimensions of Professionalism : A Study of Computer Science Teaching in Saudi Arabia
- 2020
-
Doctoral thesis (other academic/artistic)abstract
- In Saudi Arabia, new computing education programs have been introduced in alignment with the Saudi Vision 2030, which is a plan launched in 2017 to reduce Saudi Arabia's reliance on oil, diversify its economy, and develop its health, education, recreation, infrastructure and tourism. Computer science is a rapidly changing area, which places high demands on teachers in the subject to develop both their subject and pedagogical competence. This thesis explores computer science teachers’ perspectives on professional development from three viewpoints—the Saudi Teaching Competencies Standard, engagement in teachers’ awards and self-directed learning. The thesis examines the efforts of computer science teachers as they develop new pedagogies during their teaching careers as a result of the new regulations. The main question is ‘How do Saudi Arabian computer science teachers develop their teaching professionalism?’ Conclusions draw on the outcomes of four sub-studies. A mixed-methods approach consisting of interviews and questionnaires was used to collect data. The participants comprised 389 computer science teachers from different Saudi Arabian cities with different demographics and different teaching experience. The analysis drew on a theoretical framework that integrates elements of the Theory of Reasoned Action, the Theory of Planned Behaviour and the Adult Learning Theory. A model for pedagogical change was developed and used to understand how and why computer science teachers change their educational pedagogy. The model explains the teachers’ shift in pedagogy and answers the question of how and why computer science teachers adopt a new pedagogical strategy. The studies show that both internal and external factors motivate the study participants to engage in competency development. In the Saudi model, the Saudi Teaching Competencies Standard and awards are external factors as they include a preparatory period of intensive skills development. Teachers' experience from this informs the picture of Saudi teachers' training that is presented in the dissertation. Indeed, the trial participants stated that they mainly used self-directed learning for their competence development, drawing on internal motivation. One reason for this was that they felt that many of the skills development programs offered lacked timeliness and relevance. The studies on which the dissertation is based have been conducted in Saudi Arabia, but the results also provide insights into general challenges associated with regulating teachers' competence and the design of in-service training for teachers. The results clearly point out the importance of teachers' participation in the development of the profession in order for changes to be accepted and incorporated into their profession. Behavior change theories can be used to understand and predict how new regulations and pedagogical strategies will be received, and if they are likely to be accepted or rejected by teachers. These theories, therefore, constitute a useful tool in regulating teaching and the teaching profession.
|
|
| 15. |
- Alghamdi, Fayiq, 1985-, et al.
(author)
-
Teachers’ Awards : an Incentive for Pedagogical Development in Saudi Arabia
- 2019
-
In: 2019 IEEE Frontiers in Education Conference (FIE). - 9781728117461 - 9781728117478
-
Conference paper (peer-reviewed)abstract
- This work-in-progress paper presents a study on how K-12 Computer Science teachers in Saudi Arabia have changed their pedagogy as a result of engaging in one year of professional development leading up to applying for a teacher's award. The results are based on thematic analysis of fourteen interviews with teachers that have been awarded either the `Education Excellence Award' or the `Microsoft Expert in Education'. The study focuses on how preparing for and getting the teaching award has influenced them focusing on changes in their pedagogical development and subsequent practices. The work provides an in-depth description of several aspects of the Saudi Arabian teaching culture. It explores and discusses the affordances of mechanisms used to strengthen pedagogical competence in a teacher community, paying extra attention to awards. This study identifies four main factors that motivate teachers to engage in pedagogical development in teaching Computer Science. The research suggests that awards can be an efficient motivator in establishing a culture of excellence among Computer Science teachers.
|
|
| 16. |
- Berglund, Anders, et al.
