Summer School on Informatics Education Research (SCHIER) 2026

Session description:

In this session, we will explore research paradigms, the underlying ways of thinking that shape how we understand the world, what we consider to be knowledge, and how we go about producing it, from a social science perspective. Research paradigms are more than abstract philosophical positions as they influence the questions we ask, the methods we choose, how we interpret data, and how our work is evaluated by others. Whether we name them explicitly or not, paradigms are always present in research practice.

The session is structured to look at theoretical foundations, introducing key paradigms commonly used in social science research and examining their assumptions about reality, knowledge, and the role of the researcher. We will move into practical and applied tasks, where you will be invited to reflect on how these paradigms play out in your own research.

Understanding research paradigms is important because research is not just about choosing the “right” method, but about making coherent and defensible research decisions, particular in the early phases of your career. Being able to articulate your paradigm helps you explain why you work in certain ways, engage critically with existing literature, and respond confidently to supervision, peer review, and examination. Just as importantly, reflecting on positionality encourages ethical, reflexive research practice and reminds us that knowledge is always situated, relational, and contested.

About the instructor:

Dr Mark Peart is a Lecturer in Teacher Education at the University of Glasgow. He is a Fellow of the Centre for Transformative Change in Schools (CenTCS). Mark currently serves as Programme Lead for the MSc AI in Education and holds the role of International Regional Champion for Europe within the School of Education’s Internationalisation team

He has experience in teaching, assessment and module leadership across Initial Teacher Education (ITE) programmes in both UK and international contexts. His teaching and leadership contributions span curriculum and pedagogy, school organisation, digital technologies, educational innovation, and modules on educational research. Mark also supervises undergraduate and postgraduate dissertations.

Mark’s scholarship explores teacher education, critical digital literacy, the curriculum for technologies, and the wider social, cultural, political implications of digital technologies and AI in education, including digital divides, transformative education and social justice. He has published an array of journal articles and book chapters and has an established profile of contributions to international conferences. He is co-author of an edited book, acts as a reviewer for several leading academic journals related to his research areas of interest.

Learn more about the instructor Dr Mark Peart.

Session description:

The session will focus on how (educational) theories are essential in guiding empirical research in Informatics education. As a starting point, the session will highlight the complex nature of learning and teaching and give an overview of several established learning theories, both general ones and ones that are more Informatics Education specific. It will then discuss how theories can be used as lenses to frame research questions and interpret and discuss results using exemplary case studies. The session aims to enable participants to become aware of and actively embed their research into the existing landscape of (educational) theories.

About the instructor:

Andreas Mühling is heading the computer science education research group at the Leibniz Institute for Mathematics and Science Education (IPN) and at Kiel University. He focuses on empirical research in K12 computer science with a focus on compuational problem solving and AI literacy, both from learners and teachers perspectives.

He has co-chaired several CSE-related conferences, most recently Koli Calling 2023 and 2024, has organised doctoral consortia and serves as a steering board member for the WiPSCE conference. He also serves as Associate Editor for the journal "Computer Science Education" and is co-speaker of the German Informatics Society's group on computer science education.

Learn more about the instructor Prof Andreas Mühling.

Session description:

What makes a quantitative study credible rather than merely technical? Across these two sessions, participants will explore how quantitative methods help researchers frame research questions effectively, make sound design choices, and interpret evidence with greater clarity and confidence. The first session introduces the foundations of quantitative inquiry, including the logic and purposes of quantitative research, descriptive and inferential statistics, correlation analysis, and key study designs such as experimental, quasi-experimental, cross-sectional, and longitudinal approaches. It also introduces the role of validity and reliability in judging the quality of quantitative research. The second session moves to more advanced approaches, introducing regression, exploratory and confirmatory factor analysis, and path analysis. Each session combines conceptual input with practical activities, giving participants opportunities to engage with both the theoretical foundations and the applied use of quantitative methods. Together, the sessions are designed to help participants move beyond procedural knowledge of methods towards a stronger understanding of why, when, and how particular quantitative approaches matter in informatics education research.

About the instructor:

Utkun Aydin is a Lecturer in Mathematics Education in the School of Education, University of Glasgow. She is a member of the Maths Team, which received the College-Level Teaching Excellence Award in 2023, and holds a Recognition of Excellence in Teaching Fellowship (2025). She is Co-leader of the Quantitative Methods in Education SIG and contributes to the Open Lecture Series in Educational Research Methods, and is an Associate of the Centre for Transformative Change in Schools. She began her academic career as a research assistant and completed her PhD in Secondary Science and Mathematics Education at Middle East Technical University, Turkey. Across 23 years in international higher education institutions (Turkey, Kuwait, and the UK), she has taught mathematics, mathematics education, and advanced research methods courses, while also contributing to course moderation and curriculum development. Her research spans mathematical thinking, test anxiety, metacognition, test development/adaptation, and school-university partnerships, and several of her publications have received awards. She has particular expertise in experimental designs, structural equation modeling, and multilevel modeling. Since 2022, she has led the Principles and Practices of Research MSc (online) since 2022 and currently teaches the Quant sessions in MEduc courses. She has also delivered several open lectures on research methods and statistical software, contributing to capacity-building in quantitative methods for students and researchers. In addition, she has served as a data analysis advisor and invited instructor of research projects supported by European Cooperation in Science and Technology and Turkish Scientific and Technological Research Council. Her software expertise includes SPSS, LISREL, Mplus, and ITEMAN.

