Skip to main content
Department of Information Technology

Computing education research seminars at Vi3

The Vi3 computing education research seminar series is hosted by UpCERG, Uppsala Computing Education Research Group and mostly open to everybody interested. Join us online at or IRL (room 104170).

Each Thursday at 13:15-14:45, seminars on computing education research related topics are given by internal and external speakers or open discussions among those attending. See schedule below.

The seminars are announced at the weekly internal Vi3 information meeting, and also on the Dept. of IT's newsletter läsit

Note that extra seminars may occasionally be held at other times than mentioned above. Please contact Mats Daniels if you have questions about the seminar series or if you want to be on the IT-UpCERG-and-friends mail list.

Past seminars can be found 2022 and 2023, where there are links to recordings of some seminars.


Next Seminar

Date Time Title Speaker
2024-06-13 13:15-14:45 Emotions in engineering education
Abstract: In recent years, there has been a significant rise in the exploration of emotions within engineering education. Traditionally viewed as solely rational, engineering has often regarded emotions as a threat to decision-making and technological development. This perspective, mirroring broader societal views, is being challenged by contemporary research. Many scholars in engineering education now recognize engineering as inherently social, characterized by intricate interpersonal dynamics, knowledge systems, power hierarchies, and conflicting values. As social relations involve human beings - who constantly and inevitably experience, express, and are influenced by emotions - engineering involves both rationality and emotion. There is a growing realization of the importance of understanding the role of emotions in engineering education, spanning teaching, learning, and professional development. Moreover, educators are increasingly interested in fostering students' socio-emotional competencies and their awareness of how emotions intersect with various aspects of engineering, such as human-centred design, ethical considerations, risk assessment in technology, professional identity formation, and the societal implications of technological advancements.
Inês Direito, University of Aveiro
2024-06-20 13:15-14:45 TBD
Mats Daniels

