Providing students feedback on their exercise solutions is a crucial element of computer programming education. Such feedback can be generated automatically and can take various forms. This paper introduces and propos...
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Providing students feedback on their exercise solutions is a crucial element of computer programming education. Such feedback can be generated automatically and can take various forms. This paper introduces and proposes the use of visual profiles of code solutions as a form of automatically generated feedback to programming students. The visual profiles are based on the frequency of code elements belonging to six distinct classes. The core idea is to visually compare a profile of a student-submitted solution code to the range of profiles of accepted solutions (including both reference solutions provided by instructors and solutions submitted by students who successfully passed the same exercise earlier). The advantages of the proposed approach are demonstrated on a number of examples based on real-world data.
The Communications Web site, http://***, features more than a dozen bloggers in the BLOG@CACM community. In each issue of Communications, we'll publish selected posts or excerpts.twitterFollow us on Twitter at htt...
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The Communications Web site, http://***, features more than a dozen bloggers in the BLOG@CACM community. In each issue of Communications, we'll publish selected posts or excerpts.
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Follow us on Twitter at http://***/blogCACM
http://***/blogs/blog-cacm
Mark Guzdial writes about why teachers must grasp introductory CS students' theories about computing. Bertrand Meyer argues for the necessity of analyzing large-scale software disasters and publishing a detailed technical study.
In this paper, the application of instant messaging (IM) in programming training is argued to be possible and inevitable, especially in the high schools/colleges of poor communities. However, challenges in its applica...
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In this paper, the application of instant messaging (IM) in programming training is argued to be possible and inevitable, especially in the high schools/colleges of poor communities. However, challenges in its application were noted. These challenges of utilising IM and the reluctance of the students in applying it in their programming training acted as a motivation for the study. Our aim is to use IM for a different purpose than its original intention. Critical systems heuristics was used as a multi-methodological framework for the incorporation of various conditioned realities, where the technological pedagogical content knowledge framework was applied to incorporate the applicable technological, pedagogical, content areas. The guidelines were enhanced from knowledge gained from an action research project with trainee teachers. This iterative process demonstrates the incorporation of both theoretical and empirical context-based perspectives into the understanding and addressing of a problem environment.
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