Graduating students' designs: through a phenomenographic lens

Lynda Thomas; Anna Eckerdal; R. McCartney; J. Mostrum; Kate Sanders; Carol Zander

doi:10.1145/2632320.2632353

Graduating students' designs: through a phenomenographic lens

Lynda Thomas, Anna Eckerdal, R. McCartney, J. Mostrum, Kate Sanders, Carol Zander

Department of Computer Science

Research output: Chapter in Book/Report/Conference proceeding › Conference Proceeding (Non-Journal item)

16 Citations (Scopus)

Abstract

We expand upon previous research that looked at the question: "Can graduating students design software systems?" Specifically we want to examine students' understanding of the phenomenon "produce a design." What does this instruction mean to them? In order to investigate student understandings, we examined their designs using a phenomenographic approach.

Our outcome space includes six understandings: (0) the design a layman might produce; (1) a design with some formal notation; (2) a design that uses formal notations to express the static relationships among the parts; (3) a design that uses formal notation to express sequential (dynamic) information, but does not relate that to the static system parts; (4) a design that includes and relates multiple artifacts, both static and dynamic; and (5) a design that relaxes the notations and includes only essential artifacts. The last understanding was found only in our expert's design, and we do not expect it from undergraduates.

Original language	English
Title of host publication	Proceedings of the tenth annual conference on International computing education research
Publisher	Association for Computing Machinery
Pages	91-98
Number of pages	8
ISBN (Print)	978-1-4503-2755-8
DOIs	https://doi.org/10.1145/2632320.2632353
Publication status	Published - 2014
Event	ICER '14 - Glasgow, United Kingdom of Great Britain and Northern Ireland Duration: 08 Jul 2014 → …

Conference

Conference	ICER '14
Country/Territory	United Kingdom of Great Britain and Northern Ireland
City	Glasgow
Period	08 Jul 2014 → …

Keywords

design
Software Design
software
replication

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10.1145/2632320.2632353

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title = "Graduating students' designs: through a phenomenographic lens",

abstract = "We expand upon previous research that looked at the question: {"}Can graduating students design software systems?{"} Specifically we want to examine students' understanding of the phenomenon {"}produce a design.{"} What does this instruction mean to them? In order to investigate student understandings, we examined their designs using a phenomenographic approach.Our outcome space includes six understandings: (0) the design a layman might produce; (1) a design with some formal notation; (2) a design that uses formal notations to express the static relationships among the parts; (3) a design that uses formal notation to express sequential (dynamic) information, but does not relate that to the static system parts; (4) a design that includes and relates multiple artifacts, both static and dynamic; and (5) a design that relaxes the notations and includes only essential artifacts. The last understanding was found only in our expert's design, and we do not expect it from undergraduates.",

keywords = "design, Software Design, software, replication",

author = "Lynda Thomas and Anna Eckerdal and R. McCartney and J. Mostrum and Kate Sanders and Carol Zander",

note = "Thomas, L., Eckerdal, A., McCartney, R., Mostrum, J., Sanders, K., & Zander, C. (2014). Graduating students' designs: through a phenomenographic lens. In Proceedings of the tenth annual conference on International computing education research. (pp. 91-98). ACM (Assocation for Computing Machinery), New York; ICER '14 ; Conference date: 08-07-2014",

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Thomas, L, Eckerdal, A, McCartney, R, Mostrum, J, Sanders, K & Zander, C 2014, Graduating students' designs: through a phenomenographic lens. in Proceedings of the tenth annual conference on International computing education research. Association for Computing Machinery, pp. 91-98, ICER '14, Glasgow, United Kingdom of Great Britain and Northern Ireland, 08 Jul 2014. https://doi.org/10.1145/2632320.2632353

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AU - Sanders, Kate

AU - Zander, Carol

N1 - Thomas, L., Eckerdal, A., McCartney, R., Mostrum, J., Sanders, K., & Zander, C. (2014). Graduating students' designs: through a phenomenographic lens. In Proceedings of the tenth annual conference on International computing education research. (pp. 91-98). ACM (Assocation for Computing Machinery), New York

PY - 2014

Y1 - 2014

N2 - We expand upon previous research that looked at the question: "Can graduating students design software systems?" Specifically we want to examine students' understanding of the phenomenon "produce a design." What does this instruction mean to them? In order to investigate student understandings, we examined their designs using a phenomenographic approach.Our outcome space includes six understandings: (0) the design a layman might produce; (1) a design with some formal notation; (2) a design that uses formal notations to express the static relationships among the parts; (3) a design that uses formal notation to express sequential (dynamic) information, but does not relate that to the static system parts; (4) a design that includes and relates multiple artifacts, both static and dynamic; and (5) a design that relaxes the notations and includes only essential artifacts. The last understanding was found only in our expert's design, and we do not expect it from undergraduates.

AB - We expand upon previous research that looked at the question: "Can graduating students design software systems?" Specifically we want to examine students' understanding of the phenomenon "produce a design." What does this instruction mean to them? In order to investigate student understandings, we examined their designs using a phenomenographic approach.Our outcome space includes six understandings: (0) the design a layman might produce; (1) a design with some formal notation; (2) a design that uses formal notations to express the static relationships among the parts; (3) a design that uses formal notation to express sequential (dynamic) information, but does not relate that to the static system parts; (4) a design that includes and relates multiple artifacts, both static and dynamic; and (5) a design that relaxes the notations and includes only essential artifacts. The last understanding was found only in our expert's design, and we do not expect it from undergraduates.

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KW - Software Design

KW - software

KW - replication

UR - http://hdl.handle.net/2160/38004

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DO - 10.1145/2632320.2632353

M3 - Conference Proceeding (Non-Journal item)

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BT - Proceedings of the tenth annual conference on International computing education research

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ER -

Graduating students' designs: through a phenomenographic lens

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