Department of Information Technology

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Recent Publications

Our most recent publications in Journals, Conferences and other venues are listed below.

For the full publication list (sorted by publication type), click here

  1. Searching for global employability: Can students capitalize on enabling learning environments?. Ville Isomöttönen, Mats Daniels, Åsa Cajander, Arnold Pears, and Roger McDermott. In ACM Transactions on Computing Education, volume 19, number 2, pp 11:1-29, 2019. (DOI).
  2. Analysis of students’ learning of computer programming in a computer laboratory context. Michael Thuné and Anna Eckerdal. In European Journal of Engineering Education, volume 44, 2019. (DOI, Fulltext). Publication status: Epub ahead of print
  3. Measuring programming knowledge in a research context. Kristina von Hausswolff and Anna Eckerdal. In Proc. 48th ASEE/IEEE Frontiers in Education Conference, IEEE Press, Piscataway, NJ, 2018. (DOI).
  4. "Participating under the influence": How role models affect the computing discipline, profession, and student population. Virginia Grande, Anne-Kathrin Peters, Mats Daniels, and Matti Tedre. In Proc. 48th ASEE/IEEE Frontiers in Education Conference, IEEE Press, Piscataway, NJ, 2018. (DOI, fulltext:preprint).
  5. Lost for Words! Defining the Language Around Role Models in Engineering. Virginia Grande. In Proc. 48th ASEE/IEEE Frontiers in Education Conference, IEEE Press, Piscataway, NJ, 2018. (fulltext:postprint).
  6. Changing the Educational Epistemologies of Computer Science Teachers: A Case Study of the Kingdom of Saudi Arabia. Fayiq Alghamdi, Aletta Nylén, and Arnold Pears. In Proc. 48th ASEE/IEEE Frontiers in Education Conference, IEEE Press, Piscataway, NJ, 2018. (fulltext:print).
  7. Why are we here?: The educational value model (EVM) as a framework to investigate the role of students’ professional identity development. Aletta Nylén, Mats Daniels, Arnold Pears, Åsa Cajander, Roger McDermott, and Ville Isomöttönen. In Proc. 48th ASEE/IEEE Frontiers in Education Conference, IEEE Press, Piscataway, NJ, 2018. (DOI).
  8. The self-flipped classroom concept: Underlying ideas and experiences. Anna Vasilchenko, Åsa Cajander, Mats Daniels, and Madeline Balaam. In Proc. 48th ASEE/IEEE Frontiers in Education Conference, IEEE Press, Piscataway, NJ, 2018. (DOI).
  9. Learning Outcome Outcomes: An Evaluation of Quality. Daniel Sigurgeirsson, Marta Lárusdóttir, Mohammad Hamdaga, Mats Daniels, and Björn Jónsson. In Proc. 48th ASEE/IEEE Frontiers in Education Conference, IEEE Press, Piscataway, NJ, 2018. (DOI).
  10. Phronesis, Authentic Learning and the Solution of Open-Ended Problems in Computing and Engineering Education. Roger McDermott, Mats Daniels, Mark Zarb, William Ballew, and Ville Isomöttönen. In Proc. 48th ASEE/IEEE Frontiers in Education Conference, IEEE Press, Piscataway, NJ, 2018.
  11. Investigations into the Use of Learning Agreements to Enhance Stakeholder Engagement and Promote Self-Efficacy in Computing Education. Roger McDermott, Mats Daniels, Mark Zarb, William Ballew, and Tony Clear. In Proc. 48th ASEE/IEEE Frontiers in Education Conference, IEEE Press, Piscataway, NJ, 2018.
  12. My SIGCSE -> ITiCSE. Mats Daniels. In ACM inroads, volume 9, number 4, pp 101-101, ACM Digital Library, 2018. (DOI).
  13. Four relections on the history of ITiCSE. Lillian Cassel, Mats Daniels, Michael Goldweber, and Judy Sheard. In ACM inroads, volume 9, number 4, pp 40-46, ACM Digital Library, 2018. (DOI).
  14. Computer science teachers perspectives on competencies: A case study in the Kingdom of Saudi Arabia. Fayiq Alghamdi, Arnold Pears, and Aletta Nylén. In Informatics in Schools. Fundamentals of Computer Science and Software Engineering, volume 11169 of Lecture Notes in Computer Science, pp 129-140, Springer, 2018. (DOI).
