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13th Latin American Conference on Learning Technologies (LACLO)

作者： Goncalves, Bruno Teixeira, Breno Leite, Leticia Lopes Moraes, Marcia Cristina Univ Brasilia Dept Ciencia Comp Brasilia DF Brazil Colorado State Univ Sch Educ Ft Collins CO 80523 USA

ISBN: (纸本)9781728103822

According to the *** there are currently 528,174 open computing jobs in U.S. and only 49,291 computer science students graduated into the workforce, last year. In order to try to reverse this scenario, several countries are working on a way to include computer science concepts, like computational thinking, in their curriculums for K-12 education. In addition, many studies and researches are being done related to practices and tools that can be applied in order to retain students that applied for computer science courses. In order to contribute to these initiatives, this paper presents CODEX, an interactive and ludic learning object, that aims to help students that do not need to have a background in programming to learn one of the most important structure in a programming language, the loop. CODEX was designed to be used both in class and in extra-class activity.

关键词： Learning Objects teaching programming repetition

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programming in schools: 10 years on

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Journal of Computer Assisted Learning 1990年第2期6卷 119-127页

作者： Cope, P. Walsh, T. Department of Education University of Stirling United Kingdom

Abstract Progress in school computer programming is examined in relation to early claims about the benefits which would accrue from the introduction of programming courses into the school curriculum. The implications of the methodological origins of school programming in both AI and software engineering are discussed. The difficulties of teaching programming and the consequent development of teaching strategies are reviewed. It is concluded that early claims about the development of high‐level thinking skills have not yet been supported. Nor have suggestions that children develop structured programming habits by using an interactive programming environment been borne out by the experiences of the 1980s. However, it is also concluded that to abandon programming in schools on the basis of these experiences would be premature. Copyright © 1990, Wiley Blackwell. All rights reserved

关键词： Plans Problem solving teaching programming teaching strategies Thinking skills Transfer

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Rozšíření možností prezentací v prostředí Jupyter Notebook

Rozšíření možností prezentací v prostředí Jupyter N...

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作者： Pastorek, Peter Brno University of Technology

Práca sa zaoberá z prostredím Jupyter Notebook. Rozširuje jeho schopnosti zamerané na prezentáciu programovania. Umožňuje preberať materiály z html dokumentov, vylepšuje vzhľad prezentácií, umožňuje automatizovanú prípravu dokumentu na prezentáciu, upravenie nastavenia pre rozšírenia RISE a úpravu konvertovania dokumentu do formátu LaTeX.

关键词： Jupyter Notebook RISE html css javascript prezentácia programovania výučby programovania Python LaTeX reveal.js formát base64 Jupyter Notebook RISE html css javascript presenting programming teaching programming Python LaTeX reveal.js

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R Markdown as a dynamic interface for teaching: Modules from math and biology classrooms

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MATHEMATICAL BIOSCIENCES 2022年 349卷 1页

作者： Grayson, Kristine L. Hilliker, Angela K. Wares, Joanna R. Univ Richmond Dept Biol Richmond VA 23173 USA Univ Richmond Dept Math & Comp Sci Richmond VA 23173 USA

Advancing technologies, including interactive tools, are changing classroom pedagogy across academia. Here, we discuss the R Markdown interface, which allows for the creation of partial or complete interactive classroom modules for courses using the R programming language. R Markdown files mix sections of R code with formatted text, including LaTeX, which are rendered together to form complete reports and documents. These features allow instructors to create classroom modules that guide students through concepts, while providing areas for coding and text response by students. Students can also learn to create their own reports for more independent assignments. After presenting the features and uses of R Markdown to enhance teaching and learning, we present examples of materials from two courses. In a Computational Modeling course for math students, we used R Markdown to guide students through exploring mathematical models to understand the principle of herd immunity. In a Data Visualization and Communication course for biology students, we used R Markdown for teaching the fundamentals of R programming and graphing, and for students to learn to create reproducible data investigations. Through these examples, we demonstrate the benefits of R Markdown as a dynamic teaching and learning tool.

