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Proceedings of the 8th annual conference on Innovation and technology in computer science education

作者： Peter Bøgh Andersen Jens Bennedsen Steffen Brandorff Michael E. Caspersen Jesper Mosegaard Aalborg University Denmark University of Aarhus Denmark

ISBN: (纸本)9781581136722

In this paper we present a new learning environment to be used in an introductory programming course for students that are non-majors in computer science, more precisely for multimedia students with a liberal arts ***-oriented programming adds new requirements to the craft of programming (e.g. aesthetic and communicative).We argue that multimedia students with a liberal arts background need programming competences because programmability is the defining characteristic of the computer medium. We compare programming with the creation of traditional media products and identify two important differences which give rise to extra competences needed by multimedia designers as opposed to traditional media product designers. We analyze the development process of multimedia products in order to incorporate this in the learning process, and based on this we present our vision for a new learning environment for an introductory programming course for multimedia *** have designed a learning environment called Lingoland with the new skills of media programming in mind that hopefully can help alleviate the problems we have experienced in teaching programming to liberal arts students.

关键词： programming education introductory programming literal arts students non-majors narration

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Engaging students in programming 10

Engaging students in programming

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Proceedings of the Twelfth Australasian Conference on Computing Education - Volume 103

作者： Malcolm Corney Donna Teague Richard N. Thomas Queensland University of Technology Brisbane Australia

ISBN: (纸本)9781920682842

Poor student engagement and high failure rates in first year units were addressed at the Queensland University of Technology (QUT) with a course restructure involving a fresh approach to introducing programming. Students? first taste of programming in the new course focused less on the language and syntax, and more on problem solving and design, and the role of programming in relation to other technologies they are likely to encounter in their studies. In effect, several technologies that have historically been compartmentalised and taught in isolation have been brought together as a breadth-first introduction to *** databases and Web development technologies into what used to be a purely programming unit gave students a very short introduction to each technology, with programming acting as the glue between each of them. As a result, students not only had a clearer understanding of the application of programming in the real world, but were able to determine their preference or otherwise for each of the technologies introduced, which will help them when the time comes for choosing a course *** engaged well in an intensely collaborative learning environment for this unit which was designed to both support the needs of students and meet industry expectations. Attrition from the unit was low, with computer laboratory practical attendance rates for the first time remaining high throughout semester, and the failure rate falling to a single figure percentage.

关键词： student engagement IT course introductory programming attrition

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Self direction & constructivism in programming education 08

Self direction & constructivism in programming education

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Proceedings of the 9th ACM SIGITE conference on Information technology education

作者： Naomi R. Boyer Sara Langevin Alessio Gaspar University of South Florida Polytechnic Lakeland FL USA

ISBN: (纸本)9781605583297

This paper explores the relationship between new constructivist apprenticeship techniques meant to improve programming pedagogy [6][7] and student self-direction. To this end, we used the lens of the Personal Responsibility Orientation [2] to measure the impact on student self-efficacy and self direction of our interventions. These learning activities were introduced based on peer learning and authentic student feedback principles. They consisted of peer learning weekly forums and student-led ""live coding"" hands-on exercises. These were applied to both an introductory (cop2510 [14]) and intermediate (cop3515 [5]) programming courses. Results derived from an online anonymous survey are presented and interpreted.

关键词： cs-1 introductory programming self-directed learning

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Teaching and assessing programming strategies explicitly 09

Teaching and assessing programming strategies explicitly

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Proceedings of the Eleventh Australasian Conference on Computing Education - Volume 95

作者： Michael de Raadt Richard Watson Mark Toleman University of Southern Queensland Toowoomba Qld Australia

ISBN: (纸本)9781920682767

This paper describes how programming strategies were explicitly instructed and assessed in an introductory programming course and describes the impact of this curricular change. A description is given of how strategies were explicitly integrated into teaching materials and assessed in assignments and examinations. Comparisons are made between the outcomes of novices under the new curriculum and results of novices' learning under the previous implicit-only strategy curriculum, measured in an earlier study. This comparison shows improvement in novices' strategy application under the new curriculum.

