Competency-based learning has been proposed to help better meet industry expectations of IT graduates. Despite this potential, there is a scarcity of computing education curricula that promote and assess competencies....
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ISBN:
(纸本)9798400706004
Competency-based learning has been proposed to help better meet industry expectations of IT graduates. Despite this potential, there is a scarcity of computing education curricula that promote and assess competencies. This paper describes a proposal for a program-wide initiative that aims to improve employability for Information Technology (IT) graduates through innovations in assessment that integrate competencies in the curricula. Application of the framework presented provides opportunities to expand assessment to focus more on competencies by incorporating behaviours and dispositions alongside knowledge and skills. Outcomes and insights from this work are presented through a framework implementation that can guide assessment design. Future work proposes methods for evaluating this more completely by incorporating student experiences.
Factors have always played an important role in stock analysis, but they are only effective for specific problems in specific scenarios. Therefore, constructing factors timely and quickly for different scenarios is an...
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In this note, we present the synthesis of secure-by-construction controllers that address safety and security properties simultaneously in cyber-physical systems. Our focus is on studying a specific security property ...
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To teach programming effectively, instructors must possess diagnostic skills and the ability to provide individualized interventions. This requires a deep understanding of students' mental models and common miscon...
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ISBN:
(纸本)9783031734731;9783031734748
To teach programming effectively, instructors must possess diagnostic skills and the ability to provide individualized interventions. This requires a deep understanding of students' mental models and common misconceptions in programming, along with the capacity to assist students in refining their mental models where necessary. In our approach, we utilize videos depicting secondary school students' programming processes to train pre-service teachers in diagnostic skills. While these videos facilitate initial diagnoses, they alone cannot confirm them. Therefore, a complementary method is essential to teach diagnostic conversations and interventions effectively. To address this need, we developed tasks that aim at these skills by incorporating role-playing of students with misconceptions. Our research focused on evaluating pre-service teachers' engagement with these tasks and their reported outcomes. Our findings reveal that it is hard for them to get into the mind of a student who holds misconceptions. They also report that trying to do so is useful for understanding students' thought processes. The results suggest that role-playing tasks can foster the transition from theoretical knowledge about mental models to the practical ability to simulate their effects. In this way, our tasks contribute to bridging the gap between theory and practice in teacher training.
Microservice deployment in cloud computing is a challenging combinatorial optimization problem due to the complex dependencies among microservices and the intricate trade-offs among different QoS requirements, e.g., m...
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Within the topic of explainable AI, counterfactual explanations to classifiers have received significant recent attention. We study counterfactual explanations that try to explain why a data point received an undesira...
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ISBN:
(纸本)9783031609237;9783031609244
Within the topic of explainable AI, counterfactual explanations to classifiers have received significant recent attention. We study counterfactual explanations that try to explain why a data point received an undesirable classification by providing the closest data point that would have received a desirable one. Within the context of one the simplest and most popular classification models-k-nearest neighbors (kNN)-the solution to such optimal counterfactual explanation is still very challenging computationally. In this work, we present techniques that significantly improve the computational times to find such optimal counterfactual explanations for k-NN.
For non-native English speakers, learning programming presents unique challenges, particularly in languages like Python, which heavily rely on English syntax and documentation. This study explores the challenges faced...
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Throughout the automotive industry, the direction of projects being developed using Agile methodologies is growing while the demand from the original equipment manufacturers to follow quality standards such as automot...
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ISBN:
(纸本)9783031711411;9783031711428
Throughout the automotive industry, the direction of projects being developed using Agile methodologies is growing while the demand from the original equipment manufacturers to follow quality standards such as automotive SPICE is also growing and becoming a normal quality requirement for all the automotive suppliers to achieve. In this research, we provide an approach that focuses on the implementation of different Agile methodologies while following ASPICE. We analyzed ASPICE's VDA scope process areas for capability level 1 and mapped them to Agile methodologies such as scrum and extreme programming. This detailed mapping resulted in a step-by-step framework and guideline on how to follow ASPICE while performing the Agile ceremonies and activities.
This study investigates how ChatGPT can be used to support the learning of Python programming among upper second-level students in an Irish classroom. It addresses critical gaps in the literature, such as the lack of ...
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ISBN:
(纸本)9798400711770
This study investigates how ChatGPT can be used to support the learning of Python programming among upper second-level students in an Irish classroom. It addresses critical gaps in the literature, such as the lack of research at secondary level, the need for human-centered studies conducted over time, and the absence of guidelines for integrating ChatGPT into introductory programming education. Employing a design-based research methodology, this study aims to understand student engagement with ChatGPT and investigates how to support their use of prompts when learning to program. The research involves students as co-creators alongside their teacher, who is also the researcher, in developing a pedagogical framework that integrates ChatGPT into Python programming education.
Background and Context: Few instruments exist to measure students' CS engagement and learning especially in areas where coding happens with creative, project-based learning and in regard to students' self-beli...
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Background and Context: Few instruments exist to measure students' CS engagement and learning especially in areas where coding happens with creative, project-based learning and in regard to students' self-beliefs about ***: We introduce the CS Interests and Beliefs Inventory (CSIBI), an instrument designed for novice secondary students to learn by designing projects (particularly with physical computing).. The inventory contains subscales on beliefs on problem solving competency, fascination in design, value of CS, creative expression, and beliefs about context-specific CS abilities alongside programming mindsets and outcomes. We explain the creation of the instrument and attend to the role of mindsets as mediators of self-beliefs and how CSIBI may be adapted to other K-12 project-based learning ***: We administered the instrument to 303 novice CS secondary students who largely came from historically marginalized backgrounds (gender, ethnicity, and socioeconomic status). We assessed the nine-factor structure for the 32-item instrument using confirmatory factor analysis and tested the hypothesized model of mindsets as mediators with structural equation ***: We confirmed the nine-factor structure of CSIBI and found significant positive correlations across factors. The structural model results showed that problem solving competency beliefs and CS creative expression promoted programming growth mind-set, which subsequently fostered students' programming self -***: We validated an instrument to measure secondary students' self-beliefs in CS that fills several gaps in K-12 CS measure-ment tools by focusing on contexts of learning by designing. CSIBI can be easily adapted to other learning by designing computing education contexts.
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