| 1. |
- Adams, Liz, et al.
(författare)
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What It's Like to Participate in an ITiCSE Working Group
- 2011
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Ingår i: ACM SIGCSE Bulletin. - : ACM Press. - 0097-8418. ; 43:1
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Have you ever participated in a working group at ITiCSE? No? Then you have missed a great opportunity to meet and work with a group of like-minded educators on a topic of common interest. The actual meeting at ITiCSE translates to hard work, but also a lot of fun.
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| 2. |
- Alexander, Sylvia, et al.
(författare)
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Case studies in admission to and early performance in computer science degrees
- 2003
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Ingår i: ACM SIGCSE Bulletin. - 0097-8418. ; 35:4, s. 149-153
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Tidskriftsartikel (refereegranskat)abstract
- Changing conditions for teaching increase our motivation to understand the teaching and learning process. First time investigators of educational settings often feel uncertain about what aspects are involved and how to design a meaningful investigation. This paper develops and describes an applied research model with the ob jective of providing computer science (CS) academics of with a structured overview of the inter-disciplinary research components of CS education research.The paper argues that adopting such a model has the potential to enhance the maturity, significance and applicability of CS education research studies by placing them in a more complete research context. This helps to make the outcomes more readily transportable to other teaching and learning situations.One aim of publicizing the model is to help inspire the growing numbers of people who are becoming interested in CS education research. In addition we hope to simplify the task of gaining a rapid understanding of the research design issues and options that are typically involved.
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| 3. |
- Berglund, Anders, et al.
(författare)
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Improving education quality : a full scale study
- 1997
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Ingår i: ACM SIGCSE Bulletin. - : Association for Computing Machinery (ACM). - 0097-8418. ; 29:1, s. 330-334
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Tidskriftsartikel (refereegranskat)abstract
- We now and then make changes to our courses and how we teach or examine them. This is often done in isolation from other courses that the students take. In this paper we report on experiences made in a coordinated study concerning examination methods. The target group was 60 students from the Systems branch of the Engineering Physics study program. We changed all three courses they took during the first ten weeks of the spring semester 1996. The changes were in short: replace the final exam by weekly assignments, introduce seminars as a method of examination, and in the cases where a written exam was kept, the main focus of the questions were changed to showing understanding, ability to analyze and synthesize.Our experiences in this study clearly show that changing examination is a tool for changing the way our students work, and thus for improving the quality of the education.
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| 4. |
- Berglund, Anders, 1956-, et al.
(författare)
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Students learn CS in different ways : Insights from an empirical study
- 2006
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Ingår i: SIGCSE Bulletin inroads. - : Association for Computing Machinery (ACM). - 0097-8418. ; 38:3, s. 265-269
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Tidskriftsartikel (refereegranskat)abstract
- This empirical study demonstrates that students’ learning of computer science takes place in qualitatively different ways. The results consists of categories, where each category describe a certain way, in which the students approach their learning. The paper demonstrates that some of the ways to tackle the learning are better than others in resulting in a good learning outcome, and that they therefore should be encouraged. The data, underlying these results, are collected through interviews with third and fourth year students in two countries, and are further analyzed, using a phenomenographic research approach.
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| 5. |
- Boustedt, Jonas, et al.
(författare)
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It seemed like a good idea at the time
- 2007
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Ingår i: SIGCSE '07. - : Association for Computing Machinery (ACM). - 1595933611 ; , s. 346-347
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We often learn of successful pedagogical experiments, but we seldom hear of the the ones that failed. From an epistemological point of view, learning from failures can be at least as effecitive as learning from good examples. This special session has a structure similar to that of Parlante’s Nifty Assignments, i.e. we solicited submissions from the SIGCSE membership, selected the best from among these, and have presentations at the session by the selected authors. Our contributions describe pedagogical approaches that seemed to be good ideas but turned out as failures. Contributors will describe their pedagogical experiment, the rationale for the experiment, evidence of failure, and lessons learned.
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| 6. |
- Boustedt, Jonas, et al.
(författare)
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Threshold concepts in computer science : do they exist and are they useful?