(author)
-
Teaching and Learning Computer Science at Al Baha University, Saudi Arabia : Insights from a staff development course
- 2015
-
In: Proc. 3rd International Conference on Learning and Teaching in Computing and Engineering. - Los Alamitos, CA : IEEE Computer Society. - 9781479999675 ; , s. 1-6
-
Conference paper (peer-reviewed)abstract
- In this special session we meet a set of projects in computer science and engineering education at a university in Saudi Arabia. They are the product of a pedagogical development course ran in collaboration with a Swedish university during the academic year 2013/2014. The projects reflect the local situation, with its possibilities and challenges, and suggest steps to take, in the local environment, to enhance education. As such it is a unique document that brings insights from computer science and engineering education into the international literature.
|
|
| 17. |
|
|
| 18. |
- Cassel, Sofia, et al.
(author)
-
Determining progress in writing competency by assessing students’ argumentation
- 2016
-
In: Proc. 46th ASEE/IEEE Frontiers in Education Conference. - Piscataway, NJ : IEEE Press. - 9781509017904
-
Conference paper (peer-reviewed)abstract
- A problem when it comes to evaluating the quality of education in professional competencies, such as writing skills, is being able to detect and measure progression. We have previously defined course level based learning outcomes for academic writing competency in computer science; these are used in a writing across the curriculum (WAC), in the discipline (WID) program. However, in order to assess whether the program is effective, i.e., that the participating students' writing skills progress throughout the education, we need a different set of criteria. Such criteria must capture the quality of the text from an academic perspective. They must also be easy to evaluate, and it must be possible to compare evaluations of different texts.There are many, sometimes conflicting, definitions of what 'good academic writing' or 'quality' in academic communication is. In this paper, we have defined it in terms of how the material is structured, how well arguments are presented, and how critical thinking is used to strengthen arguments. Following this definition, it is clear that argumentative skills can be used as an indicator of quality in academic communication. Our criteria for measuring writing competency are thus heavily based on assessing students' use of argumentative skills in written texts and are similar to criteria previously used to assess the quality of student participation in classroom discussions.This paper presents a framework for quantitative and qualitative evaluation of texts written by computer science students. We have related the criteria in our framework to general definitions of academic writing, and to our previously defined goals for writing competencies. The framework provides a grading scheme that can be used to assign a score to a text, corresponding to the level of academic quality exhibited in that text. The results of our framework thus enables comparisons between different student texts. We have used the framework to evaluate writing progression for a group of IT engineering students over three years.
|
|
| 19. |
- Cassel, Sofia, et al.
(author)
-
Enhanced learning by promoting engineering competencies
- 2014
-
In: Proc. 44th ASEE/IEEE Frontiers in Education Conference. - Piscataway, NJ : IEEE Press. - 9781479939213 ; , s. 2044-2049
-
Conference paper (peer-reviewed)abstract
- An engineering graduate needs to master a number of important skills: problem solving, critical thinking, communication, collaboration, etc. In this paper we describe how a course in computer security, taught in the Computer and Information Engineering programme at Uppsala University, has been developed over a period of three years. The aim is to better develop the engineering competencies of students, improving their understanding of course contents, training their ability to reflect on it, and to apply their knowledge when facing realistic problems.The course is designed to activate students, based on practical labs and theoretical tasks which are solved in groups. The student reports are assessed at seminars, where the solutions are presented orally, peer-reviewed and discussed. The seminars encourage and reward activities at the higher levels of taxonomies such as Bloom's.The results of the development, based on a CEQ-based course evaluation, indicate that students take a deeper approach to learning. They develop their problem-solving skills to a high degree, appreciate the practical solving of open-ended problems, and take responsibility for collaborative learning. Their overall satisfaction with the course is quite high, despite indications that they find the workload high.
|
|
| 20. |
- Daniels, Mats, et al.
(author)
-
Competencies for paradigm shift "survival"
- 2015
-
In: Proc. 45th ASEE/IEEE Frontiers in Education Conference. - Piscataway, NJ : IEEE Press. - 9781479984534 ; , s. 1424-1429
-
Conference paper (peer-reviewed)
|
|
| 21. |
- Daniels, Mats, 1956-, et al.