关键词： R markdown Data visualization Pedagogy Herd immunity teaching programming

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A virtual-physical collision detection interface for AR-based interactive teaching of robot

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ROBOTICS AND COMPUTER-INTEGRATED MANUFACTURING 2020年 64卷 101948-101948页

作者： Chen, Chengjun Pan, Yong Li, Dongnian Zhang, Shilei Zhao, Zhengxu Hong, Jun Qingdao Univ Technol Sch Mech & Automot Engn Qingdao 266000 Shandong Peoples R China Xi An Jiao Tong Univ Sch Mech Engn Xian 710049 Shanxi Peoples R China

At present, online lead-through and offline programming methods are widely used in programming of industrial robots. However, both methods have some drawbacks for unskilled shopworkers. This paper presents an Augmented Reality (AR)-based interactive robot teaching programming system, which virtually projected the robot onto the physical industrial environment. The unskilled shopworkers can use Handheld teaching Device (HTD) to move end-effector of virtual robot to follow endpoint of the HTD. In this way, the path of the virtual robot can be planned or tested interactively. In addition, collisions detection between virtual robot and physical environment is key to test the feasibility of robot path. So, a method for detecting virtual-physical collisions is presented in this paper by comparing the depth values of corresponding pixels in depth image acquired by Kinect and computer-generated image in order to get collision-free paths of the virtual robot. The Quadtree model is used to accelerate the collision detection process and get distance between virtual model and physical environment. Using the AR-based interactive robot teaching programming system presented in this paper, all workers even unskilled ones in robot programming, can quickly and effectively get the collision-free robot path.

关键词： Robot path planning teaching programming Augmented reality Virtual-physical collision detection Depth image

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A Structured Approach to Problem Solving in CS1 12

A Structured Approach to Problem Solving in CS1

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ACM SIGCSE Conference on Innovation and Technology in Computer Science Education

作者： Carmen Morgado Fernanda Barbosa CITI/Dept. de Informatics FCT Universidade Nova de Lisboa Quinta da Torre Caparica Portugal CITI/Dept. de Informatica FCT Universidade Nova de Lisboa Quinta da Torre Caparica Portugal

ISBN: (纸本)9781450317368

teaching programming in CS1 presents several difficulties [1]. Problem solving is a complex process that requires various skills, one of which is the ability to correctly identify and understand the problem [2]. One of the biggest obstacles is the analysis and interpretation of the problem. Before teaching a programming language it is important that students are able to understand the problem and the steps that must be followed to solve it. Preliminary steps needed to enable the student to reach a solution are often ignored in many text books that focus on programming languages. In our opinion the use of an approach in CS1, that helps students to understand the problem and to develop a structured solution, is essential. So, we defined a sequence of steps, each one with a set of rules, that must be followed during the development of a program. The main steps that we considered are: (1) problem analysis: there are two distinct components that must be identified and processed separately: the problem solution (a set of application concepts) and the application interactions with the user; (2) solution formalization: the aim of this step is the final description of all the concepts of the problem solution. For each concept, we need to describe its attributes and its behavior. The use of this method in the problem "MyFarm an experimentation of cultivations in a farm", which is a simulation of a set of cultivation experiments by a farmer in a farm, had the following results: 1. solution model: includes all domain concepts and a detailed description of all concepts (figure 1 illustrates the concepts and the specification of one them, the Farm): 2. interaction model: includes a structured description of data and behavior interaction. This approach in CS1 courses allows students to increase their ability to solve problems, independently of the programming language, and reduces the problem of "blank page", which is a discouraging aspect both for students and teachers. In our co

关键词： Problem solving teaching programming Problem solving SLAMF7 gene Students Computer programming Languages Steps PROBLEM SOLUTION Solutions

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On-Site Professional Development for Information Technology(IT)Teachers:A South African Case Study

On-Site Professional Development for Information Technology(...

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2013 International Conference on Advanced Education Technology and Management Science(AETMS2013)

作者： Desmond W.Govender Irene Govender University of KwaZulu-Natal Edgewood Campus University of KwaZulu-Natal Westville Campus

Currently,there are many challenges of preparing and supporting secondary school IT *** addition to increasing the number of IT teachers,there is a need of supporting those teachers to grow and to retain them as committed,quality *** paper focuses on ways of supporting IT teachers through an intervention program that supports and enriches teachers specifically in an area that poses most difficulties- programming.A case study of three teachers was used to explore the program of on-site intervention and determine the viability for future expansion to include more teachers in this form of professional *** indicate that teachers gained confidence in teaching programming and were willing to continue with the strategies in the *** seems that teachers were keener to on-site professional development rather than being taken out of their place of work.

