| 1. |
- Moström, Jan Erik, 1962-, et al.
(författare)
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Concrete examples of abstraction as manifested in students’ transformative experiences
- 2008
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Ingår i: ICER '08. - New York : ACM. - 9781605582160 ; , s. 125-136
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Konferensbidrag (refereegranskat)abstract
- This paper examines transformational learning experiences of computing students as a way to better understand threshold concepts in computing. From empirical evidence we found that students often describe transformative experiences as learning situations in which they were led to use various kinds of abstraction, for example modularity, data abstraction, inheritance, polymorphism, reuse, design patterns, and complexity. Some students describe an abstract concept as coming first, and then needing to be made concrete though application; others describe transformations in which they learn the advantages of these abstract concepts from their experience of not using them.Abstraction is certainly of central importance in computer science. It appears, however, from our students’ descriptions of transformative experiences, that abstraction per se is not a threshold, but that particular concepts in which abstraction is paramount exhibit the characteristics of threshold concepts.
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| 2. |
- Sanders, Kate, et al.
(författare)
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Threshold concepts and threshold skills in computing
- 2012
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Ingår i: ICER '12. - New York, NY, USA : ACM Digital Library. - 9781450316040 ; , s. 23-30
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Konferensbidrag (refereegranskat)abstract
- Threshold concepts can be used to both organize disciplinary knowledge and explain why students have difficulties at certain points in the curriculum. Threshold concepts transform a student's view of the discipline; before being learned, they can block a student's progress. In this paper, we propose that in computing, skills, in addition to concepts, can sometimes be thresholds. Some students report finding skills more difficult than concepts. We discuss some computing skills that may be thresholds and compare threshold skills and threshold concepts.
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| 3. |
- Zander, Carol, et al.
(författare)
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Self-directed learning : Stories from industry
- 2012
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Ingår i: Koli Calling '12. - New York, NY, USA : ACM Digital Library. - 9781450317955 ; , s. 111-117
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Konferensbidrag (refereegranskat)abstract
- We report preliminary results from an ongoing investigation of how computing professionals perceive and value selfdirected learning, based on a qualitative analysis of interviews with ten computing professionals. The professionals expect that future colleagues will have a well-developed ability to learn on their own. They indicate that professionals use a range of resources, strategies, and collaborators to help them learn. They find their work-related self-directed learning enjoyable, expressing a sense of confidence and pride; yet they often also find it to be a stressful never-ending process. Copyright 2012 ACM.
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| 4. |
- Zander, Carol, et al.
(författare)
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Student transformations : are they computer scientists yet?
- 2009
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Ingår i: ICER '09. - New York : ACM. - 9781605586151 ; , s. 129-140
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Konferensbidrag (refereegranskat)abstract
- We examine the changes in the ways computing students view their field as they learn, as reported by the students themselves in short written biographies. In many ways, these changes result in students thinking and acting more like computer scientists and identifying more with the computing community. Most of the changes are associated with programming and software engineering, rather than theoretical computer science, however.
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