(author)
-
Inspiring Computational Thinking : A Science Fair Activity
- 2021
-
In: 2021 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781665438513
-
Conference paper (peer-reviewed)abstract
- This Research Full Paper introduces a model for structuring playful, challenge-based learning activities drawing on a process of decontextualisation of a challenge to access its Computational Thinking intellectual and conceptual components and subsequent computationalisation of these components into computational artifacts that are recontextualised to render them attractive and accessible to school pupils. The case study follows a thick description approach to evaluating the engagement potential of the instructional design, as well as the didactic choices made during implementation. We conclude that Bebras cards and Dash robots provide considerable support for a playful engagement with computational concepts and engaging children with different scientific backgrounds in Computational Thinking. In particular, flexibility in how they are used and easy adaptation of challenge level make them useful in contexts with broad participation. Additionally we find that using robots to provide a link between the theoretical presentation of CT in the Bebras card and a physical representation and programming challenge is engaging and helps participants to focus on algorithmic concepts.
|
|
| 22. |
- Daniels, Mats, et al.
(author)
-
Inspiring Computational Thinking : a Science Fair Activity
- 2021
-
In: 2021 IEEE frontiers in education conference (FIE 2021). - : Institute of Electrical and Electronics Engineers (IEEE).
-
Conference paper (peer-reviewed)abstract
- This Research Full Paper introduces a model for structuring playful, challenge-based learning activities drawing on a process of decontextualisation of a challenge to access its Computational Thinking intellectual and conceptual components and subsequent computationalisation of these components into computational artifacts that are recontextualised to render them attractive and accessible to school pupils. The case study follows a thick description approach to evaluating the engagement potential of the instructional design, as well as the didactic choices made during implementation. We conclude that Bebras cards and Dash robots provide considerable support for a playful engagement with computational concepts and engaging children with different scientific backgrounds in Computational Thinking. In particular, flexibility in how they are used and easy adaptation of challenge level make them useful in contexts with broad participation. Additionally we find that using robots to provide a link between the theoretical presentation of CT in the Bebras card and a physical representation and programming challenge is engaging and helps participants to focus on algorithmic concepts.
|
|
| 23. |
|
|
| 24. |
- Isomöttönen, Ville, et al.
(author)
-
How students get going : Triggers for students' learning in project-based education
- 2018
-
In: Proc. 23rd Conference on Innovation and Technology in Computer Science Education. - New York : ACM Press. - 9781450357074 ; , s. 117-122
-
Conference paper (peer-reviewed)abstract
- Repeatedly documented positive student responses to project-based learning during its decades-long tradition in CS attest to the effectiveness of learning by doing. Support for reflective learning nevertheless continues to be a topic worth studying because the intensity of project work together with a high technical orientation among CS students often complicate reflective practice. A critical incident-inspired assignment was added to a project-based course to support reflective practice in spring 2017. In a previous study, the authors analyzed how students approached the assignment and whether they found it supportive for learning. The present study content-analyses the situations that triggered experiences of learning, as indicated by student-written incident reports during the projects. The results show that students' experience of needing to do something for the project, hands-on experience, problems they encounter during the work, interaction, and receiving new information are all triggers for learning during the project. Students' internal processing and external demands were also identified as triggers, but do not seem to be effective as often as the other triggers in this data. The results provide a detailed view on the students' learning "triggers," and hence complement the general, favorable assumption of learning by doing.
|
|
| 25. |
- Isomöttönen, Ville, et al.
(author)
-
Multiple Authentic Project-Based Experiences and Persistent Learning?
- 2019
-
In: 2019 IEEE Frontiers in Education Conference (FIE 2019). - : IEEE. - 9781728117461
-
Conference paper (peer-reviewed)abstract
- This work-in-progress paper in the research category investigates students' experiences of learning over two project-based courses, of which the first is taken during bachelor studies and the second is taken during master studies. The research goal was to explore if and how the first project experience was considered beneficial to the latter. A pilot interview was conducted and analyzed for qualitatively different themes. Transformative learning theory (TIT) is introduced as the theoretical framework because of its focus on persistent learning originating in transformations in meaning perspectives. The results are discussed in the context of TLT, and they inform curriculum design and research on project-based learning.
|
|
| 26. |
|
|
| 27. |
- Kinnunen, Päivi, et al.
