Seminars in 2023
|2023-01-11||13:15-14:45||Presentations from students in the Computing Education Research course||Anna Eckerdal and Mats Daniels, students|
|2023-01-19||13:15-14:45|| Assessing Computational Thinking – Norwegian and Finnish teachers’ perspectives
Abstract: How do teachers assess Computational Thinking (CT) in Norway and Finland? In contrast to the US, where they have a CS subject, CT is in several Nordic and European countries integrated into existing subjects, such as mathematics and science. The introduction of CT into compulsory education in Norway and Finland requires that teachers adopt new ways of working with the subject they are teaching, and there are no detailed standards of how to assess CT in the two countries. In my research about teachers and CT assessment, I explore what understandings teachers have about CT and the assessment of it. When CT is introduced as a topic in subjects, such as mathematics and science, how does it align with the general aims of the subject teaching and assessment? What does it mean to assess CT in the context of a subject, such as mathematics? In my talk I will address these topics and present some findings from interviews with Norwegian and Finnish teachers.
|Aino Ukkonen, Oslo Metropolitan University, Oslo, Norway|
|2023-01-26||13:00-15:00|| Hands-on WS on Biomimicry
Abstract: The objective of this workshop is to explore the method and process of biomimicry for human interaction design. First, we will create and discuss alternative possibilities for existing screen interactions (e.g., clicking, reading, selection, swiping) towards new ways of interaction in public space by translation of systems found in nature. Second, we will brainstorm and discuss what components of HCI could benefit from the method and process of biomimicry. The workshop will be of interest to participants who work, or plan to work with systems found in nature for interaction design or are curious about new methodologies for HCI in general. The specific outcome of the workshop includes a short paper or essay summarizing the outcomes of the activities and discussions. The workshop also foresees the establishment of a reading or working group that will continue collaboration on the theme of Biomimicry for HCI.
|Karin van der Driesche In 104150|
Abstract: plans, like grant applications, papers, events, etc
|2023-02-09||13:15-14:45|| Discuss grant application: Societal consequences of digitalisation
|2023-02-16||13:15-14:45||Meet the new FUAP||Åsa Cajander|
|2023-02-17||13:15-15:00|| Understanding university students’ reasoning and problem-solving at the interface of chemistry and mathematics
Abstract: Solving problems in chemical kinetics is known to pose substantial challenges for university students. The process often involves significant use of mathematics as a tool and language, with challenging translations and transitions between chemical phenomena and mathematical representations. Despite the lament of teachers that students “just can’t do maths”, the picture is rather more complex and research has shown that there are steps, other than technical mathematical manipulations, that serve as hurdles along the way. But what are these steps? What are their characteristics? And how do students overcome roadblocks that they encounter?
In a first study, we collected video data from think-aloud sessions where second-year chemistry and chemical engineering majors worked with a set of tasks in chemical kinetics designed to require varying degrees of integration of knowledge in chemistry and mathematics. The transcripts were deductively analysed using the structure and processes of the mathematical modelling cycle (MMC) as starting points for a theoretical framework. Inductive analysis, to capture additional themes and insights emerging from the data, led to further refinement and extension of the theoretical framework, yielding the extended MMC. Our extended framework provides a more detailed picture of the interaction between the chemistry and mathematics knowledge used by students during problem-solving, and in particular highlights: the role of interpretation and validation throughout the whole modelling procedure; as well as non-chemical and/or non-mathematical factors influencing students’ decision-making during problem-solving.
At this MINT seminar, I will discuss what is meant by “doing maths” in the context of chemical kinetics and present the data-driven process for the development of the extended MMC.
Bio: Sofie Ye, Department of Chemistry – Ångström Laboratory, Uppsala University
Sofie is a PhD student in Chemistry Education Research working with her team of supervisors – Felix Ho, Maja Elmgren and Magnus Jacobsson – on how university students reason and solve problems in topics at the interface of chemistry and mathematics, such as chemical kinetics and thermodynamics.
|Sofie Ye, Department of Chemistry, Uppsala University|
|2023-03-02||13:15-14:45||The seminar series and upcoming grant applications||Mats Daniels|
|2023-03-09||13:15-14:45|| Interdisciplinary research: how methods from other disciplines can enhance Software Engineering research
Abstract: I have undertaken research on my own and with different groups of people, starting out with knowledge of research methods used by software engineers. But, my research was greatly enhanced when I learned about research methods used by other disciplines. During my PhD research, I learned about Action research, which has been a most useful research method during my career. I remember being at Barbara Kitchenham’s keynote at ICSE 2004, when she spoke about Systematic Literature reviews which are widely used in medicine. More recently, I have been really interested to hear about Photovoice, a method used in the social sciences. Expanding my knowledge about research methods, through increasingly working with disciplines outside software engineering, has brought a richness to my research, which, I believe, could not have been the case if I had continued to focus on a single discipline.
