Browsing Cyfrifiadureg / Computer Science by Author "Eckerdal, Anna"

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  • Can Graduating Students Design Software Systems? 
    Ratcliffe, Mark Bartley; Moström, Jan Erik; Eckerdal, Anna; McCartney, Robert; Zander, Carol (2006)
    This paper examines software designs produced by students nearing completion of their Computer Science degrees. The results of this multi-national, multi-institutional experiment present some interesting implications for ...
  • Comparing Student Software Designs Using Semantic Categorization 
    Eckerdal, Anna; Ratcliffe, Mark Bartley; McCartney, Robert; Moström, Jan Erik; Zander, Carol (2005)
    This paper examines the problem of studying and comparing student software designs. We propose semantic categorization as a way to organize widely varying data items. We describe how this was used to organize a particular ...
  • Computer science student transformations: changes and causes 
    Thomas, Lynda; McCartney, Robert; Mostrom, Jan Eric; Boustedt, Jonas; Eckerdal, Anna; Zander, Carol; Sanders, Kate (2009-07)
    We examine the transformations experienced by students during their study of computing. These transformations led to changes in the students' perceptions of computer science, in their sense of identity as computer scientists, ...
  • Computing students learning computing informally 
    Thomas, Lynda; Mostrom, Jan Erik; Sanders, Kate; Zander, Carol; Eckerdal, Anna; McCartney, Robert (2011-07-15)
    In this paper we present background and early results from an investigation of how computing students learn computer science topics through informal means, that is, outside of organized classes. We provide some overall ...
  • Concrete examples of abstraction as manifested in students' transformative experiences 
    Boustedt, Jonas; Zander, Carol; Mostrom, Jan Eric; McCartney, Robert; Sanders, Kate; Thomas, Lynda; Eckerdal, Anna (2008-09-07)
    This paper examines transformational learning experiences of computing students as a way to better understand threshold concepts in computing. From empirical evidence we found that students often describe transformative ...
  • From Limen to Lumen: computing students in liminal spaces.From Limen to Lumen: computing students in liminal spaces 
    McCartney, R.; Zander, C.; Sanders, K.; Thomas, Lynda; Mostrum, J.; Eckerdal, Anna (2007-09)
    This paper is part of an ongoing series of projects in which we are investigating 'threshold concepts': concepts that, among other things, transforms the way a student looks as the discipline and are often troublesome to ...
  • Harnessing surprise: tales from students' transformational biographies 
    Eckerdal, Anna; Zander, Carol; Thomas, Lynda (2011-07-15)
    Transformational biographies are used to shed light on situations when students have experienced 'surprise.' These biographies are examined in light of a philosophical position that surprise is useful in engendering learning, ...
  • Liminal spaces and learning computing 
    McCartney, Robert; Boustedt, Jonas; Eckerdal, Anna; Moström, Jan Erik; Sanders, Kate; Thomas, Lynda; Zander, Carol (2009)
    'Threshold concepts' are concepts that, among other things, transform the way a student looks at a discipline. Although the term 'threshold' might suggest that the transformation occurs at a specific point in time, an 'aha' ...
  • Putting Threshold Concepts into Context in Computer Science Education 
    Eckerdal, Anna; Ratcliffe, Mark; Sanders, Kate; Moström, Jan Erik; Zander, Carol; McCartney, Robert (2006)
    This paper describes Threshold Concepts, a theory of learning that distinguishes core concepts whose characteristics can make them troublesome in learning. With an eye to applying this theory in computer science, we consider ...
  • Putting Threshold Concepts into Context in Computer Science Education 
    Eckerdal, Anna; Ratcliffe, Mark Bartley; Sanders, Kate; Moström, Jan Erik; Zander, Carol; McCartney, Robert (2006-09)
    This paper describes Threshold Concepts, a theory of learning that distinguishes core concepts whose characteristics can make them troublesome in learning. With an eye to applying this theory in computer science, we consider ...
  • Putting Threshold Concepts into Context in Computer Science Education 
    Eckerdal, Anna; Ratcliffe, Mark Bartley; Sanders, Kate; Moström, Jan Erik; Zander, Carol; McCartney, Robert (2006-09)
    This paper describes Threshold Concepts, a theory of learning that distinguishes core concepts whose characteristics can make them troublesome in learning. With an eye to applying this theory in computer science, we consider ...
  • Student understanding of object-oriented programming as expressed in concept maps 
    Moström, J.; Thomas, Lynda; McCartney, R.; Boustedt, Jonas; Sanders, K.; Eckerdal, Anna (2008-03-15)
    In this paper, we present the results of an experiment in which we sought to elicit students' understanding of object-oriented (OO) concepts using concept maps. Our analysis confirmed earlier research indicating that ...
  • Students' perceptions of the differences between formal and informal learning 
    Eckerdal, Anna; Sanders, Kate; Boustedt, Jonas; Thomas, Lynda; McCartney, Robert (2011-11-23)
    Research has shown that most learning in the workplace takes place outside of formal training and, given the swiftly changing nature of the field, computer science graduates more than most workers, need to be able to learn ...
  • Threshold Concepts in Computer Science: An Ongoing Empirical Investigation 
    Zander, Carol; Thomas, Lynda; McCartney, Robert; Eckerdal, Anna; Mostrom, Jan Erik; Boustedt, Jonas; Sanders, Kate (Sense Publishers, 2012)
    We propose “threshold skills” as a complement to threshold concepts. The definition of threshold concepts assumes that theoretical knowledge is paramount: gaining the understanding of particular concepts irreversibly ...

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