(author)
-
Understanding initial undergraduate expectations and identity in computing studies
- 2018
-
In: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; 43:2, s. 201-218
-
Journal article (peer-reviewed)abstract
- There is growing appreciation of the importance of understanding thestudent perspective in Higher Education (HE) at both institutional andinternational levels. This is particularly important in Science, Technology,Engineering and Mathematics subjects such as Computer Science (CS)and Engineering in which industry needs are high but so are studentdropout rates. An important factor to consider is the management ofstudents’initial expectations of university study and career. This paperreports on a study of CSfirst-year students’expectations across threeEuropean countries using qualitative data from student surveys andessays. Expectation is examined from both short-term (topics to bestudied) and long-term (career goals) perspectives. Tackling these issueswill help paint a picture of computing education through students’eyesand explore their vision of its and their role in society. It will also helpeducators prepare students more effectively for university study and toimprove the student experience.
|
|
| 28. |
- Kunkeler, Thom, et al.
(author)
-
Broadening participation of biology students in computing : a mixed methods study among bioinformatics students
- 2022
-
Conference paper (peer-reviewed)abstract
- Despite the rapid evolution of bioinformatics over the past decades, a lack of computing skills and a widening skill gap among biologists can be observed. It is therefore of increasing importance to understand why biologists are motivated in studying bioinformatics and computing, and what the challenges are that they face. To this end, a computing capital mixed methodology has been developed, inspired by the concept of science capital. A total of 13 master’s level bioinformatics students with a biology background participated in the computing capital survey, of which 10 agreed to a follow-up interview. Descriptive statistics and thematic analysis suggest that, while biology students are driven by career opportunities, as well as positive beliefs and values when it comes to computing, they perceive barriers such as low levels of computing confidence, and a gap between their skills and future careers. Future research can build onto the developed methodology, and explore other aspects of capital and their role in computing education. The aim of such efforts is to broaden participation in computing education by developing an understanding of why people engage with computing, and what they aspire to do with it.
|
|
| 29. |
- Kunkeler, Thom
(author)
-
Capital and the Social Reproduction of Inequality in Computing Education
- 2024
-
Licentiate thesis (other academic/artistic)abstract
- Computing education in Western countries has traditionally been characterised by low levels of participation and diversity among its student population. In order to broaden participation in the field, it is fundamental to understand the various mechanisms through which power structures and inequality are reproduced. From a Bourdieusian perspective, this licentiate thesis sets out to understand the interaction between capital, class, and habitus which allows a dominant class to thrive at the expense of other classes. Paper I shows that capital serves as a barrier for non-computing students entering the computing field, whereas in Paper II a dominant class is identified as possessing higher levels of capital, which is then related to their higher levels of participation in the field. In addition, Paper I provides insight into the ways the non-dominant class internalises and acts upon their lower levels of capital. This licentiate thesis lays out the groundwork for studying capital in computing education by developing and validating research instruments which can be used for further study. In addition, relevant theories to educational participation are discussed, with a particular focus on capital theory. More work is needed to understand the reproductive mechanism through which the dominant class legitimises their capital within the field of computing education, thereby establishing their class position. Future work is recommended in the domain of habitus and capital-inclusive pedagogy. Ultimately, the goal is to reduce the reproduction of inequality in computing education by assessing the various mechanisms involved, and designing pedagogy which can be used for successful engagement of students with varying levels of capital.
|
|
| 30. |
- Kunkeler, Thom, et al.