- 2007
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Ingår i: SIGCSE Bulletin inroads. - : Association for Computing Machinery (ACM). - 0097-8418. ; 39:1, s. 504-508
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Yes, and Yes.We are currently undertaking an empirical investigation of “Threshold Concepts” in Computer Science, with input from both instructors and students. We have found good empirical evidence that at least two concepts—Object-oriented programming and pointers—are Threshold Concepts, and that there are potentially many more others.In this paper, we present results gathered using various experimental techniques, and discuss how Threshold Concepts can affect the learning process.
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| 7. |
- Brynielsson, Joel
(författare)
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An Information Assurance Curriculum for Commanding Officers using Hands-on Experiments
- 2009
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Ingår i: SIGCSE Bulletin Inroads. - : Association for Computing Machinery (ACM). - 1096-3936 .- 0097-8418. ; 41:1, s. 236-240
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Tidskriftsartikel (refereegranskat)abstract
- To authorize and initiate necessary investments and enforce appropriate policies and procedures, decision-makers need to have at least a fair understanding of computer security fundamentals. This paper presents the course design and the laboratory settings that have been developed for, and used within, the high rank officer curriculum at the Swedish National Defence College. The developed course looks at computer security from an attack versus defend viewpoint, meaning that computer attacks are studied to learn about prevention and self-defense. The paper discusses the pedagogical challenges related to education of high rank officers and similar personnel in light of recently-held courses and contrasts the course relative to similar undertakings. A standpoint taken is that computer security is best taught using hands-on laboratory experiments focusing on problem solving assignments. This is not undisputed since, e.g., high rank officers are busy people who are not fond of getting stuck learning about the peripherals.
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| 8. |
- Cooper, Stephen, et al.
(författare)
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An Exploration of the Current State of Information Assurance Education
- 2009
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Ingår i: ACM SIGCSE Bulletin. - : Association for Computing Machinery (ACM). - 0097-8418. ; 41:4, s. 109-125
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Tidskriftsartikel (refereegranskat)abstract
- Information Assurance and computer security are serious worldwide concerns of governments, industry, and academia. Computer security is one of the three new focal areas of the ACM/IEEE’s Computer Science Curriculum update in 2008. This ACM/IEEE report describes, as the first of its three recent trends, “the emergence of security as a major area of concern.” The importance of Information Assurance and Information Assurance education is not limited to the United States. Other nations, including the United Kingdom, Australia, New Zealand, Canada, and other members from NATO countries and the EU, have inquired as to how they may be able to establish Information Assurance education programs in their own country. The goal of this document is to explore the space of various existing Information Assurance educational standards and guidelines, and how they may serve as a basis for helping to define the field of Information Assurance. It was necessary for this working group to study what has been done for other areas of computing. For example, computer science (CS 2008 and associate-degree CS 2009), information technology (IT 2008), and software engineering (SE 2004), all have available curricular guidelines. In its exploration of existing government, industry, and academic Information Assurance guidelines and standards, as well as in its discovery of what guidance is being provided for other areas of computing, the working group has developed this paper as a foundation, or a starting point, for creating an appropriate set of guidelines for Information Assurance education. In researching the space of existing guidelines and standards, several challenges and opportunities to Information Assurance education were discovered. These are briefly described and discussed, and some next steps suggested.
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| 9. |
- Eckerdal, Anna, et al.
(författare)
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Can Graduating Students Design Software Systems?
- 2006
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Ingår i: SIGCSE Bulletin inroads. - : Association for Computing Machinery (ACM). - 0097-8418. ; 38:1, s. 403-407
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines software designs produced by students nearing completion of their Computer Science degrees. The results of this multi-national, multi institutional experiment present some interesting implications for educators.
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| 10. |
- Eckerdal, Anna, et al.
(författare)
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Putting Threshold Concepts into Context in Computer Science Education
- 2006
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Ingår i: SIGCSE Bulletin inroads. - : Association for Computing Machinery (ACM). - 0097-8418. ; 38:3, s. 103-107
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes Threshold Concepts, a theory of learning that distinguishes core concepts whose characteristics can make them troublesome in learning. With an eye to applying this theory in computer science, we consider this notion in the context of related topics in computer science education.