  15. Complex systems for society. Åsa Cajander. In XRDS, volume 25, number 1, pp 63-63, 2018. (DOI).
  16. The making of a computer scientist. Anne-Kathrin Peters and Judeth Oden Choi. In XRDS, volume 25, number 1, pp 7-8, 2018. (DOI).
  17. Students' experience of participation in a discipline: A longitudinal study of computer science and IT engineering students. Anne-Kathrin Peters. In ACM Transactions on Computing Education, volume 19, number 1, 2018. (DOI).
  18. Practical thinking while programming: A Deweyan approach to knowledge in Computer Science. Kristina von Hausswolff. In Proc. 14th International Computing Education Research Conference, pp 268-269, ACM Press, New York, 2018. (DOI).
  19. 50 years of software engineering: Challenges, results, and opportunities in its education. Stephan Krusche, Bruce Scharlau, Åsa Cajander, and Janet Hughes. In Proc. 23rd Conference on Innovation and Technology in Computer Science Education, pp 362-363, ACM Press, New York, 2018. (DOI).
  20. Modeling global competencies for computing education. Stephen Frezza, Arnold Pears, Mats Daniels, Viggo Kann, Amanpreet Kapoor, Roger McDermott, Anne-Kathrin Peters, Charles Wallace, Mihaela Sabin, and Åsa Cajander. In Proc. 23rd Conference on Innovation and Technology in Computer Science Education, pp 348-349, ACM Press, New York, 2018. (DOI).
  21. How students get going: Triggers for students' learning in project-based education. Ville Isomöttönen and Aletta Nylén. In Proc. 23rd Conference on Innovation and Technology in Computer Science Education, pp 117-122, ACM Press, New York, 2018. (DOI).
  22. Understanding initial undergraduate expectations and identity in computing studies. Päivi Kinnunen, Matthew Butler, Michael Morgan, Aletta Nylén, Anne-Kathrin Peters, Jane Sinclair, Sara Kalvala, and Erkki Pesonen. In European Journal of Engineering Education, volume 43, number 2, pp 201-218, 2018. (DOI).
  23. The Educator Identity and its Impact. Mats Daniels. In SIGCSE '17 Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, ACM Digital Library, 2017. (DOI).
  24. Introducing Programming and Digital Competence in Swedish K–9 Education. Fredrik Heintz, Linda Mannila, Lars-Åke Nordén, Peter Parnes, and Björn Regnell. In Informatics in Schools: Focus on Learning Programming, 2017. (DOI, fulltext:postprint).
  25. The Archetype Learning Method: Scaffolding teamwork competences in the engineering classroom. Arnold Pears, Mats Daniels, and Åsa Cajander. In Proc. 47th ASEE/IEEE Frontiers in Education Conference, IEEE Press, Piscataway, NJ, 2017. (DOI).
  26. Unexpected student behaviour and learning opportunities: Using the theory of planned behaviour to analyse a critical incident. Åsa Cajander, Mats Daniels, Diane Golay, Jonas Moll, Aletta Nylén, Arnold Pears, Anne-Kathrin Peters, and Roger McDermott. In Proc. 47th ASEE/IEEE Frontiers in Education Conference, IEEE Press, Piscataway, NJ, 2017. (DOI).
  27. A diversity lens on the last decade of the FIE conference: Role models for the engineering community. Virginia Grande and Mats Daniels. In Proc. 47th ASEE/IEEE Frontiers in Education Conference, IEEE Press, Piscataway, NJ, 2017. (DOI).
  28. What computing instructors did last summer: Experiences and lessons learned. Tina Vrieler, Aletta Nylén, and Åsa Cajander. In Proc. 47th ASEE/IEEE Frontiers in Education Conference, IEEE Press, Piscataway, NJ, 2017. (DOI).
  29. The authenticity of 'authentic' assessment: Some faculty perceptions. Roger McDermott, Mark Zarb, Mats Daniels, Aletta Nylén, Arnold Pears, Ville Isomöttönen, and Michael Caspersen. In Proc. 47th ASEE/IEEE Frontiers in Education Conference, IEEE Press, Piscataway, NJ, 2017. (DOI).
  30. Open-ended projects opened up – aspects of openness. Aletta Nylén, Mats Daniels, Ville Isomöttönen, and Roger McDermott. In Proc. 47th ASEE/IEEE Frontiers in Education Conference, IEEE Press, Piscataway, NJ, 2017. (DOI).

Updated  2017-05-08 11:02:39 by Arnold Pears.