(author)
-
From Science to Computing : A Study of Capital Among Bioinformatics Students
- 2024
-
In: IEEE Transactions on Education. - : Institute of Electrical and Electronics Engineers (IEEE). - 0018-9359 .- 1557-9638. ; 67:2, s. 202-208
-
Journal article (peer-reviewed)abstract
- Contribution: This article applies science capital research to computing education in order to understand why students engage with a programme involving computing, and what they aspire to get out of their education. Background: Capital is a concept which has been used in educational research to study inequality, aspiration and achievement. Previous work has looked at capital in science education, but misses out on discipline-specific capital. This article applies science capital research to the field of computing education, providing insight into students' views and dispositions of computing, their confidence and knowledge, and other factors which are important for understanding student engagement with the subject. Research Questions: How can science capital research be adapted to computing education? Further to this, what insights can be generated from such a methodology? Methodology: Inspired by the concept of science capital, a survey has been developed and tested among 29 bioinformatics students with a biology background. These students were selected since they recently switched to a programme involving computing, allowing them to reflect on their motivation, aspirations, and outcome expectations. Informed by the initial results, a follow-up interview was designed, and ten students participated. Findings: Science capital research proves useful for studying factors underlying participation in computing. Students in this study are driven by career opportunities, as well as positive beliefs and values when it comes to computing, while perceiving barriers such as low levels of computing confidence, and a gap between their skills and future careers. In addition, gender differences among survey results were observed (p= 0.002).
|
|
| 31. |
- Kunkeler, Thom, et al.
(author)
-
Supplement - Capital in Computing Education : Investigating Factors Underlying Participation
- 2024
-
Reports (other academic/artistic)abstract
- This document provides the supplementing material for the following publication:[1] Thom Kunkeler and Aletta Nylén. Capital in Computing Education: Investigating Factors Underlying Participation. 2024. In Proceedings of the 2024 Conference on Innovation and Technology in Computer Science Education (Milan, Italy, 2024-07-08) (ITiCSE’24).In this publication, we developed a validated survey instrument to measure capital in computing education. Capital refers to the legitimate, valuable and exchangeable resources that individuals use to generate social advantage withinspecific fields [2]. In computing education, a theoretical model has been developed highlighting the forms of capital which influence participation and successin the field [3]. This study assessed the theoretical model through careful survey design and Confirmatory Factor Analaysis (CFA). The hypothesised survey structure was assessed in terms of model fit to the observed data, and adjusted to achieve a survey with high internal consistency among the items and factors (robust: X2p = 0.119; CFI/TLI = 0.97/0.95; RMSEA = 0.06, SRMR = 0.041).This document contains a detailed presentation of the pre- and post-validated survey instrument, in addition to the factor analysis diagram.
|
|
| 32. |
|
|
| 33. |
|
|
| 34. |
- Nylén, Aletta, 1969-
(author)
-
Compact Constraints for Verification of Well Quasi-Ordered Programs
- 2003
-
Doctoral thesis (other academic/artistic)abstract
- In this thesis we present algorithms and constraint systems for efficient verification of infinite-state transition systems that are monotonic with respect to a well quasi-ordering. A major problem in verification of infinite-state systems is constraint explosion, that is, the number of constraints generated during analysis is too large. The problem can be reduced either by reducing the number of constraints that need to be analysed (partial order methods) or by producing constraint systems that are more compact in the sense that the number of states represented by a single constraint is increased. The main contributions of this thesis are: • An unfolding algorithm for symbolic verification of unbounded Petri nets. Unfoldings is a partial order method which has previously only been used in verification of finite-state systems. • A framework for developing compact constraint systems. The framework is based on the theory of better quasi-ordering and allows construction of constraint systems that are much more compact than those developed in previous frameworks based on well quasi-ordering. • A framework for developing constraint systems that are suitable for forward analysis. In forward analysis, the constraints give a characterization of the set of reachable states. Although this is not computable in general, it turns out that for some applications forward analysis is more efficient than backward analysis.
|
|
| 35. |
- Nylén, Aletta, et al.