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| 11. |
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| 12. |
- Fuller, Ursula, et al.
(författare)
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A Computing Perspective on the Bologna Process
- 2006
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Ingår i: SIGCSE Bulletin: inroads. - : Association for Computing Machinery (ACM). - 0097-8418. ; 38:4, s. 115-131
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Tidskriftsartikel (refereegranskat)abstract
- The Bologna process is intended to culminate in the formation of the European Higher Education Area (EHEA) by 2010. Its aim is to facilitate the mobility of people, the transparency and recognition of qualifications, quality and development of a European dimension to higher education, and the attractiveness of European institutions for third country students.This paper provides an overview of progress towards implementation in EHEA member states using official documents and interview data from faculty teaching computing in countries represented at the ITiCSE 2006 meeting. The key areas where the structures established by the Bologna process are problematic for computing education arise from the rapidly changing nature of the curriculum. It seems that the maturity and capability criteria, as well as the manner in which learning outcomes are specified, being developed within the Bologna process are too general. This endangers the properties of transparency and mobility that the process intends to promote.Progression and prerequisite knowledge in computing degrees can be very specific. For instance, generic learning outcomes for an introductory programming course quite rightly will not specify the programming language, or languages, used to implement algorithms. However, suppose a student intends to study an advanced algorithms and data structures course in which Java is the language of implementation which has an introductory course in programming as a prerequisite. If the introductory course language was Standard ML it is not clear that the prerequisite course actually provides the student with a suitable background. These types of complexities are typical of computing, where early subject curricula are not standardised nationally or internationally, and create significant hurdles for realising the Bologna objectives.
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| 13. |
- Lister, Raymond, et al.
(författare)
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Naturally Occurring Data as Research Instrument : Analyzing examination responses to study the novice programmer
- 2009
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Ingår i: SIGCSE Bulletin inroads. - : Association for Computing Machinery (ACM). - 0097-8418. ; 41:4, s. 156-173
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Tidskriftsartikel (refereegranskat)abstract
- In New Zealand and Australia, the BRACElet project has been investigating students' acquisition of programming skills in introductory programming courses. The project has explored students' skills in basic syntax, tracing code, understanding code, and writing code, seeking to establish the relationships between these skills. This ITiCSE working group report presents the most recent step in the BRACElet project, which includes replication of earlier analysis using a far broader pool of naturally occurring data, refinement of the SOLO taxonomy in code-explaining questions, extension of the taxonomy to code-writing questions, extension of some earlier studies on students' 'doodling' while answering exam questions, and exploration of a further theoretical basis for work that until now has been primarily empirical.
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| 14. |
- Lister, Raymond, et al.
(författare)
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Research Perspectives on the Objects-Early Debate
- 2006
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Ingår i: SIGCSE Bulletin: inroads. - : Association for Computing Machinery (ACM). - 0097-8418. ; 38:4, s. 146-165
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Tidskriftsartikel (refereegranskat)abstract
- In March 2004, SIGCSE members contributed to a mailing list discussion on the question of whether programming should be taught objects first or imperative first. We analyse that discussion, exploring how the CS community debates the issue and whether contributors’ positions are supported by the research literature on novice programmers. We applied four distinct research methods to the discussion: cognitive science, rhetorical analysis in the critical tradition, phenomenography and biography. We identify the cognitive claims made in the email discussion and find there is not a consensus in the research literature as to whether the objects first approach or the imperative approach is harder to learn. From the rhetorical analysis, we find that the discussion was not so much a debate between OO-first versus imperative-first, but instead was more for and against OO-first. Our phenomenographic analysis identified and categorized the underlying complexity of the discussion. We also applied a biographical method to explore the extent to which the participants' views are shaped by their own prior experience. The paper concludes with some reflections upon paradigms, and the manner in which the CS discipline community defines itself.
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| 15. |
- McCartney, Robert, et al.
