| 1. |
- 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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| 2. |
- 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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| 3. |
- 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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| 4. |
- 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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| 5. |
- 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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| 6. |
- 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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