I will present examples of research from the interdisciplinary environment which have been enhanced by using a variety of research methods. Apart from broadening my knowledge of research methods, there is other value achieved from interdisciplinary research - such as working with researchers outside our immediate field and publishing in interdisciplinary venues.
I do recognise that it is not all plain sailing – there are difficulties to be faced. However, my view is that the value outweighs these difficulties. Using successful research stories from recent Lero projects, my argument is that there is value in interdisciplinary research.
|Ita Richardson, University of Limerick|
|2023-03-16||13:15-15:00|| Analysis of the students' view on their part in collaborations and preparations for laboratory work in + Learning complex biological concepts in field education engineering
Abstract: To Be Decided
|Jennifer Leijon and Johan Forslund, Department of Electrical Engineering, + Margareta Krabbe, Biology Education Centre, Uppsala University|
|2023-03-23||13:15-14:45|| Strategies to integrate at Vi3 and the department and upcoming grant applications
Abstract: Maybe a version of the ULF-model could be useful. UVK has opened for grant applications
|2023-03-30||13:15-14:45||Internal discussions||Mats Daniels|
|2023-04-13||13:15-14:45||Report from SIGCSE in Toronto, with MINT||Bedour Alshaigy|
|2023-04-20||13:15-14:45||Conferences, applications and the Bebras project||Mats Daniels|
|2023-04-27||13:15-14:45||Discuss our associate professor applicants||Mats Daniels|
|2023-05-04||13:15-14:45||Discussions on ChatGPT, future applications||Mats Daniels|
|2023-05-11||13:15-14:45||Presentations from a Learning Theory course||Aletta Nylén, Anna Eckerdal, Johan Snider, Thom Kunkeler, Sofie Ye, Caroline Uppsäll|
|2023-05-17||10:15-12.00|| What do students learn about stratigraphy through fieldwork?
Abstract: Stratigraphy is a key concept within geology education and we set out to investigate what students understand about stratigraphy from studying the topic during fieldwork in an introductory course on Earth Science at Uppsala University. We surveyed the students before and after being in the field. The students show a wide range of conceptual understanding of stratigraphy associated ten themes. The basic understanding features rock types, fossils and layering. More nuanced understanding shows interconnection of ideas associated with depositional environments, time and climate.
|Abigail Barker, Sebastian Willman|
|2023-05-25||13:15-14:45|| Report från konferensen "Forskning om högre utbildning", Stockholm, 11-12 maj
Abstract: To Be Decided
|2023-06-01||13:15-14:45||Discuss potential TUFF applications to write||Mats Daniels|
|2023-06-08||09:00-17:00||Humanization of Computing and Engineering Education Symposium||Virginia Grande|
|2023-06-13||15:15-17:00|| How disposed are you? Defining degrees of disposition
Abstract: In the recent report Computing Curricula 2020 - CC2020 - Paradigms for Future Computing Curricula. (CC2020) and related work, the notion of competency has been defined as comprising ‘knowledge + skills + dispositions + task’, based on a broad conception of competency as effective professional performance in a relevant setting. But does adopting the notion of “skills”, drawn from Bloom’s cognitive taxonomy here, fully address the level of all these elements of a competency? This question has arisen for me in co-supervising with Dr Ramesh Lal our student Johnny He’s Research Report towards his Master of Computer and Information Sciences. Johnny has sought to contrast how “Skills Requirements” [or capabilities or competencies] for practitioners develop in the transition from Junior Software Developer to Senior Developer. The study has been based on him reviewing job advertisements and contrasting stated junior and senior software developer expectations. In developing competency statements from this data source, and in subsequently allocating dispositions, distinguishing between skills element of the CC2020 competency model and junior and senior expectations of the degree of exhibition of a disposition has posed some challenges. So how might we assess the degree to which a disposition to act has been internalised? The seminar will interrogate this question applying Bloom’s affective taxonomy and based on a selected set of competency statements.