(author)
-
Exploring the critical incident technique to encourage reflection during project-based learning
- 2017
-
In: Proc. 17th International Conference on Computing Education. - New York : ACM Press. - 9781450353014 ; , s. 88-97
-
Conference paper (peer-reviewed)abstract
- Previous research has reported on the challenge of promoting stu- dents’ generic reflection during authentic project-based courses. This work explores a teaching intervention based on Flanagan’s Critical Incident Technique (CIT) during a project-based software development course. The intervention aims at increasing students’ awareness of their own learning and at encouraging reflective practice throughout the project. Students were asked to report on ’incidents’ when they experienced learning during the course, and to reflect on the task itself at the end of the course. The present study focuses on how students approached the incident reporting task and how they perceived it. The results indicate that CIT reporting induces reflection on learning and has positive effects on students’ awareness of their own professional knowledge. On the other hand, students found it difficult to identify learning and many found the practice to disturb their work flow.
|
|
| 36. |
|
|
| 37. |
- Nylén, Aletta, et al.
(author)
-
Novice students' perception of learning in small groups
- 2013
-
In: Enhancement and Innovation in Higher Education conference. ; , s. 123-131
-
Conference paper (peer-reviewed)abstract
- Previous teaching experiences have led us to believe that group norm is a powerful instrument to encourage individual motivation, good study habits and goals. Students with weaker performance can benefit from collaborating with more motivated students. Students that have a shallow understanding of the subject can benefit from discussing with students who have a deeper understanding. In this study, we investigate how students perceive learning in teams, if they experience that working in a group helps them learn more efficiently. Our results form a basis for further improvements of group based learning as a teaching method and gives directions for further studies.
|
|
| 38. |
|
|
| 39. |
- Nylén, Aletta, et al.
(author)
-
Proceedings from the 1st Albaha University–Uppsala University Collaborative Symposium on Quality in Computing Education
- 2015
-
Reports (other academic/artistic)abstract
- This is the proceedings from the first AlBaha University - Uppsala University Collaborative Symposium on Quality in Computing Education (ABU3QCE), held in AlBaha, Saudi Arabia, 24-25 February 2015. ABU3QCE 2015 is a local symposium dedicated to the exchange of research and practice focusing on enhancing quality in computing education. Contributions cover a broad spectrum of computing education challenges ranging from; computer science, computer engineering, computer information systems, computer information technology to software engineering education. ABU3QCE aims to publish research that combines teaching and learning experience with theoretically founded research within the field. The proceedings papers cover a wide range of topics such as cultural aspects of teaching and learning, technology enhanced teaching, and professional competencies and their role in the curriculum and in higher education. The symposium is a collaborative initiative of AlBaha University, Saudi Arabia, and Uppsala University, Sweden. It is our hope that this symposium will highlight current efforts, and also be the starting point for discussions, and inspire others to contribute to take the quality of computing education one step further.
|
|
| 40. |
|
|
| 41. |
|
|
| 42. |
- Nylén, Aletta, et al.
(author)
-
Using Competencies to Structure Scientific Writing Education
- 2013
-
In: HDI 2012 – Informatik für eine nachhaltige Zukunft. - Potsdam : Universitätsverlag Potsdam. - 9783869562209 ; , s. 33-44
-
Conference paper (peer-reviewed)abstract
- Scientific writing is an important skill for computer science and computer engineering professionals. In this paper we present a writing concept across the curriculum program directed towards scientific writing. The program is built around a hierarchy of learning outcomes. The hierarchy is constructed through analyzing the learning outcomes in relation to competencies that are needed to fulfill them.
|
|
| 43. |
- Nylén, Aletta, et al.
(author)
-
Why are we here? : Student perspectives on the goal of STEM higher education
- 2017
-
In: 2017 IEEE Frontiers in Education Conference (FIE). - Piscataway, NJ : Institute of Electrical and Electronics Engineers (IEEE). - 9781509059195 - 9781509059201
-
Conference paper (peer-reviewed)abstract
- A key component of the tertiary education system is the negotiation of common expectations in terms of pedagogy and the manner in which learning is scaffolded in the learning context. This paper addresses this interplay of perspectives by drawing on two elements of our previous work, a longitudinal study of student identity development [1] and a study contrasting project course students' experiences with teachers' expectations [2]. The paper develops a model of student interaction with teachers and the higher education system, which contributes to a better understanding of the consequences of recent changes and trends in higher education, e.g. demands for activating students, increased level of detail in course specifications, and examination of "non-core subject content". This is an immensely complex area and we approach this challenge with a focus on the issue of students rejecting learning opportunities. Through this lens we will identify and illustrate some essential aspects of how to adapt educational settings to better accommodate how students behave and view the goal of their education.
|
|
| 44. |
- Nylén, Aletta, et al.