(författare)
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Successful Students' Strategies for Getting Unstuck
- 2007
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Ingår i: SIGCSE Bulletin inroads. - : Association for Computing Machinery (ACM). - 0097-8418. ; 39:3, s. 156-160
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Tidskriftsartikel (refereegranskat)abstract
- Students often "get stuck" when trying to learn new computing concepts and skills. In this paper, we present and categorize strategies that successful students found helpful in getting unstuck. We found that the students reported using a broad range of strategies, and that these strategies fall into a number of recognizably different categories.
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| 16. |
- Moström, Jan Erik, et al.
(författare)
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Computer Science Student Transformations : Changes and Causes
- 2009
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Ingår i: SIGCSE Bulletin inroads. - : Association for Computing Machinery (ACM). - 0097-8418. ; 41:3, s. 181-185
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Tidskriftsartikel (refereegranskat)abstract
- We examine the transformations experienced by students during their study of computing. These transformations led to changes in the students' perceptions of computer science, in their sense of identity as computer scientists, their behavior and their confidence. The changes are caused by learning or using particular concepts, and often associated with writing computer programs, learning new programming languages, or interacting with peers.
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| 17. |
- Naps, Thomas, et al.
(författare)
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Evaluating the educational impact of visualization
- 2003
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Ingår i: SIGCSE Bulletin inroads. - : Association for Computing Machinery (ACM). - 0097-8418. ; 35:4, s. 124-136
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Tidskriftsartikel (refereegranskat)abstract
- The educational impact of visualization depends not only on how well students learn when they use it, but also on how widely it is used by instructors. Instructors believe that visualization helps students learn. The integration of visualization techniques in classroom instruction, however, has fallen far short of its potential. This paper considers this disconnect, identifying its cause in a failure to understand the needs of a key member in the hierarchy of stakeholders, namely the instructor. We describe these needs and offer guidelines for both the effective deployment of visualizations and the evaluation of instructor satisfaction. We then consider different forms of evaluation and the impact of student learning styles on learner outcomes.
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| 18. |
- Pears, Arnold, et al.
(författare)
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A Survey of Literature on the Teaching of Introductory Programming
- 2007
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Ingår i: SIGCSE Bulletin inroads. - : Association for Computing Machinery (ACM). - 0097-8418. ; 39:4, s. 204-223
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Tidskriftsartikel (refereegranskat)abstract
- Three decades of active research on the teaching of introductory programming has had limited effect on classroom practice. Although relevant research exists across several disciplines including education and cognitive science, disciplinary differences have made this material inaccessible to many computing educators. Furthermore, computer science instructors have not had access to a comprehensive survey of research in this area. This paper collects and classifies this literature, identifies important work and mediates it to computing educators and professional bodies.We identify research that gives well-supported advice to computing academics teaching introductory programming. Limitations and areas of incomplete coverage of existing research efforts are also identified. The analysis applies publication and research quality metrics developed by a previous ITiCSE working group [74].
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| 19. |
- Pears, Arnold, et al.
(författare)
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Constructing a Core Literature for Computing Education Research
- 2005
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Ingår i: ACM SIGCSE Bulletin. - 0097-8418. ; 37:4, s. 152-161
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Tidskriftsartikel (refereegranskat)abstract
- After four decades of research on a broad range of topics, computing education has now emerged as a mature research community, with its own journals, conferences, and monographs. Despite this success, the computing education research community still lacks a commonly recognized core literature. A core literature can help a research community to develop a common orientation and make it easier for new researchers to enter the community. This paper proposes an approach to constructing and maintaining a core literature for computing education research. It includes a model for classifying research contributions and a methodology for determining whether they should be included in the core. The model and methodology have been applied to produce an initial list of core papers. An annotated list of these papers is given in appendix A.
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| 20. |
- Pears, Arnold, et al.