|Tony Clear, Auckland University of Technology In 104150 and on zoom: https://uu-se.zoom.us/j/61340972616|
|2023-08-24||13:15-14:45||Planning the fall and Updates||Mats Daniels|
|2023-08-31||13:15-14:45|| Reflections from a summer school
|2023-09-07||13:15-14:45|| Computing Students' Understanding of Dispositions: A Qualitative Study
Abstract: Dispositions, along with skills and knowledge, form the three components of competency-based education. Moreover, studies have shown dispositions to be necessary for a successful career. However, unlike evidence-based teaching and learning approaches for knowledge acquisition and skill development, few studies focus on translating dispositions into observable behavioral patterns. An operationalization of dispositions, however, is crucial for students to understand and achieve respective learning outcomes in computing courses. This paper describes a multi-institutional study investigating students' understanding of dispositions in terms of their behaviors while completing coursework. Students in six computing courses at four different institutions filled out a survey describing an instance of applying each of the five surveyed dispositions (adaptable, collaborative, persistent, responsible, and self-directed) in the courses' assignments. The authors evaluated data by using Mayring's qualitative content analysis. The result was a coding scheme with categories summarizing students' concepts of dispositions and how they see themselves applying dispositions in the context of computing. These results are a first step in understanding dispositions in computing education and how they manifest in student behavior. This research has implications for educators developing new pedagogical approaches to promote and facilitate dispositions. Moreover, the operationalized behaviors constitute a starting point for new assessment strategies of dispositions.
|Natalie Kiesler, Leibniz-Institut for Bildungsforschung und Bildungsinformation on Zoom|
|2023-09-14||13:15-14:45|| Discussing JSRA
|2023-09-21||13:15-14:45|| Pedagogical framework for cultivating children's agency and creative abilities in the age of AI
Abstract: The integration of Machine Learning (ML) topics into school curricula is a relatively new but crucial challenge faced by education systems worldwide. Yet, there is a clear lack of curriculum materials, tools, and practices that support teachers in incorporating ML topics into school education. This talk introduces the theoretical foundations, pedagogical perspectives, and empirical insights for implementing ML learning projects in 12 classrooms in Finland. We provide a comprehensive description of the project, where 4th and 7th graders (N=213) were exploring the basics of ML by designing and creating their own ML-based applications. Finally, this talk presents a framework for distributed scaffolding, aimed to cultivate children's agency, understanding, creative abilities and ethical considerations in the age of ML.
|Juho Kahila and Henriikka Vartiainen, University of Eastern Finland|
|2023-09-28||13:15-14:45|| Teaching and examination in the shadow of ChatBots
Abstract: The rapid development of chatbots has taken many with surprise, not least teachers on all levels. In this presentation I will problematize the teaching and examination at the academic level in the new situation, where chatbots are making a rapid entry into the universities. One important question is whether the usage is to compare to cheating? My position in the paper that has been accepted to the FIE 2023 conference is that it will be necessary to change the way we both teach and examine courses in such a way that the students can use these chatbots in a constructive way, rather than use them for cheating. If the courses are redesigned in the right way, cheating with these bots will not be an issue any more. In this presentation I suggest one such approach to course redesign that has been used in three courses that I am currently teaching.
|Lars Oestreicher, HMI, Uppsala University|
|2023-10-05||13:15-14:45|| Two Sisters - The Interplay Between Mathematics and Computer Science
Abstract: Large parts of computer science are firmly rooted in mathematics, both conceptually and historically. The overlap between the two fields is so large that many struggle to pinpoint the effective differences. How is it then that mathematical pre-knowledge may turn out to be hindrance to students learning to program? Moreover, given the similarities between mathematics and computer science, why should we introduce computing into school curricula in the first place? Let us take a closer look at what sets the two sisterly fields apart.
|Tobias Kohn, Karlsruher Institut für Technologie|
|2023-10-12||13:15-14:45|| Arguments for and Approaches to Computing Education in Undergraduate Computer Science Programmes
Abstract: Computing education (CE), the scientific foundation of the teaching and learning of subject matter specific to computing, has matured into a field with its own research journals and conferences as well as graduate programmes. Yet, and unlike other mature subfields of computer science (CS), it is rarely taught as part of undergraduate CS programmes. In 2023, Prof. Quintin Cutts and Dr Maria Kallia led a working group in ITiCSE which was set out to study Computing Education (CE) under an overarching question: Has CE become a field that can be adopted in undergraduate CS programmes?