(author)
-
Why are we here? : The educational value model (EVM) as a framework to investigate the role of students’ professional identity development
- 2018
-
In: 2018 IEEE Frontiers in Education Conference (FIE). - Piscataway, NJ : IEEE. - 9781538611746
-
Conference paper (peer-reviewed)abstract
- Education can be seen as a preparation for a future profession, where some educational programs very clearly prepare their students for a certain profession, e.g. plumber, nurse and architect. The possible professions for students following education programs in computing is quite varied and thus difficult to cater for, but to educate towards a professional life is still a stated goal in most higher education settings. We argue that this goal is typically not even closely reached and provide an analysis indicating factors explaining this situation. The analysis is based on the concept of professional identity. In earlier work [1] a framework with which to reason about student interactions with the regulatory structure of higher education and teachers was developed. In that paper we developed a compound model which not only relates these players to one another, but also provides approaches to reasoning about misalignments which arise when students and teachers approach their shared learning context from different perspectives. This framework is in this paper applied to address different aspects of professional identity with the intent of bringing forth deeper insights into challenges with educating towards professions. This issue is highly complex and the framework provides a structure that is beneficial for analysing different aspects in a more holistic manner.
|
|
| 45. |
|
|
| 46. |
- Pears, Arnold, 1964-, et al.
(author)
-
A critical analysis of trends in student-centric engineering education and their implications for learning
- 2016
-
In: Proc. 46th ASEE/IEEE Frontiers in Education Conference. - Piscataway, NJ : IEEE Press. - 9781509017904
-
Conference paper (peer-reviewed)abstract
- Student-centric education has emerged as a dominant aspect of Higher Education policy over the last two decades. Much has been written about the benefits of student active educational approaches, and applied educational research, for instance the meta-study of Hattie, places emphasis on student-centric learning practices that enhance achieved learning outcomes.Most existing studies have been evaluations of single courses. In contrast this study focusses on the complete study context of the learner, who typically is in the situation of reading two or three courses simultaneously.Our primary goal in this paper is to explore potential challenges as we attempt to scale up active learning to encompass the full curricula. We use a mixture of interview and survey data collected from staff, combined with course schedules and student input to explore some of the potential implications of mandating a student-centric approach over an entire curriculum.
|
|
| 47. |
|
|
| 48. |
- Pears, Arnold, et al.
(author)
-
Implications of anonymous assessment
- 2015
-
In: Proc. 45th ASEE/IEEE Frontiers in Education Conference. - Piscataway, NJ : IEEE Press. - 9781479984534 ; , s. 1404-1408
-
Conference paper (peer-reviewed)abstract
- The role of anonymous assessment in ensuring fair and equitable outcomes for students has been one of the major tenets of educational reform over the last few decades [1]. One of the major goals of these efforts is to reduce the impact of subconscious discriminatory behaviour in assigning grades based on perceptions of ability of gender or minority groups by the examiner. Recently however research has been emerging which challenges the widespread assumptions about the benefits of anonymity drawn from Newstead's work. Contrary results include the work of Dorsey and Colliver, 1995, in medical education, and Batten et al. 2013, who explore the impact of student reputation on assessment. These and many other studies conclude that anonymous assessment resulted in no apparent changes in assessment outcomes. In this paper we explore the implications of anonymity taking examples from educational settings where student anonymity is already an adopted practice. We discuss the positive and negative implications of student anonymity, and identify areas for future research.
|
|
| 49. |
|
|
| 50. |
- Sheard, Judy, et al.
(author)
-
MOOCs and their impact on academics
- 2014
-
In: Proc. 14th International Conference on Computing Education Research. - New York : ACM Press. - 9781450330657 ; , s. 137-145
-
Conference paper (peer-reviewed)
|
|
