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| 2. |
- Daniels, Mats, et al.
(författare)
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Building a Rigorous Research Agenda into Changes to Teaching
- 1998
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Ingår i: ACM Australasian computing education conference. ; , s. 203-209
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Konferensbidrag (refereegranskat)abstract
- Building research into teaching has particular value in the current academic climate; this paper considers why and reflects on the particular need for Computer Science education research in its own right. Co-operation between research and teaching is needed in order to understand learning in the Computer Science context. The accelerating convergence of technologies for computing, communications and teaching affords an opportunity to integrate research and teaching objectives in Computer Science education. The paper presents four example projects in which research was tied to changes in teaching, so that general lessons could be drawn from individual experiences.
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| 3. |
- Daniels, Mats, et al.
(författare)
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IT in Society: a Multi-Disciplinary Course
- 1999
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Ingår i: IEEE Frontiers in Education conference, USA. ; , s. 13a1-21
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Konferensbidrag (refereegranskat)abstract
- This paper presents the ideas behind the course ‘IT in Society’, which aims to provide a setting in which students learn communication skills at the same time as they acquire multi-disciplinary knowledge and practice their future craft. The course uses disciplinary experts within a Computer Science perspective and a project-oriented structure. The paper presents the design of this course and the objectives behind the instructional choices, both of which are based on previous experiences, as well as observations from the first instance of the course. Among the problems addressed is keeping engineering students motivated to treat ‘soft’ courses (which provide non-technical skills) as seriously as they do ‘technical’ ones.
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| 4. |
- Daniels, Mats, et al.
(författare)
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Reflections on International Projects in the Undergraduate CS Education
- 1999
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Ingår i: Computer Science Education. ; 9:3, s. 256-267
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Tidskriftsartikel (refereegranskat)abstract
- Educational methods race to keep pace with the opportunities afforded by technology, and in computer science we need methods that tie together the diverse aspects of the discipline and set them in a realistic human context. Projects have the potential to address various aims and perspectives, and international projects add new dimensions to student teamwork, requiring students to handle collaboration that is remote, cross-cultural, and linguistically challenging. This paper examines some of the educational issues associated with international projects, in the discussion of two examples: PASTICS and Runestone.
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| 5. |
- Daniels, Mats, et al.
(författare)
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RUNESTONE, an International Student Collaboration Project
- 1998
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Ingår i: IEEE Frontiers in Education conference.
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Konferensbidrag (refereegranskat)abstract
- Our students will eventually work in a global market; what better preparation can we provide for international collaboration than … international collaboration? The RUNESTONE project is developing and evaluating the notion of incorporating international group projects into the undergraduate Computer Science curriculum. RUNESTONE adds new dimensions to student teamwork, requiring students to handle collaboration that is remote, cross-cultural, and linguistically challenging. RUNESTONE is a three year project, with the prototype version running in winter 1998 with students at Uppsala University, Sweden, and Grand Valley State University, Michigan, USA. The 1998 pilot study will be followed by a full-scale implementation in 1999 and another in 2000.
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| 6. |
- Daniels, Mats, et al.
(författare)
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Some thoughts on international projects in the undergraduate education
- 1999
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Ingår i: EpCOS WS, U.K..
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Konferensbidrag (refereegranskat)abstract
- Projects have been used in many different forms in computer science education. This has lately also included running projects with participants from different countries. Pastics and Runestone are two international projects. A discussion of educational issues in relation to international projects is conducted with these two projects as examples. Using projects in courses are not without problems and some of the issues regarding coverage of “computer Science” are brought up.
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| 7. |
- Daniels, Mats, et al.
(författare)
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Using a Real-Life Setting to Combine Social and Technical Skills
- 2000
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Ingår i: IEEE Frontiers in Education conference. - 0780364244 ; , s. F4C6-F4C9
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Konferensbidrag (refereegranskat)abstract
- Our students are highly competent in the technical area, but have little training in the non-technical area. This paper describes a course that is designed to increase the students' ability to apply their technical skills in a professional way. Projects with real, low in IT skills, users are used to make the issue of being professional concrete. The aspect of communication, both between colleagues and between users of a product, is chosen as a theme. Relevant theory is introduced as close to the point in time when needed in the real project. This paper give the general setting of the course and observations from students and teachers about how well the goals are achieved.
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| 8. |
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| 9. |
- Helgesson, Daniel, et al.
(författare)
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Cognitive Challenges for novice Software Development Teams
- 2022
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Ingår i: PPIG 2022 : Proceedings of the 33rd Annual Workshopof the Psychology of Programming Interest Group - Proceedings of the 33rd Annual Workshopof the Psychology of Programming Interest Group. ; , s. 197-215
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Konferensbidrag (refereegranskat)abstract
- Objective: The purpose of this paper is to identify the largest cognitive challenges faced by novices, developing software in teams, using distributed cognition as an observational filter.Paradigm: Design science Epistemology: Pragmatist Methodology: Case studyMethod: Using grounded theory, ethnography and multi method data collection, we conducted an observational study for two months following four 10-person novice agile teams, consisting of computer science students, tasked with developing software systems.Result: This paper identifies version control and merge operations as the largest challenge faced by the novices, and provides a substantive theory generated from our empirical data explaining the observed phenomena. The literature studies reveal that little research appears to have been carried out in the area of version control from a user perspective.Limitations: A qualitative study on students is not applicable in all contexts, but the result is credible and grounded in data and substantiated by extant literature.Conclusion: We conclude that our findings motivate further research on cognitive perspectives to guide improvement of software engineering and its tools.
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