In this talk, we will report on our working group’s findings - we will present a gap analysis resulting from semi structured interviews with various types of stakeholders which led to a set of arguments for teaching CE courses in undergraduate CS programmes. This analysis and the arguments highlight a number of opportunities for the discipline of CS at large, in academia, in industry, and in school education, that would be opened up with undergraduate CE courses, as well as potential barriers to implementation that will need to be overcome. We will also report on the results of a Delphi process performed to elicit topics for such a course with various audiences in mind. The Delphi process yielded 19 high-level categories that encompass the subject matter CE courses should incorporate, tailored to the specific needs of their intended student audiences. This outcome underscores the extensive range of content that can be integrated into a comprehensive CE programme. Overall, input from external stakeholders underscores the clear significance of undergraduate CE courses. We anticipate leveraging this valuable feedback to actively promote these courses on a broader scale.
|Maria Kallia and Quintin Cutts, University of Glasgow|
|2023-10-26||13:15-14:45||Internal: Almedalen, the AI event||Mats Daniels|
|2023-11-02||13:15-14:45|| Internal: Almedalen and AI as a subject in high-school
|2023-11-09||13:15-14:45|| The Participation Problem: The Role of Capital in Computing Education
Abstract: Computing education in Western countries has traditionally suffered from low levels of participation and diversity among its student population. In order to broaden participation in the field, we need to understand why students engage with the subject, and what they aspire to get out of their education. One way of doing so is through the Bourdieusian concept of capital (e.g. social, economic, cultural), which relates to an individual's position in the social stratification structure, and helps to explain their patterns of social behaviours. During this work-in-progress research seminar, I will share preliminary findings from a computing capital survey which I have developed and distributed among students at different Swedish universities. Among other things, it will become clearer which factors are predictive of student participation in computing education, and I will discuss how we can use such findings for broadening participation in the field.
|2023-11-13||10-16|| Generative AI and needed Competencies
|Barbara Ericson, Nick Falkner, Virginia Grande, Mark Guzdial, Natalie Kiesler, Roger McDermott, Matti Tedre, and Henriikka Vartiainen|
|2023-11-16||13:15-14:45||cancelled||Mats, Anna and Johan are at Koli Calling|
|2023-11-23||13:15-14:45|| How understanding large language models can inform the use of ChatGPT in physics education
Abstract: The paper aims to fulfill three main functions: (1) to serve as an introduction for the physics education community to the functioning of Large Language Models (LLMs), (2) to present a series of illustrative examples demonstrating how prompt-engineering techniques can impact LLMs performance on conceptual physics tasks and (3) to discuss potential implications of the understanding of LLMs and prompt engineering for physics teaching and learning. We first summarise existing research on the performance of a popular LLM-based chatbot (ChatGPT) on physics tasks. We then give a basic account of how LLMs work, illustrate essential features of their functioning, and discuss their strengths and limitations. Equipped with this knowledge, we discuss some challenges with generating useful output with ChatGPT-4 in the context of introductory physics, paying special attention to conceptual questions and problems. We then provide a condensed overview of relevant literature on prompt engineering and demonstrate through illustrative examples how selected prompt-engineering techniques can be employed to improve ChatGPT-4’s output on conceptual introductory physics problems. Qualitatively studying these examples provides additional insights into ChatGPT’s functioning and its utility in physics problem solving. Finally, we consider how insights from the paper can inform the use of LLMs in the teaching and learning of physics.
|Giulia Polverini, PER, Uppsala University|
|2023-11-30||13:15-14:45|| Urban Eriksson and PER
Abstract: Urban will present himself and his group. The idea is to discuss potentials for collaboration.
|Urban Eriksson, PER|
|2023-12-07||13:15-14:45||Future plans and Past activities||Calkin Suero Montero|
|2023-12-14||13:15-14:45|| Introductory programming through the lens of variation theory
Abstract: According to variation theory (see Marton's Necessary Conditions of Learning, 2015), learning an educational objective requires the learner to distinguish all aspects of that educational objective. What these aspects are is hard to tell for someone who has already mastered the educational objective in question. However, misconceptions occur when the learner cannot yet distinguish one or more critical aspects. Thus misconceptions can help us identify what those (critical) aspects are. Then we can teach the learner to distinguish those critical aspects by varying examples through a series of patterns of variation.
In this work (in progress), we explore the existing literature on misconceptions in introductory programming courses and analyse it through the lens of variation theory to identify the necessary aspects of programming that a learner must learn to distinguish. We also outline patterns of variation to teach to distinguish these aspects.
In Necessary Conditions of Learning, Marton also connects the patterns of variation of variation theory to deep learning and scientific discoveries. In both cases, the learners (the researcher is also a learner) introduce variation for themselves through these patterns of variation. We hypothesize the connection between the patterns of variation and the skill of debugging (the programmer is learning about some unknown when debugging).
|Daniel Bosk, KTH|