(författare)
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Structuring CSEd Research Studies: Connecting the Pieces
- 2003
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Ingår i: ACM SIGCSE Bulletin. - New York, NY, USA : ACM. - 0097-8418. ; 35:3, s. 149-153
-
Tidskriftsartikel (refereegranskat)abstract
- Changing conditions for teaching increase our motivation to understand the teaching and learning process. First time investigators of educational settings often feel uncertain about what aspects are involved and how to design a meaningful investigation. This paper develops and describes an applied research model with the ob jective of providing computer science (CS) academics of with a structured overview of the inter-disciplinary research components of CS education research.The paper argues that adopting such a model has the potential to enhance the maturity, significance and applicability of CS education research studies by placing them in a more complete research context. This helps to make the outcomes more readily transportable to other teaching and learning situations.One aim of publicizing the model is to help inspire the growing numbers of people who are becoming interested in CS education research. In addition we hope to simplify the task of gaining a rapid understanding of the research design issues and options that are typically involved.
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| 21. |
- Porter, Leo, et al.
(författare)
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Member spotlight part 2
- 2017
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Ingår i: ACM SIGCSE Bulletin. - : Association for Computing Machinery (ACM). - 0097-8418. ; 49:2, s. 11-14
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 22. |
- Rößling, Guido, et al.
(författare)
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Enhancing Learning Management Systems to Better Support Computer Science Education
- 2008
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Ingår i: ACM SIGCSE Bulletin: inroads. - : ACM Press. - 0097-8418. ; 40:4, s. 142-166
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Tidskriftsartikel (refereegranskat)abstract
- Many individual instructors -- and, in some cases, entire universities -- are gravitating towards the use of comprehensive learning management systems (LMSs), such as Blackboard and Moodle, for managing courses and enhancing student learning. As useful as LMSs are, they are short on features that meet certain needs specific to computer science education. On the other hand, computer science educators have developed--and continue to develop-computer-based software tools that aid in management, teaching, and/or learning in computer science courses. In this report we provide an overview of current CS specific on-line learning resources and guidance on how one might best go about extending an LMS to include such tools and resources. We refer to an LMS that is extended specifically for computer science education as a Computing Augmented Learning Management System, or CALMS. We also discuss sound pedagogical practices and some practical and technical principles for building a CALMS. However, we do not go into details of creating a plug-in for some specific LMS. Further, the report does not favor one LMS over another as the foundation for a CALMS.
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| 23. |
- Rößling, Guido, et al.
(författare)
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Merging Interactive Visualizations with Hypertextbooks and Course Management
- 2006
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Ingår i: ACM SIGCSE Bulletin: inroads. - New York, New York, USA : ACM Press. - 0097-8418. ; 38:4, s. 166-181
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Tidskriftsartikel (refereegranskat)abstract
- As a report of a working group at ITiCSE 2006, this paper provides a vision of how visualizations and the software that generates them may be integrated into hypertextbooks and course management systems. This integration generates a unique synergy that we call a Visualization-based Computer Science Hypertextbook (VizCoSH). By borrowing features of both traditional hypertextbooks and course management systems, VizCoSHs become delivery platforms that address some of the reasons why visualizations have failed to find widespread use in education. The heart of the paper describes these features and explains, from both a student and teacher perspective, how each feature adds educational value to a visualization. In some cases, this value focuses on pedagogical issues, taking advantage of known strategies for making visualizations more engaging and effective. In other cases, the emphasis is on making it easier for teachers to use visualizations. A set of possible use scenarios and approaches for increasing interest in adopting a VizCoSH are also presented.
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| 24. |
- Sanders, Kate, et al.
(författare)
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Student understanding of object-oriented programming as expressed in concept maps
- 2008
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Ingår i: SIGCSE Bulletin inroads. - : Association for Computing Machinery (ACM). - 0097-8418. ; 40:1, s. 332-336
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we present the results of an experiment in which we sought to elicit students’ understanding of objectoriented (OO) concepts using concept maps. Our analysis confirmed earlier research indicating that students do not have a firm grasp on the distinction between “class” and “instance.” Unlike earlier research, we found that our students generally connect classes with both data and behavior. Students rarely included any mention of the hardware/software context of programs, their users, or their real-world domains. Students do mention inheritance, but not encapsulation or abstraction. And the picture they draw of OO is a static one: we found nothing that could be construed as referring to interaction among objects in a program. We then discuss the implications for teaching introductory OO programming.
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