Past seminars in the Spring 2024

Date Time Title Speaker
2024-01-11 15:15-17:00 Student presentations in the CER course
Students, Anna Eckerdal, Mats Daniels
2024-01-18 13:15-14:45 Professor presentation
Anna Eckerdal
2024-01-25 13:15-14:45 Research interests
Abstract: Related to the project Adapting Computing Education for an AI-Driven Future: Empirical Insights and Guidelines for Integrating Generative AI into Curriculum and Practice
Niklas Humble, University of Gävle, recording and slides
2024-02-01 13:15-14:45 KoF/ÖB24
Abstract: Discussing text for our research program
Mats Daniels
2024-02-08 13:15-14:45 Student report: An investigation into social influence in women choosing computer science in Sweden and Bangladesh + Presentations of research interests
Abstract: Sweden and Bangladesh, despite their geographical and cultural disparities, both exhibit a shared characteristic of having comparatively low levels of female involvement in computer education. This study investigates the societal factors that influence women’s choices to pursue computer science education in Sweden and Bangladesh. The study examines the historical and current elements that contribute to women’s involvement in this sector, despite the ongoing gender disparities. Using semi-structured interviews, the research finds themes about friends, family, and outside influences in 12 female students from Uppsala University in Sweden and Noakhali Science and Technology University in Bangladesh. The thematic analysis reveals similarities and disparities in family relationships, as well as patterns of both support and discouragement, observed in the two countries. The findings underscore the significance of family support in Bangladesh, particularly about career prospects, whereas Swedish families demonstrate a favorable perception of education. Friendships have a substantial impact in both situations, affecting the degree of support and discouragement. Although acknowledging sample size limits, the study offers insights into how social relations affect women’s educational choices in computing and recommends future research on gender dynamics and cultural impacts in the sector.
Klara Hugo and Fatama Akter
2024-02-15 13:15-14:45 Update from PAP meeting and further discussions on KoF/ÖB24 Mats Daniels
2024-02-22 13:15-14:45 discussions on KoF/ÖB24 Mats Daniels
2024-02-29 15:15-16:45 Teaching Programming in the Era of Generative AI
Abstract: As instructors and researchers, we’ve all seen how challenging it can be for students to learn to program. Students need to iteratively learn many skills, such as using correct syntax, tracing code, using common programming patterns, writing code, and testing/debugging the code they write. Struggling with any one of these tasks may mean that the student fails to solve the problem they wanted to solve.
In this talk, I’ll explore how Large Language Models (LLMs) like GitHub Copilot and ChatGPT can shift the skills needed to succeed at programming and enable more students to become successful programmers. Remarkably, this shift – away from syntax and toward problem decomposition and testing –may also be exactly what many instructors were hoping to be able to focus on in CS1 all along. I will also explore initial findings from our first offering of an introductory programming course that incorporates LLMs (CS1-LLM) at UC San Diego.
Leo Porter, University of California San Diego recording and slides
2024-03-07 13:15-14:45 WS on PUMA applications + VR
Abstract: Workshop on writing a PUMA application, with examples from old applications + the just opened VR
Mats Daniels
2024-03-14 TUK conference
2024-03-21 13:15-14:45 How should we teach debugging to secondary school students?
Abstract: This seminar will consider the important question of how to improve the teaching and learning of debugging for secondary students, with a focus on text-based programming languages. We will look at the cognitive, emotional and teacher-related challenges that make debugging an often difficult and frustrating process for young learners, and how future research may address these challenges. Expect some group discussion and a time to share ideas around teaching the powerful process of bug-fixing.
Laurie Gale, University of Cambridge recording and slides
2024-03-28 13:15-14:45 Easter Break
2024-04-04 13:15-14:45 Discuss VR grants
Mats Daniels
2024-04-11 13:15-14:45 Perceptions of programming
Abstract: The talk will first present the current research topics of the CSEd research group at the Leibniz Institute for Science and Mathematics Education (IPN) contextualized within the current situation for CSEd / CSER in Germany. The main body of the talk will then be on the work of teaching and learning programming, based on two recent studies that investigate on a very low level how to successfully diagnose misconceptions and on a very high level how students successfully solve problems.
Andreas Mühling, Leibniz Institute for Science and Mathematics Education
2024-04-18 13:15-14:45 Discussing FIE submissions
Mats Daniels
2024-04-25 13:15-14:45 Discuss the KoF/ÖB 2024 Mats Daniels
2024-05-02 13:15-14:45 Enhancing Student Engagement in Software Engineering Education
Abstract: In this talk, I will present common challenges encountered in software engineering education and suggest techniques to enhance student engagement, particularly in theoretically dense courses. Drawing from my experience teaching courses such as, requirements engineering and maintenance programming, I will discuss these challenges and present potential solutions.
Sofia Ouhbi
2024-05-09 13:15-14:45 Ascension Day
2024-05-16 13:15-14:45 Visit from MDU
Hans Hansson, MDU
2024-05-23 13:15-14:45 Integrative engineering education: exploring the responsibility of technological universities
Abstract: The grand societal changes and challenges of our time demand a broader role of technological universities, thus opening the question of how this role has evolved over time and how to understand their current responsibility. This presentation starts from the assumption that not only technological artefacts are not neutral, but that technological universities are not neutral either: through their educational activities, institutional practices and programmatic documents, mottos or vision statements, technological universities embed specific values and convey specific understanding of what engineering is. The presentation is based on a recently published review of the history of engineering education that identifies 5 major orientations of technological universities to discuss (together with the audience) the ideal of an integrative and transdisciplinary engineering education. As such, an integrative model of engineering education can be understood as comprising scientific, market, policy, societal and ecological components. Each of these are linked with a specific definition of responsibility. The presentation contributes to recent debates about the role of engineering education, by putting forward an instrument which can serve as a “transdisciplinary passport” that technological universities can use to map their practice and articulate their identity and associated responsibilities.
Diana Adela Martin, UCL

