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Perspectives on Active Learning and Collaboration: JavaWIDE in the Classroom 12

Perspectives on Active Learning and Collaboration: JavaWIDE ...

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43rd ACM Technical Symposium on Computer Science Education (SIGCSE 2012)

作者： Jenkins, Jam Brannock, Evelyn Cooper, Thomas Dekhane, Sonal Hall, Mark Nguyen, Michael Valdosta State Univ Valdosta GA 31698 USA

ISBN: (纸本)9781450310987

The Java Wiki Integrated Development Environment (JavaWIDE) is an innovative environment that promotes active learning and collaboration in programming courses. This paper surveys how JavaWIDE's features have been used to promote active and collaborative learning in both traditional and distance education (synchronous) in four different environments: high school, summer enrichment courses, and at two- and four-year colleges. The authors describe the context of each teaching and learning environment and the parts of JavaWIDE that are particularly well suited in each context. After discussing the active learning and collaboration techniques employed, student responses to the experience are summarized. This collection of case studies illustrates how the concurrent editing, shared environment awareness and other features of JavaWIDE can be used to promote active learning and collaboration within a heterogeneous set of teaching and learning environments.

关键词： JavaWIDE concurrent editing distance education tutoring web-based IDE collaboration active learning case study Java CS0 CS1 introductory programming

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Rich Content Plug-ins for the Teaching Machine 09

Rich Content Plug-ins for the Teaching Machine

引用

Annual Conference on Innovation and Technology in Computer Science Education

作者： Norvell, Theodore S. Bruce-Lockhart, Michael P. Mem Univ Fac Engn St John NF Canada

In this paper, we describe a pedagogical tool for providing rich content in early programming courses.

ISBN: (纸本)9781605583815

In this paper, we describe a pedagogical tool for providing rich content in early programming courses.

关键词： introductory programming rich content plug-ins Teaching Machine

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Enchanting E-learning Through the Use of Interactive-feedbak Loop in Digital Games

Enchanting E-learning Through the Use of Interactive-feedbak...

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3rd Annual International Conference on Human System Interaction (HSI)

作者： Kazimoglu, Cagin Kiernan, Mary Bacon, Liz Univ Greenwich Sch Comp & Math Sci London England

ISBN: (纸本)9781424475629

One of the driving forces behind developing digital games is the idea that digital games have the potential to provide engagement in learning by delivering timely and well structured feedback. This paper discusses how the interactive feedback loop found in digital games can be used to effectively support the engagement and also the progress of learners. We investigate key motivational factors in providing feedback and then explore current approaches in the use of feedback. This study introduces the concept that learning in games should be an integral part of the game play rather than layering games on top of traditional learning. By way of illustration, we introduce the game based approach we are currently developing to support first year undergraduate computer science students learning introductory programming.

关键词： digital games e-learning feedback game based learning introductory programming

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Experimenting with Model Solutions as a Support Mechanism 19

Experimenting with Model Solutions as a Support Mechanism

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1st Conference on United Kingdom & Ireland Computing Education Research (UKICER)

作者： Nygren, Henrik Leinonen, Juho Pirttinen, Nea Leinonen, Antti Hellas, Arto Univ Helsinki Helsinki Finland

ISBN: (纸本)9781450372572

We describe an experiment from an introductory programming course where we provided students an opportunity to access model solutions of programming assignments they have not yet completed. Access to model solutions was controlled with coins, which students collected by completing programming assignments. The quantity of coins was limited so that students could buy solutions to at most one tenth of the course assignments. When compared to the traditional approach where access to model solutions is limited to only after the assignment is completed or the assignment deadline has passed, students seemed to enjoy the opportunity more and collecting coins motivated some students to complete more assignments. Collected coins were mostly used close to deadlines and on more difficult assignments. Overall, the use of coins and model solutions may be a viable option to providing students additional support. Data from the use of coins and model solutions could also be used to identify students who could benefit from additional guidance.

关键词： model solutions worked examples introductory programming course performance gamification

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Leveraging ChatGPT for Adaptive Learning through Personalized Prompt-based Instruction: A CS1 Education Case Study

Leveraging ChatGPT for Adaptive Learning through Personalize...

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ACM CHI Conference on Human Factors in Computing Sytems (CHI)

作者： Abolnejadian, Mohammad Alipour, Sharareh Taeb, Kamyar Sharif Univ Technol Tehran Iran Tehran Inst Adv Studies TeIAS Tehran Iran

ISBN: (纸本)9798400703317

In this research paper, we discuss our attempt to teach high school students introductory programming with Python using a custom learning platform that leverages ChatGPT to generate personalized learning materials based on each student's educational background. The platform features topics and subtopics, each supported by prompts for Explanation, Example, Exercise, and Exercise Solution, with a context-setting prompt tailored to individual students' backgrounds while respecting their privacy. The case study brought up compelling insights. Students exhibited heightened engagement, and the lecturers transitioned from being traditional instructors teaching content to becoming mentors who guide students on what to do next, clarifying misunderstandings and addressing potential questions. Furthermore, students gained hands-on programming experience during the learning process, eliminating the traditional post-class experimentation phase. This innovative approach not only enhances traditional CS1 education but also suggests a broader application of Large Language Models (LLMs) for personalized learning across diverse fields, providing tailored instruction and fostering engagement.

