Anna Eckerdal
Professor at Institutionen för informationsteknologi; Vi3; Datavetenskapens didaktik
- Telephone:
- +46 18 471 78 94
- E-mail:
- anna.eckerdal@it.uu.se
- Visiting address:
- Hus 10, Lägerhyddsvägen 1
- Postal address:
- Box 337
751 05 UPPSALA
- Academic merits:
- Docent, Excellent Teacher
- CV:
- Download CV
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Short presentation
I am a researcher in Computer Science Education, member of the research group UpCERG, Uppsala Computing Education Research Group, http://www.it.uu.se/research/group/upcerg.
I am the coordinator of the MINT center, the faculty of Science and Technology's Centre for Discipline-BAsed Education Research in Mathematics, Engineering, Science and Technology, mint.uu.se
I mostly teach programming courses, presently focusing on secondarey school teacher and teacher students.
Keywords
- brain imaging
- computing education research
- learning in the lab
- phenomenography
- qualitative research
- upcerg
- variation theory
Biography
This text is not available in English, therefore the Swedish version is shown.
Dr. Eckerdal received her MSc and PhD from Uppsala University, Sweden. Eckerdal's research has focused on how programming students learn concepts and practical skills in the lab, but include research e.g. on computing at school, threshold concepts in computer science, how academics and students perceive MOOCs, and how students learn software design.
Eckerdal has received research grants from The Swedish Research Council and ACM SIGCSE. Her last project focused on novice programming students' learning, with data from lab sessions and brain imaging of students solving programming problems. In the project researchers from computing education, education, and neuro science collaborated.
Eckerdal is active in the international research community. She has been serving on the programme and organising committees of several major conferences, initiating long standing research collaborations Sweden Group, and has invited a number of international known researchers to UpCERG. Eckerdal has more than 60 publications.
Eckerdal has served on the IT department board, as member of the Uppsala University Academic Senate, and Uppsala University's strategic e-learning group. Eckerdal is currently the coordinator of the Centre for Discipline-Based Education Research in Mathematics, Engineering, Science and Technology at the Faculty on Science and Technology at Uppsala University, www.mint.uu.se.
Research
Dr. Eckerdal's research has focused on how programming students learn concepts and practical skills in the lab, but include research e.g. on threshold concepts in computer science, how academics and students perceive MOOCs, and how students learn software design.
Eckerdal has received research grants from The Swedish Research Council and ACM SIGCSE. She has lately been leading a research project on learning and brain, collaborating with researchers in neuro science. She is active in the international research community, serving on the programme and organising committees of several major conferences, e.g. the ACM conferences ICER and ITiCSE, initiating long standing research collaborations Sweden Group, and has invited a number of international known researchers to UpCERG. Eckerdal has more than 50 publications.
Publications
Recent publications
- Students' learning process in the computer laboratory (2022)
- Block and Text Programming in Swedish High School (2022)
- Learning to program hands-on: a controlled study (2020)
- Copying Can Be Good (2020)
- Inferential statistics in computing education research (2019)
All publications
Articles
- Analysis of students’ learning of computer programming in a computer laboratory context (2019)
- In the liminal space (2017)
- Why computing students learn on their own (2016)
- Relating theory and practice in laboratory work (2015)
- Report on the final BRACElet workshop (2011)
- Learning computer science (2009)
- Naturally Occurring Data as Research Instrument (2009)
- Liminal spaces and learning computing (2009)
- Computer Science Student Transformations (2009)
- Variation theory applied to students' conceptions of computer programming (2009)
- Learning educational research methods through collaborative research (2008)
- Student Understanding of Object-Oriented Programming as Expressed in Concept Maps (2008)
- Threshold Concepts in Computer Science (2007)
- Successful Students' Strategies for Getting Unstuck (2007)
- What do CS students try to learn? (2006)
- Putting Threshold Concepts into Context in Computer Science Education (2006)
- Categorizing student software designs (2006)
- Can Graduating Students Design Software Systems? (2006)
- Novice Java Programmers' Conceptions of "Object" and "Class", and Variation Theory (2005)
- Students designing software (2005)
Books
- Novice Programming Students' Learning of Concepts and Practise (2009)
- Novice students' learning of object-oriented programming (2006)
Chapters
Conferences
- Students' learning process in the computer laboratory (2022)
- Block and Text Programming in Swedish High School (2022)
- Learning to program hands-on: a controlled study (2020)
- Copying Can Be Good (2020)
- Inferential statistics in computing education research (2019)
- Copying can be good (2019)
- How Statistics Are Used in Computing Education Research (2018)
- Measuring programming knowledge in a research context (2018)
- Folk pedagogy and the geek gene (2017)
- Examining manual and semi-automated methods of analysing MOOC data for computing education (2017)
- Folk Pedagogy (2017)
- Student software designs at the undergraduate midpoint (2017)
- Learning to program (2015)
- Learning practice and theory in programming education (2015)
- Competencies for paradigm shift "survival" (2015)
- On the bimodality in an introductory programming course (2015)
- Multidimensional analysis of creative coding MOOC forums (2015)
- Second year Computer Science and IT students' experience of participation in the discipline (2015)
- Teaching and learning with MOOCs (2014)
- First year Computer Science and IT students' experience of participation in the discipline (2014)
- MOOCs and their impact on academics (2014)
- A broader threshold (2014)
- Graduating students' designs — through a phenomenographic lens (2014)
- Analysing the enacted object of learning in lab assignments in programming education (2013)
- Can first-year students program yet? (2013)
- Threshold concepts and threshold skills in computing (2012)
- Computer Science at School / CS Teacher Education (2012)
- Self-Directed Learning (2012)
- Students' perceptions of the differences between formal and informal learning (2011)
- Relationship between text and action conceptions of programming (2011)
- Computing students learning computing informally (2010)
- Harnessing Surprise (2010)
- Disseminating phenomenography (2008)
- Concrete examples of abstraction as manifested in students' transformative experiences (2008)
- From Limen to Lumen (2007)
- What’s the problem? (2007)
- What do our students strive for? (2005)
- What Does It Take to Learn 'Programming Thinking'? (2005)
- Comparing student software designs using semantic categorization (2005)
- A multi-national, multi-institutional study of student-generated software designs (2004)
Reports