关键词： curriculum introductory programming strategies

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programming Course Design: Phenomenographic Approach to Learning and Teaching

Programming Course Design: Phenomenographic Approach to Lear...

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International Conference on Teaching and Learning in Computing and Engineering

作者： Neena Thota Faculty of Creative Industries University of Saint Joseph Macau S.A.R.

ISBN: (纸本)9781479935932

Phenomenography is a well-known empirical research approach that is often used to investigate students' ways of learning programming. Phenomenographic pedagogy is an instructional approach to plan learning and teaching activities. This theoretical paper gives an overview of prior research in phenomenographic studies of programming and shows how the results from these research studies can be applied to course design. Pedagogic principles grounded in the phenomenographic perspective on teaching and learning are then presented that consider how to tie students' experiences to the course goals (relevance structure) and how to apply variation theory to focus on the desired critical aspects of learning. Building on this, an introductory object-oriented programming course is described as an example of research-based course design. The insights gained from the experience of running the course are shared with the community of computer science educators, as also the benefits and responsibilities for those who wish to adopt the phenomenographic perspective on learning to plan their teaching. The development of an increased awareness of the variation in students' ways of experiencing programming and the need to broaden the context of the programming course are discussed.

关键词： phenomenography variation theory introductory programming object-oriented programming

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Integrating Computing to STEM Curriculum via CodeBoard 16th

Integrating Computing to STEM Curriculum via CodeBoard

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16th International Conference on Computational Science and Its Applications (ICCSA)

作者： Chi, Hongmei Allen, Clement Jones, Edward Florida A&M Univ Dept Comp & Informat Sci Tallahassee FL 32307 USA

ISBN: (纸本)9783319420899

introductory programming has always suffered from low performance rates. These low performance rates are closely tied to high failure rates and low retention in introductory programming classes. The goal of this research is to develop models and instrumentation capable of giving insight into STEM student performance, learning patterns and behavior. This insight is expected to shed some light on low performance rates and also pave the way for formative measures to be taken. CodeBoard is a programming platform capable of managing and assesse student programming via using a functional test-driven approach. Instructors develop programming assignments along with corresponding test cases, which are then used as grading templates to evaluate student programs. The second phase of this research involves developing models for measuring and capturing events relevant to student performance over time. The preliminary results show that this CodeBoard is promising.

关键词： Cloud computing programming environments introductory programming Active learning

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Digital Badges for Motivating introductory Programmers: Qualitative Findings from Focus Groups 48

Digital Badges for Motivating Introductory Programmers: Qual...

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48th IEEE Frontiers in Education Conference (FIE)

作者： Facey-Shaw, Lisa Specht, Marcus Bartley-Bryan, Jeanette Univ Technol Sch Comp & Informat Technol Kingston Jamaica Open Univ Netherlands Res Ctr Learning Teaching & Technol Welten Inst Heerlens Netherlands Univ Technol Off Distance Learning Kingston Jamaica

ISBN: (纸本)9781538611746

This Research Full Paper presents the qualitative findings from a study that implemented digital badges in a university-level programming course. Motivation has been shown to play a key role in programming performance. Increasingly, gamification is being used to facilitate student learning of concepts and skills in programming. Our study examined the impact of digital badges on the intrinsic motivation levels of introductory programmers and the badge design features leading to motivational effects. We collected data over two academic sessions in 2015 using a badge system design implemented in the Moodle learning management platform. This paper focuses on the qualitative findings from three focus group sessions and personal interviews which explored student understanding of their badge experiences. Focus group results indicated that badges were positively received and motivating. Student recommendations included physical badges to highlight achievements, and competitive badges for added motivation. The results suggest that students' social interactions play a role in how badges are perceived. This study should be of interest to badge designers and educational stakeholders using or contemplating badge systems. In particular, it may be of significance to stakeholders involved in computing education as it seeks to contribute to ongoing research efforts in the introductory programming domain.