关键词： LLM ChatGPT CS1 introductory programming Course Design Learning Platform Prompt Engineering

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A Study of Editor Features in a Creative Coding Classroom 23

A Study of Editor Features in a Creative Coding Classroom

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CHI conference on Human Factors in Computing Systems (CHI)

作者： McNutt, Andrew Outkine, Anton Chugh, Ravi Univ Chicago Chicago IL 60637 USA

ISBN: (纸本)9781450394215

Creative coding is a rapidly expanding domain for both artistic expression and computational education. Numerous libraries and IDEs support creative coding, however there has been little consideration of how the environments themselves might be designed to serve these twin goals. To investigate this gap, we implemented and used an experimental editor to teach a sequence of college and high-school creative coding courses. In the first year, we conducted a log analysis of student work (n =39) and surveys regarding prospective features (n =25). These guided our implementation of common enhancements (e.g. color pickers) as well as uncommon ones (e.g. bidirectional shape editing). In the second year, we studied the effects of these features through logging (n =39+) and survey (n =23) studies. Reflecting on the results, we identify opportunities to improve creativity- and novice-focused IDEs and highlight tensions in their design-as in tools that augment artistry or efficiency but may be perceived as hindering learning.

关键词： Creative coding Code editors p5 introductory programming

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Report of a CS1 Course for Computer Engineering Majors Based on PBL 11

Report of a CS1 Course for Computer Engineering Majors Based...

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IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： Souza, Suenny Mascarenhas Bittencourt, Roberto A. UEFS State Univ Feira de Santana BR-44036900 Feira De Santana BA Brazil

ISBN: (纸本)9781728109305

This innovative practice full paper presents a report that describes an active learning experience with undergraduate freshmen from a Computer Engineering program in an introductory programming course using a Problem-Based Learning (PBL) approach. programming is complex for many students and solutions such as the use of active learning methodologies have been addressed over the years. Since its creation, our Computer Engineering program uses PBL as a fundamental building block of its curriculum, and the CS1 course fully adopts this approach. This paper reports the planning, execution and analysis of our experience of teaching programming in CS1 using PBL. The main lessons learned were: building step-by-step examples helps the learning process;student participation happens in different ways in lectures and in the PBL sessions;the PBL tutorial brings relevance to the lectures;there must be a careful design of the PBL problems;the PBL approach works on technical, personal and interpersonal skills;and the lectures should be one step behind the PBL sessions.

关键词： Problem-based learning CS1 introductory programming Computing majors PBL

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Generation of Code Tracing Problems From Open-Source Code 2023

Generation of Code Tracing Problems From Open-Source Code

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54th Annual ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE TS)

作者： Sychev, Oleg Prokudin, Artem Denisov, Mikhail Volgograd State Tech Univ Volgograd Russia

ISBN: (纸本)9781450394314

When developing automatic quizzing systems and intelligent tutoring systems, significant effort has to be spent on developing the problem bank. Question and problem generation is a field of study concerning automating this routine work. The two most common methods of problem generation are constrained random generation and template-based generation, but each of them has disadvantages. In this work, we study a possibility of generating code-tracing learning problems from existing open-source code. We generated a set of learning problems and evaluated their distinctness from human-authored problems and readiness for usage in the learning process. Both teachers and students showed the rate of determining machine-generated problems only slightly above random guessing. Teachers strongly agreed with the problems' relevance and agreed with their suitability for the learning process. Automatic labeling to filter desired problems for the assignment includes used concepts, possible errors during solving, and difficulty estimates. The studied type of learning problem required little additional data to add to the code;our further work will concern problem types with more dynamic data to overcome this limitation.

关键词： learning problem generation control flow statements introductory programming

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A Formative Assessment Literacy Module for K-12 Computer Science Teachers: Need, Design, and Teacher Feedback 2023

A Formative Assessment Literacy Module for K-12 Computer Sci...

引用

54th Annual ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE TS)

作者： Grover, Shuchi Twarek, Bryan Looking Glass Ventures Austin TX 78703 USA Comp Sci Teachers Assoc Chicago IL USA

ISBN: (纸本)9781450394338

Formative classroom assessments are those formal and informal moves teachers make in order to make inferences about what their students know and can do, and are meant to benefit the learning process through feedback and adjustments to classroom teaching. The ability to recognize and address errors in students' thinking through the use of formative assessment makes formative classroom assessment literacy extremely important. Studies have identified huge gaps in formative assessment literacy for K-12 CS teachers. This paper describes the design of a 4-session K-12 CS teacher PD module 'Formative Classroom Assessment for Teachers' (FCAT) focusing on developing teachers' formative assessment literacy. The sessions cover the need for formative assessment, elements of good formative assessment, and how to design them based on K-12 CS learning goals and known student difficulties and misconceptions along with examples. We piloted FCAT and also conducted sessions on specific modules at CSTA reaching similar to 500 participants. In addition to rationale and design of FCAT, this poster will share teacher feedback on the FCAT module which was overwhelmingly positive and also helped us identify future improvements to FCAT.

关键词： teacher professional development k-12 computer science education introductory programming formative assessment

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A Technique for Translation from Problem to Code 2018

A Technique for Translation from Problem to Code

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23rd Annual ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Hilton, Andrew D. Lipp, Genevieve M. Rodger, Susan H. Duke Univ Durham NC 27708 USA

ISBN: (纸本)9781450357074

Students in introductory programming courses struggle with how to turn a problem statement into code. We introduce a technique, "The Seven Steps," that provides structure and guidance on how to approach a problem. The first four steps focus on devising an algorithm in words, then the remaining steps are to translate that algorithm to code, test the algorithm, and debug failed test cases. This approach not only gives students a way to solve problems, but also ideas for what to do if they get stuck during the process. Furthermore, it provides a way for instructors to work examples in class that focus on the process of devising the code-instructors can show how to come up with the code, rather than just showing an example. We have used this technique in several introductory programming courses-both in the classroom and online. We describe this technique and results from its use in fall 2017 courses.

关键词： CS1 introductory programming from problem to code metacognition computational thinking

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