Learn more about the instructor Dr Utkun Aydin.

Session description:

Qualitative research involves analysis of non-numerical data, such as interview transcripts, students’ products, open survey questions, and recordings. This two-session lecture provides a theoretical and practical basis for conducting qualitative research in educational settings. It will address methods for collection of qualitative data, coding strategies for data analysis, quality aspects of qualitative research (including strategies to enhance this quality), design of qualitative studies, and presentation of qualitative research.

About the instructor:

Erik Barendsen is a full professor of science education at Radboud University (Nijmegen, Netherlands) and a full professor of computing education at the Open University of the Netherlands. His scientific interests include scientific and digital literacy, design-based and context-based teaching and learning in STEM subjects, computational thinking and its integration into the curriculum, and science teachers’ practical knowledge and skills, including pedagogical content knowledge (PCK). Erik has been a program committee member and chair of several international conferences related to digital literacy and computing education, and is an associate editor of the scientific journal Computer Science Education. He regularly serves as an expert advisor in curriculum and policy development.

Learn more about the instructor Prof Erik Barendsen.

Session description:

This interactive session will introduce the main ethical areas that need to be considered when designing educational research projects: such as informed consent, confidentiality and anonymity, risk, power dynamics and perceived coercion, and secure data management. After an introduction to each of these concepts, participants will be presented with a range of scenarios and given the opportunity to investigate each of these in collaboration with their peers in order to ascertain the main ethical issues and devise strategies to resolve or mitigate against them.

About the instructor:

Sarah Honeychurch is a Good Practice Adviser at the University of Glasgow. She has a background in Philosophy and a PhD in Education. Sarah co-chairs the Scholarship of Teaching and Learning (SoTL) Ethics Committee at her institution and led on the design and implementation of the application and review processes needed to establish this interdisciplinary committee. She also co-leads the SoTL Network where she provides support and guidance about ethical research and scholarship to colleagues across the institution to help them to successfully progress their educational research.

Learn more about Dr Sarah Honeychurch.

Session description:

In this session, we will explore research methods that will enable researchers to engage in joint meaning-making with their research participants. This is a hands-on session that invites participants to experience some of the methods themselves, and build a toolkit of methods that goes beyond the questionnaire, interview, focus groups triptych. Together, we will navigate the tension between structure and spontaneity, challenging traditional researcher-subject hierarchies to uncover richer, more nuanced insights. Be prepared to move, create, and perhaps even co-determine the session’s path through the very participatory tools we aim to master.

About the instructor:

Dr. Nathalie Tasler is a Senior Lecturer in Academic and Digital Development at the University of Glasgow, where her work centers on dismantling the barriers between traditional academic practice and creative agency. Specializing in the Scholarship of Teaching and Learning (SoTL) and creative pedagogies, she focuses on the "how" of educational research, championing participatory and arts-based methodologies that facilitate collaborative sense-making. Her approach is defined by a commitment to bridging the gap between theory and hands-on inquiry, often utilizing playful and design-led tools to challenge established hierarchies and invite researchers to grow confidence in their research practice.

Learn more about the instructor Dr Nathalie Tasler.

Participants are invited to give a short self-presentation (approximately 3 minutes), introducing their background and research interests. This session aims to foster connections and provide an overview of the cohort’s research directions.

Session description:

Participants will submit a poster describing their current research, which may relate to their PhD or other ongoing work. The Scientific Committee evaluates submissions, and accepted posters are presented during dedicated sessions. Structured discussions, facilitated by members of the Scientific Committee, will take place on Monday and Wednesday afternoons. These sessions are designed to provide constructive feedback and encourage peer exchange.

Posters should typically include

• a clear description of the research problem;
• motivation and research questions;
• research methods used or proposed;
• an outline of the research plan (optionally including  alternatives);
• current progress and any preliminary findings.

More information will follow.

• Participation in all SCHIER 2026 academic sessions and activities during the 5-day program;
• Handouts and other relevant teaching materials;
• Coffee breaks and meals according to the schedule (lunch from Monday to Friday, all coffee breaks, reception on Tuesday, social dinner on Wednesday). 

Not included: travel, local transport, accommodation and other personal expenses.