Upcoming Seminars

Date Time Title Speaker
2024-05-29 12-17 HCEE/Doctoral consortium
Abstract: PhD students in computing and engineering education are welcome to submit their interest in participating in the DC. The mentors will be senior researchers in these areas, from UpCERG and collaborators.
Participants will be selected by looking for a diverse set of topics and backgrounds. Thus, PhD students are encouraged to include a brief description of the PhD student's topic (100-200 words) in the registration form for HCEE.
While we set April 13th as a preliminary deadline for applications to the DC, PhD students are welcome to submit later if they need more time (please contact Virginia Grande if so). If the PhD student is selected for the DC, further preparations will be requested: an extended abstract of their work by May 24th and a poster to bring to the event. The poster will be used later in HCEE for the networking aspects of the event.
Virginia Grande, Guest speakers
2024-05-30 9-17 HCEE
Virginia Grande, Maria Kallia, Nhu Truong, Bedour Alshaigy, Kristina von Hausswolff, Heather King, Håkan Forsberg
2024-05-30 9.30-10.30 (Keynote) Chartering the Course: Navigating Computer Science Capital from Pre-University to Graduation
Abstract: Computer science as a field of study has grown exponentially, with schools worldwide emphasising its importance in shaping the future workforce.
Yet, while the acquisition of computer science capital in school settings often influences students' decisions to pursue higher education in Computing, its role in resilience and persistence at the university level remains complex and multifaceted.
This talk builds a narrative into the relationship between computer science capital, academic choices, persistence, and university values and culture. Through a critical lens, it examines how some undergraduate CS students accrue capital not merely for academic success but often as a means of “surviving” the field. However, the fundamental question arises: should the pursuit of computing education be reduced to a matter of survival?
Challenging conventional narratives, the talk continues with an exploration of how universities pursue of external goods shapes practices and consequently, students' epistemic values of Computing, questioning whether they foster environments conducive to inclusivity, environments that contribute to the social and common good, and a just and equitable society through computing education.
Maria Kallia
2024-05-30 10.45-11.45 Session on academic resilience Nhu Truong
2024-05-30 12.45-14.00 Networking Session: Flash Connect!
Abstract: Flash Connect! is a networking activity where participants start with a quick lightning introduction: sharing who they are, what they do, and why they are present.
This information will additionally be displayed on a profile wall so that other participants can express their interest in the connection by leaving a post-it note with their name and contact details.
Bedour Alshaigy, Kristina von Hausswolff
2024-05-30 14.15-15.30 Capital in education
Abstract: Interactive session with academics who have worked on capital, including science capital and computing capital. This session acts as an introduction to concepts that are used in Thom Kunkeler's work, defended the day after.
Heather King, Maria Kallia, Håkan Forsberg
2024-05-30 16.00-16.45 Netwrking session: Questions around fika
Abstract: |Participants will enjoy a fika break while freely socialising around themed tables. Each table will be designated with a specific theme and accompanying questions related to that theme. Participants can choose which table to join based on their interests and engage in discussions.
Example themes: mentoring and support, academic publishing, work-life balance strategies, datavetenskap och ingenjörsutbildning i Sverige.| Bedour Alshaigy, Kristina von Hausswolff
2024-05-30 16.45-17.00 Concluding remarks/Wrap-up Virginia Grande
2024-05-31 10-12 Networking Session
Abstract: Networking session (with a break): world café discussion
The session adopts a World Café structure to allow participants to engage in dynamic discussions around the key elements of computing and engineering education in Sweden and neighbouring countries that participants expressed in the registration form (point 7). The focus is on exploring shared interests, fostering connections, and potentially creating future collaborations among the academic community in these fields.
Virginia Grande, Bedour Alshaigy, Kristina von Hausswolff, Camilla Björn
2024-05-31 13-16 LIC seminar: Capital and the Social Reproduction of Inequality in Computing Education
Abstract: Computing education in Western countries has traditionally been characterised by low levels of participation and diversity among its student population. In order to broaden participation in the field, it is fundamental to understand the various mechanisms through which power structures and inequality are reproduced. From a Bourdieusian perspective, this licentiate thesis sets out to understand the interaction between capital, class, and habitus which allows a dominant class to thrive at the expense of other classes. Paper I shows that capital serves as a barrier for non-computing students entering the computing field, whereas in Paper II a dominant class is identified as possessing higher levels of capital, which is then related to their higher levels of participation in the field. In addition, Paper I provides insight into the ways the subordinate class internalises and acts upon their lower levels of capital. This licentiate thesis lays out the groundwork for studying capital in computing education by developing and validating research instruments which can be used for further study. In addition, relevant theories to educational participation are discussed, with a particular focus on capital theory. More work is needed to understand the reproductive mechanism through which the dominant class legitimises their capital within the field of computing education, thereby establishing their class position. Future work is recommended in the domain of habitus and capital-inclusive pedagogy. Ultimately, the goal is to reduce the reproduction of inequality in computing education by assessing the various mechanisms involved, and designing pedagogy which can be used for successful engagement of students with varying levels of capital.
Thom Kunkeler
2024-06-06 13:15-14:45 National Day
Updated  2024-06-03 14:22:12 by Virginia Grande Castro.