关键词： introductory programming digital badges badge design motivation qualitative

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CS1: how will they do? How can we help? A decade of research and practice

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COMPUTER SCIENCE EDUCATION 2019年第2-3期29卷 254-282页

作者： Quille, Keith Bergin, Susan TU Dublin Tallaght Campus Dublin Ireland Maynooth Univ Maynooth Kildare Ireland

Background and Context: Computer Science attrition rates (in the western world) are very concerning, with a large number of students failing to progress each year. It is well acknowledged that a significant factor of this attrition, is the students' difficulty to master the introductory programming module, often referred to as CS1. Objective: The objective of this article is to describe the evolution of a prediction model named PreSS (Predict Student Success) over a 13-year period (2005-2018). Method: This article ties together, the PreSS prediction model;pilot studies;a longitudinal, multi-institutional revalidation and replication study;improvements to the model since its inception;and interventions to reduce attrition rates. Findings: The outcome of this body of work is an end-toend real-time web-based tool (PreSS#), which can predict student success early in an introductory programming module (CS1), with an accuracy of 71%. This tool is enhanced with interventions that were developed in conjunction with PreSS#, which improved student performance in CS1.

关键词： introductory programming predicting programming performance interventions CS1 attrition rates programming performance programming self-efficacy machine learning growth mindset artificial neural networks

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Transforming learning of programming: a mentoring project 08

Transforming learning of programming: a mentoring project

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Proceedings of the tenth conference on Australasian computing education - Volume 78

作者： Daryl D'Souza Margaret Hamilton James Harland Peter Muir Charles Thevathayan Cecily Walker RMIT University Melbourne Victoria

ISBN: (纸本)9781920682590

programming is central to Computer Science and cognate disciplines, and poses early-learning challenges in problem-solving and coding. Since the recent past the School of Computer Science & Information Technology (RMIT University) has provided a student mentoring service to assist novice student programmers with their programming, indeed, to build up their confidence in programming. The service has received favourable feedback from students and, as an interesting aside, has had the added benefit of increasing mentors' confidence and improving mentors' communication skills. Mentors volunteer their services under a University leadership initiative, and are not paid to assist students. In light of such success, we secured a University action-research teaching and learning grant, to investigate aspects of the service delivered to date. While mentoring has been shown to be helpful for novice student programmers to learn and improve their programming, less recognised, but of equal importance, is the value to mentors through the skills and experience they gain. This paper reports early findings of a dual-purpose research investigation into the mentoring service. The research project seeks to discover ways to improve the mentoring service for novice student programmers, as well as to enhance a range of qualities in mentors.

关键词： mentoring action research introductory programming

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Workshop - Introducing and Teaching Smartphone Application Development

Workshop - Introducing and Teaching Smartphone Application D...

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41st Annual Frontiers in Education Conference (FIE)

作者： Mahmoud, Qusay H. Univ Guelph Ctr Mobile Educ & Res Guelph ON N1G 2W1 Canada

ISBN: (纸本)9781612844695

The diversity of mobile hardware and software platforms is one of the major challenges in developing applications for mobile devices such as smartphones. Mobile applications are developed on platform like MS Windows or Linux, and deployed on a totally different platform such as a BlackBerry smartphone. Integrating mobile devices into computing education can raise the level of excitement for students, and satisfaction with the curriculum [1]. This workshop will help participants understand the different technologies that can be used for mobile application development, and the opportunities and challenges in integrating mobile devices into the computing curricula. The workshop is of particular interest to Computer Science, Information Technology, and Engineering faculty interested in integrating smartphones and mobile application development into their courses.

关键词： introductory programming mobile applications smartphone application development mobile devices in computing education

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