| 1. |
- Berg, Amanda, et al.
(författare)
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If in Doubt, Try Three : Developing Better Version Control Commit Behaviour with First Year Students
- 2022
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Ingår i: SIGCSE 2022 - Proceedings of the 53rd ACM Technical Symposium on Computer Science Education. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 362-368
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Konferensbidrag (refereegranskat)abstract
- Developing good version control skills is important for students to master. This work focuses on helping students integrate good commit behaviour using a scaffolding process that happens with their regular assignments. A test group of students (n=30) was required to make a minimum of three commits in the first week. In the second week, students were trained to write better commit messages and worked together on a commit plan. In the final week, students worked alone on their commit plan. Commit behaviour was analysed for assignments occurring before, during and after the process. Results showed that students improved their commit behaviour in terms of number of commits, starting earlier with their assignments and writing more meaningful commit messages when compared to the rest of their cohort and the previous year's cohort (m=350). Qualitative results showed that students were mostly positive towards developing better commit behaviour and felt that the extra effort to think in commits delivered proportionally more benefits for their work.
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| 2. |
- Blanchard, J., et al.
(författare)
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Leveraging Community Software in CS Education to Avoid Reinventing the Wheel
- 2022
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Ingår i: TiCSE '22. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 580-581
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Konferensbidrag (refereegranskat)abstract
- Historically, computing instructors and researchers have developed a wide variety of tools to support teaching and educational research, including exam and code testing suites and data collection solutions. Many are then community or individually maintained. However, these tools often find limited adoption beyond their creators. As a result, it is common for many of the same functionalities to be re-implemented by different instructional groups within the CS Education community. We hypothesize that this is due in part to accessibility, discoverability, and adaptability challenges, among others. Further, instructors often face institutional barriers to deployment, which can include hesitance of institutions to utilize community developed solutions that often lack a centralized authority. This working group will explore what solutions are currently available, what instructors need, and reasons behind the above-mentioned phenomenon. This will be accomplished via a literature review and survey to identify the tools that have been developed by the community; the solutions that are currently available and in use by instructors; what features are needed moving forward for classroom and research use; what support for extensions is needed to support further CS Education research; and what institutional challenges instructors and researchers are currently facing or have faced in the past in developing, deploying or otherwise using community software solutions. Finally, the working group will identify factors that limit adoption of solutions and ways to integrate and improve the accessibility, discoverability, and dissemination of existing community projects, as well as manage and overcome institutional challenges.
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| 3. |
- Blanchard, Jeremiah, et al.
(författare)
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Stop Reinventing the Wheel! Promoting Community Software in Computing Education
- 2022
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Ingår i: ITiCSE-WGR 2022. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 261-292
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Konferensbidrag (refereegranskat)abstract
- Historically, computing instructors and researchers have developed a wide variety of tools to support teaching and educational research, including exam and code testing suites and data collection solutions. However, these tools often find limited adoption beyond their creators. As a result, it is common for many of the same functionalities to be re-implemented by different instructional groups within the Computing Education community. We hypothesise that this is due in part to discoverability, availability, and adaptability challenges. Further, instructors often face institutional barriers to deployment, which can include hesitance of institutions to rely on community developed solutions that often lack a centralised authority and may be community or individually maintained. To this end, our working group explored what solutions are currently available, what instructors needed, and the reasons behind the above-mentioned phenomenon. To do so, we reviewed existing literature and surveyed the community to identify the tools that have been developed by the community; the solutions that are currently available and in use by instructors; what features are needed moving forward for classroom and research use; what support for extensions is needed to support further Computing Education research; and what institutional challenges instructors and researchers are currently facing or have faced in using community software solutions. Finally, the working group identified factors that limited adoption of solutions. This work proposes ways to integrate and improve the availability, discoverability, and dissemination of existing community projects, as well as ways to manage and overcome institutional challenges.
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| 4. |
- Bobadilla, Sofia, et al.
(författare)
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SOBO : A Feedback Bot to Nudge Code Quality in Programming Courses
- 2024
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Ingår i: IEEE Software. - : Institute of Electrical and Electronics Engineers (IEEE). - 0740-7459 .- 1937-4194. ; 41:2, s. 68-76
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents SOBO, a bot we designed to automatically provide feedback on code quality to undergraduate students. SOBO has been deployed in a course at the KTH Royal Institute of Technology in Sweden with more than 130 students.
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| 5. |
- Bosk, Daniel, et al.
(författare)
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When Flying Blind, Bring a Co-pilot : Informal Peer Observation and Cooperative Teaching during Remote Teaching
- 2021
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Ingår i: Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 611-612
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Konferensbidrag (refereegranskat)abstract
- The shift to meeting students online has made traditional forms of interaction difficult or impossible to replicate. In response, we suggest that teachers become co-pilots for each other: joining lectures and extending the abilities of a solo teacher. By doing so, there are clear and distinct benefits for students, the teacher, and the co-pilot, with almost no barrier to entry and very little preparation required. Whilst there is a time cost, we feel this is well spent and acts as a gateway to more established pedagogical practices, such as peer observation and cooperative teaching.
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| 6. |
- Bälter, Olof, 1962-, et al.
