| 1. |
- Andersson, Staffan, et al.
(författare)
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Ämnesdidaktisk forskning : Ett stöd för utbildningsexcellens
- 2014
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Ingår i: I stort och smått – med studenten i fokus. - : Uppsala universitet. ; , s. 241-249
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Bokkapitel (populärvet., debatt m.m.)abstract
- I en tid fylld av viktiga vägval för högre utbildning krävs pålitlig information för att fatta välgrundade beslut. Där spelar ämnesdidaktisk forskning med fokus på högre utbildning en betydelsefull roll. Detta forskningsområde har vuxit fram under inflytande från olika utbildningspolitiska beslut och även gett flera viktiga bidrag till den högskolepedagogiska utvecklingen. För att stärka utvecklingen ytterligare krävs olika stödjande strukturer som bland annat stärker forskningsverksamheten, underlättar samverkan mellan olika intressenter och bidrar till praktiska tillämpningar av den ämnesdidaktiska kunskapen.
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| 2. |
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| 3. |
- Berglund, Anders, et al.
(författare)
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Learning to develop learning and teaching of CS : a collaborative example
- 2014
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Ingår i: Proc. 2nd International Conference on Learning and Teaching in Computing and Engineering. - Los Alamitos, CA : IEEE Computer Society. - 9781479935918 ; , s. 147-148
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Konferensbidrag (refereegranskat)abstract
- Developing and improving teaching and learning in computer science is a complex task. One of the most significant challenges involves encouraging students, teachers and the formal university structures to all move in the same direction, for example to embrace the ideas of Scholarship of Teaching and Learning (SoTL). Much of the difficulty can be found in the fact that the intrinsic nature of SoTL implies that teaching and learning should be researched and critically examined. This in turn demands a development of underlying staff and organisational attitudes. As a consequence, the ways to relate to the students, the subject area, the teaching and our colleagues must scrutinised, with the intent of finding new teaching and learning forms. This contribution discusses an on-going four year project, ABoLT (Al Baha optimising Teaching and Learning), in which Uppsala University (UU) in Sweden and Al Baha University (ABU) in Saudi Arabia collaborate on developing computer science (CS) education at ABU, based in the ideas of SoTL to the benefit of both partners. In the project, ABU will renew its teaching in CS and, at the same time, initialise, formulate and conduct research in computing education, as a means to understand and improve its own teaching and the learning of its students.
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| 4. |
- Berglund, Anders, et al.
(författare)
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Pedagogical development in engineering : A collaborative project between Saudi Arabia and Sweden
- 2014
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Ingår i: Proc. World Engineering Education Forum. ; , s. 967-968
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Konferensbidrag (refereegranskat)abstract
- This paper discusses a pedagogical development project (called ABoLT – Al Baha optimizing Learning and Teaching) in engineering and computer science at Al Baha University (ABU) in Saudi Arabia. It is jointly run between ABU and the Uppsala Computing Education Research Group (UpCERG), Uppsala University (UU) in Sweden, as a mutual learning project. It is based in research in learning in engineering and computing education research. In the project we develop intellectual tools aimed to empower the teachers at ABU, and thereby their faculty and the university as a whole.
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| 5. |
- Daniels, Mats, 1956-
(författare)
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Developing and Assessing Professional Competencies: a Pipe Dream? : Experiences from an Open-Ended Group Project Learning Environment
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Professional competencies are explicitly identified in the primary learning outcomes for science and engineering degrees at many tertiary institutions. Fulfillment of the requirements to equip our students with these skills, while formally acknowledged as important by all stakeholders, can be hard to demonstrate in practice. Most degree awarding institutions would have difficulties if asked to document where in degree programs such competencies are developed.The work in this thesis addresses the issue of professional competencies from several angles. The Open-Ended Group Project (OEGP) concept is introduced and proposed as an approach to constructing learning environments in which students’ development of professional competencies can be stimulated and assessed. Scholarly, research-based development of the IT in Society course unit (ITiS) is described and analyzed in order to present ideas for tailoring OEGP-based course units towards meeting learning objectives related to professional competence. Work in this thesis includes an examination of both the meanings attributed to the term professional competencies, and methods which can be used to assess the competencies once they are agreed on.The empirical work on developing ITiS is based on a framework for educational research, which has been both refined and extended as an integral part of my research. The action research methodology is presented and concrete examples of implementations of different pedagogical interventions, based on the methodology, are given. The framework provides support for relating a theoretical foundation to studies, or development, of learning environments. The particular theoretical foundation for the examples in this thesis includes, apart from the action research methodology, constructivism, conceptual change, threshold concepts, communities of practice, ill-structured problem solving, the reflective practicum, and problem based learning.The key finding in this thesis is that development and assessment of professional competencies is not a pipe dream. Assessment can be accomplished, and the OEGP concept provides a flexible base for creating an appropriate learning environment for this purpose.