关键词： Professional Development Information Technology teaching programming

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Problem Presentation in CS1 Courses 12

Problem Presentation in CS1 Courses

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ACM SIGCSE Conference on Innovation and Technology in Computer Science Education

作者： Carmen Morgado Fernanda Barbosa CITI/Dept. de Informatica FCT Universidade Nova de Lisboa Quinta da Torre Caparica Portugal

ISBN: (纸本)9781450317368

Several research activities have been made related to the domain of computer science education, in order to increase learning effectiveness in CS1 courses. These works address the programming language used [1], the use of tools and environments [4], the human factor [2], the problem domain [3], and so on. teaching programming presents several difficulties and one of the biggest obstacles to achieve a solution to the problem is its interpretation. In our opinion, the presentation of the problem is a very important issue in teaching programming. The problem must be attractive to the students [2], and should engage the students in structured reasoning. Although the diversity of forms in problem presentation could be an advantage, it may be an obstacle in CS1. It may pose difficulties to the easy understanding of the problem by the students, which, in our opinion, is one of the greatest, obstacles in solving problems. In order to minimize the "blank page trauma" on students and to maximize a good structuring of the proposed solutions, we defined a structured way to problem presentation. This presentation should focus mainly on: problem goals: problem concepts; and user interactions. The document describing a problem presentation must be composed by: (1) a title, (2) a short description of the problem goal, (3) a functionalities description, and (4) an application interaction description using scenarios as a way to illustrate application behaviors. We also give to the students a prototype so they can test user interactions and general behavior. Next we present an example of a simple problem, that was proposed to our CS1 students. Our experience led us to conclude that a structured problem presentation helps students to increase high-level skills in programming activity, in order to propose structured problem solution. In a study conducted in our CS1 courses, we observed that the resulting problem solution was more structured when the presentation problem follows the rule

关键词： Problem presentation teaching programming SLAMF7 gene Students presentation PROBLEM SOLUTION Research Activities Curriculum

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VILLE: a language-independent program visualization tool 07

VILLE: a language-independent program visualization tool

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Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88

作者： Teemu Rajala Mikko-Jussi Laakso Erkki Kaila Tapio Salakoski University of Turku Turku Finland

ISBN: (纸本)9781920682699

Visualization tools have proven to be useful for enhancing novice programmers' learning. However, existing tools are typically tied to particular programming languages, and tend to focus on low-level aspects of programming such as the changing values of variables during program code execution. In this paper we present a new program visualization tool, which provides a language-independent view of learning programming. Moreover, program execution can be viewed in two languages simultaneously. Complete with role information of variables, the tool supports the learning process at a more abstract level, thus emphasizing the similarities of basic programming concepts and syntax in all imperative programming languages.

关键词： program visualization language independency novice programming teaching programming

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Learning objects in a multimedia interactive environment: the codewitz project 04

Learning objects in a multimedia interactive environment: th...

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Proceedings of the 5th international conference on Computer systems and technologies

作者： Aacute srún Matthíasdóttir Reykjavik University Iceland

ISBN: (纸本)9789549641387

Student success in mastering basic programming skills is not as successful as would be expected and at the same time number of students enrolling in Computer Science is decreasing almost worldwide. The Codewitz project is developing and producing interactive web-based learning objects in order to help students and teachers in entry level programming courses. The learning objects are made available via an online material bank (data base) on the Internet at ***. To prepare the projects a need analysis was conducted using an online questionnaire for data collection. The results from the survey will be used to guide Codewitz/Minerva partners in their work to develop the most needed learning objects. Teachers or their respective educational institutions can become partners in Codewitz and download learning objects. All partners can develop their own learning objects and place them in the database and thereby becoming part of the development process of Codewitz.

关键词： interactive multimedia z teaching programming codewitz learning objects computer science learning programming minerva

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