course-details-portlet

IT8007 - Research in Computing Education

About

New from the academic year 2018/2019

Examination arrangement

Examination arrangement: Oral examination and Work
Grade: Passed/Failed

Evaluation form Weighting Duration Examination aids Grade deviation
Work 50/100 ALLE
Oral examination 50/100 EGNE NOTAT

Course content

Advanced research issues related to Computing Education. The course includes the study of challenges and approaches to computing education in different educational contexts, identifying differences and commonalities.

Learning outcome

Students are expected to gain knowledge, competencies and skills needed to participate and set up research in the area of Computing Education.
Knowledge: In-depth knowledge of research in computing education. Students are expected to gain advanced knowledge about the state of the art in computing education, including research and practice, in terms of theories, methods, and technology.
Skills: Ability to apply the acquired knowledge as part of the student's PhD program.
General competence: Ability to reflect over the subject in relation to the student's PhD work and in a broader social context.

Learning methods and activities

Seminars, colloquia and self-study as agreed.The seminars and colloquia will be concentrated over one week, to promote community building and knowledge exchange. Self-study activities will take place before and after the intensive course week.

Participation to seminars and colloquia is compulsory. A compulsory essay counts in the final grade.

Course materials

for 2019 (indicative, the final syllabus will be defined before the course starts):
M. Guzdial, “Learner-Centered Design of Computing Education: Research on Computing for Everyone,” Synth. Lect. Human-Centered Informatics, vol. 8, no. 6, pp. 1–165, Nov. 2015.
Elena Bender, Niclas Schaper, Michael E. Caspersen, Melanie Margaritis & Peter Hubwieser (2016) Identifying and formulating teachers’ beliefs and motivational orientations for computer science teacher education, Studies in Higher Education, 41:11
Aman Yadav, Sarah Gretter, Susanne Hambrusch & Phil Sands (2016) Expanding computer science education in schools: understanding teacher experiences and challenges, Computer Science Education, 26:4
M. Guzdial (2003) Programming Environments for Novices. I S. Fincher og M. Petre: Computer Science Education Research. RoutledgeFalmer, London.
A. Peters et al. (2014) First Year Computer Science and IT Students’ Experience of Participation in the Discipline. International Conference on Teaching and Learning in Computing and Engineering (LaTiCE), Kuching, Malaysia.
Ben-Ari (1998) Constructivism in computer science education. Proceedins of SIGCSE '98, ACM.
S. McCallum et al. (2015): An Examination of the Flipped Classroom Approach on College Student Academic Involvement. International Journal of Teaching and Learning in Higher Education, 27:1
Freeman et al. (2014) Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the USA, June 10, 2014.
Marcia D. Dixson et al. (2017): Nonverbal immediacy behaviors and online student engagement: bringing past instructional research into the present virtual classroom, Communication Education,
66:1
Sindre, G., Giannakos, M., Krogstie, B. R., Munkvold, R., Aalberg, T.: Project-Based Learning in IT Education: Definitions and Qualities. Uniped 02:2018
A. Nylén and A. Pears, "Professional communication skills for engineering professionals," 2013 IEEE Frontiers in Education Conference (FIE), Oklahoma City, OK, USA, 2013
C. O. Rodriguez (2012): MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses. European Journal of Open, Distance and E-Learning.
M. Sevillano-Garcia (2015): The Impact of Digital Mobile Devices in Higher Education. Educational Technology & Society, 18(1), 106-118
J. R. Byrne et al. (2015): "Computer science teacher reactions towards raspberry Pi Continuing Professional Development (CPD) workshops using the Bridge21 model," 2015 10th International Conference on Computer Science & Education (ICCSE), Cambridge
Denise Jackson (2016) Re-conceptualising graduate employability: the importance of pre-professional identity, Higher Education Research & Development
Leonard Holmes (2013) Competing perspectives on graduate employability: possession, position or process?, Studies in Higher Education, 38:4

More on the course

No

Facts

Version: 1
Credits:  7.5 SP
Study level: Doctoral degree level

Coursework

Term no.: 1
Teaching semester:  SPRING 2019

Language of instruction: English

Location: Trondheim

Subject area(s)
  • Computer Science
  • Pedagogical knowledge
Contact information
Course coordinator: Lecturer(s):

Department with academic responsibility
Department of Computer Science

Phone:

Examination

Examination arrangement: Oral examination and Work

Term Status code Evaluation form Weighting Examination aids Date Time Digital exam Room *
Spring ORD Oral examination 50/100 EGNE NOTAT
Room Building Number of candidates
Spring ORD Work 50/100 ALLE
Room Building Number of candidates
  • * The location (room) for a written examination is published 3 days before examination date. If more than one room is listed, you will find your room at Studentweb.
Examination

For more information regarding registration for examination and examination procedures, see "Innsida - Exams"

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