(författare)
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Reduced Learning Time with Maintained Learning Outcomes
- 2021
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Ingår i: <em>Proceedings of the 52nd ACM Technical Symposium on Computer Science Education</em>. - New York : Association for Computing Machinery (ACM). ; , s. 660-665
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Konferensbidrag (refereegranskat)abstract
- Many online learning initiatives have failed to reach beyond the environments in which they were first developed. One exception is the Open Learning Initiative (OLI) at Carnegie Mellon University (CMU). In an attempt to validate the question-based learning methodology implemented in OLI, we developed online material for an introductory course in object-oriented programming, and tested it on two course offerings with a total of 70 students. As our course has been given in the same format for several years, we also had comparable assessment data for two classes prior to our intervention in order to determine that we did not introduce any obvious harm with this methodology. Findings show a reduced teaching and learning time by 25%. No statistically significant differences could be found in the results of the assessment quizzes nor confidence surveys completed by the students. The two teachers (the same who handled the classes before the intervention) took different paths to teaching preparations with this new methodology. One teacher increased preparations, whilst the other reduced them, but both teachers were convinced that using online question-based learning was superior to the previous lecture and textbook-based approach, both for the students and themselves in terms of overall satisfaction. We also gathered time logs from the development to estimate return on investment.
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| 7. |
- Glassey, Richard, et al.
(författare)
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Addressing the double challenge of learning and teaching enterprise technologies through peer teaching
- 2020
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Ingår i: Proceedings - International Conference on Software Engineering. - New York, NY, USA : IEEE Computer Society. ; , s. 130-138
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Konferensbidrag (refereegranskat)abstract
- Students face difficulties when transitioning from introductory programming to using more complex enterprise technologies, such as libraries, software frameworks and development kits. Whilst much literature has been devoted to how to teach introductory programming effectively, less attention is devoted towards managing the transition towards more complex technologies. This work presents the design, experience and evaluation of a module that engages students with a range of enterprise technologies. The module uses peer teaching to transfer the responsibility to students for teaching each other about the technologies. As such, this reduces the need for the teacher to invest time in preparing materials, and it is feasible to cover more technologies depending upon the number of teaching teams. The evaluation, conducted on a cohort of 34 students studying six enterprise technologies over the course of one week, revealed overwhelmingly positive experiences with this approach. For the teacher, effort for preparation and delivery was minimal, and the feedback on the module was highly positive.
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| 8. |
- Glassey, Richard
(författare)
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Adopting Git/Github within Teaching : A Survey of Tool Support
- 2019
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Ingår i: PROCEEDINGS OF THE ACM CONFERENCE ON GLOBAL COMPUTING EDUCATION (COMPED '19). - New York, NY, USA : ASSOC COMPUTING MACHINERY. ; , s. 143-149
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Konferensbidrag (refereegranskat)abstract
- The adoption and use of Git and Github within computer science education is growing in popularity. The motivation for this shift is strong: it combines a robust system for managing student coursework, sophisticated collaboration and communication tools for students and teaching staff, and an authentic experience of an important software engineering skill. Whilst previous literature has reported upon experience and benefits, there still exists a technical barrier to overcome in adopting Git and Github within an educational context. In response, both the community of teachers using Git/Github and the Github organisation itself have developed tool support to help solve the challenge of adoption, however these efforts are somewhat isolated and relatively unstudied. This work aims to provide an overview of these tools, identify the commonalities and differences, and develop a framework for comparison to assist teachers when looking for solutions for their own courses.
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| 9. |
- Glassey, Richard, et al.
(författare)
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Agile and adaptive learning via the ECK-model in the software development academy
- 2018
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Ingår i: CEUR Workshop Proceedings. - : CEUR-WS.
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Konferensbidrag (refereegranskat)abstract
- This paper reports the learning management experiences within an intensive three-month education that helps newly arrived in Sweden find work as IT professionals. The creation of the Software Development Academy was motivated by the migration crisis and the wider need to help integrate newcomers into the social and professional landscape. Despite having relevant skills and training, many have had their studies and careers disrupted either by conflict, or simply by lacking the profile and networks needed to restart their careers in a new country. With limited resources and time, combined with the intensive pace and diverse student backgrounds, the program faces many challenges that threaten its success. To mitigate these challenges, an agile and adaptive approach was adopted that employs TEL techniques and pedagogical concepts to ensure the program is continuously improving via short iterations and tight feedback loops. The program has just finished its third offering and has continuously improved through weekly collection of knowledge, confidence, and experience data that guide interventions and reactions as they are needed. The experience, process, and model presented here may inspire and benefit other courses with similar profiles and challenges.
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| 10. |
- Glassey, Richard
(författare)
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Developing Feedback Analytics Discovering Feedback Patterns in an Introductory Course
- 2019
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Ingår i: PROCEEDINGS OF THE ACM CONFERENCE ON GLOBAL COMPUTING EDUCATION (COMPED '19). - New York, NY, USA : ASSOC COMPUTING MACHINERY. ; , s. 37-43
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Konferensbidrag (refereegranskat)abstract
- Feedback plays a vital role in learning. The earlier misconceptions are identified and corrected, the better for the development of a student's knowledge. Whilst this primarily benefits the student, this paper investigates the value of developing feedback analytics in order to discover new insights, patterns or issues within a course. To facilitate this, issue tracking was used within a large introductory computer science course to capture weekly feedback between teaching assistants and students. Key areas of feedback analytics were identified in terms of the amount of interaction and volume of discussion generated for weekly assignments over a twelve week period. These areas were further divided by focusing on the difference between weekly assignments and the teaching assistants. Applied to two years of data, feedback analytics revealed novel and useful insights about the course, its assignments and the interaction between students and teaching assistants, which helped to highlight areas for deeper course analysis and improvement.
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