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| 6. |
- Daniels, Mats, 1956-, et al.
(författare)
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Engineering Education Research in Practice : Evolving use of open ended group projects as a pedagogical strategy for developing skills in global collaboration
- 2010
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Ingår i: International journal of engineering education. - 0949-149X. ; 26:4, s. 795-806
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Tidskriftsartikel (refereegranskat)abstract
- Globalization presents engineering educators with new challenges as they face the need for graduates who can function comfortably in an increasingly distributed team context which crosses country and cultural boundaries. Scaffolding learners to acquire professional attributes which transcend the solely technical places stress on traditional curriculum models. This paper analyses an Open Ended Group Project Framework (OEGP) situated in an action research program applied within the IT in Society course at Uppsala University. The approach results in conscious evolution of the course as an integral element of its design. It enables flexible planned educational change informed by a combination of learning theories and stakeholder input. In this paper we discuss the role of the research program in addressing the educational challenges we faced assisting students to develop global collaboration skills. The implications of combining this course with one at a partner institution in the USA and developing a global collaboration are also addressed. The paper concludes by summarizing the benefits of adopting an integrated action research and OEGP framework to support flexible course delivery in a global professional engineering context.
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| 8. |
- Elmgren, Maja, et al.
(författare)
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Scaffolding pedagogic excellence in higher education
- 2013
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Ingår i: Improving Student Learning through Research and Scholarship. - UK : Oxford Brookes University. - 9781873576922 ; , s. 164-176
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Konferensbidrag (refereegranskat)
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| 9. |
- Enström, Emma, 1978-
(författare)
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On difficult topics in theoretical computer science education
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis primarily reports on an action research project that has been conducted on a course in theoretical computer science (TCS). The course is called Algorithms, data structures, and complexity (ADC) and is given at KTH Royal Institute of Technology in Stockholm, Sweden.The ADC course is an introduction to TCS, but resembles and succeeds courses introducing programming, system development best practices, problem solving, proving, and logic. Requiring the completion of four programming projects, the course can easily be perceived as a programming course by the students. Most previous research in computer science education has been on programming and introductory courses.The focus of the thesis work has been to understand what subject matter is particularly difficult to students. In three action research cycles, the course has been studied and improved to alleviate the discovered difficulties. We also discuss how the course design may color students’ perceptions of what TCS is. Most of the results are descriptive.Additionally, automated assessment has been introduced in the ADC course as well as in introductory courses for non-CS majors. Automated assessment is appreciated by the students and is directing their attention to the importance of program correctness. A drawback is that the exercises in their current form are not likely to encourage students to take responsibility for program correctness.The most difficult tasks of the course are related to proving correctness, solving complex dynamic programming problems, and to reductions. A certain confusion regarding the epistemology, tools and discourse of the ADC course and of TCS in general can be glimpsed in the way difficulties manifest themselves. Possible consequences of viewing the highly mathematical problems and tools of ADC in more practical, programming, perspective, are discussed. It is likely that teachers could explicitly address more of the nature and discourse of TCS in order to reduce confusion among the students, for instance regarding the use of such words and constructs as “problem”, “verify a solution”, and “proof sketch”.One of the tools used to study difficulties was self-efficacy surveys. No correlation was found between the self-efficacy beliefs and the graded performance on the course. Further investigation of this is beyond the scope of this thesis, but may be done with tasks corresponding more closely and exclusively to each self-efficacy item.Didactics is an additional way for a professional to understand his or her subject. Didactics is concerned with the teaching and learning of something, and hence sheds light on that “something” from an angle that sometimes is not reflected on by its professionals. Reflecting on didactical aspects of TCS can enrichen the understanding of the subject itself, which is one goal with this work.
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