| 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
-
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
-
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)
-
Active Repos : Integrating Generative AI Workflows into GitHub
- 2024
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Ingår i: ITiCSE 2024 - Proceedings of the 2024 Conference Innovation and Technology in Computer Science Education. - : Association for Computing Machinery (ACM). ; , s. 777-778
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Konferensbidrag (refereegranskat)abstract
- The aim of this work is to describe a simple and cost effective way to integrate generative AI into GitHub to support course specific scenarios. We are motivated by helping teachers realise their creative AI use cases in spite of technical barriers and also to ensure that students have a blessed and fair way to access AI services without needing to sign-up, prompt or pay. First we will describe a scenario that we have implemented for our own CS1 course, then we will describe the technical requirements for implementation. We finish off with our early thoughts on where these types of scenarios might be heading in terms of supporting computing education.
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| 8. |
- 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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| 9. |
- 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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| 10. |
- Glassey, Richard, et al.
(författare)
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Agile and adaptive learning via the ECK-model in the software development academy
- 2018
-
Ingår i: CEUR Workshop Proceedings. - : CEUR-WS.
-
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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| 11. |
- 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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| 12. |
- Glassey, Richard, et al.
(författare)
-
Learnersourcing analytics
- 2023
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Ingår i: Practicable Learning Analytics. - Cham : Springer International Publishing. ; , s. 155-175
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- A good source of data for learning analytics is the online questions and answers posed to the learners during the course. However, there are several reports on the challenges of question construction as these questions are time consuming to construct and verify, especially if you go beyond multiple-choice questions. One remedy to this is learnersourcing that includes the learners in the generation and verification of these questions for both pedagogical reasons and resource conservation. Learnersourcing is one solution to producing and improving learning activities at scale by leveraging student effort. It also creates a new layer of learner data to analyse: first, in terms of the behaviour traces from producing learning activities; and second in terms of the impressions that other learners and teachers have from taking or reviewing those activities. This chapter will introduce basic concepts and examples of learnersourcing along with examples and approaches to applying a learning analytics lens upon the data traces that are produced.
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| 13. |
- Glassey, Richard
(författare)
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Managing assignment feedback via issue tracking
- 2018
-
Ingår i: ITiCSE 2018 Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450357074 ; , s. 382-382
-
Konferensbidrag (refereegranskat)abstract
- This poster provides insight into the use of an issue tracker for the management of assignment feedback within an introductory course in computer science (CS). Students have made use of Github for three successive years, and the issue tracker has become one of the key mechanisms for managing formative feedback. This approach has yielded three key benefits: increased student engagement in their own feedback; provided an early experience of an authentic and industry desirable communication skill; and created a means to oversee and learn from feedback discussions for the teaching team.
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| 14. |
- Glassey, Richard, et al.
(författare)
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Put the Students to Work : Generating Questions with Constructive Feedback
- 2020
-
Ingår i: IEEE Frontiers in Education Conference (FIE 2020). - : Institute of Electrical and Electronics Engineers (IEEE).
-
Konferensbidrag (refereegranskat)abstract
- Feedback has been long understood to be a vital component of learning. This is even more important in an online environment, where access to teachers is limited or unavailable. When online learning material is interspersed with opportunities for students to test their knowledge, there is a golden opportunity to give feedback and fix misconceptions immediately. All too often this opportunity is missed or mishandled in online learning platforms - either providing no feedback, or providing it at a coarse level of granularity. Furthermore, generating constructive feedback at a fine level of granularity is so time consuming as to be prohibitive. In this work, we build upon literature that has established students can be recruited to generate quality multiple choice questions, by exploring if students can also generate quality feedback to compliment the questions they generate. In the first iteration of an introductory programming course, we tasked 35 students to generate six questions each over three weeks, and analysed this dataset to generate principles of creating good multiple choice questions with constructive feedback. In the second iteration of the course, we repeated the same task, but provided students with the principles. The results showed an increased occurrence of good feedback when compared to the previous iteration with minimal need for additional intervention by teachers.
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| 15. |
- Glassey, Richard, et al.
(författare)
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Quality Agreement on Learnersourced Multiple Choice Questions
- 2022
-
Ingår i: LSGCS 2022 - Proceedings of the Workshop on Learnersourcing: Student-Generated Content @ Scale 2022, co-located with 9th ACM Conference on Learning @ Scale, L@S 2022. - : CEUR-WS. ; , s. 45-49
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Konferensbidrag (refereegranskat)abstract
- Learnersourcing presents an efficient and economical pathway to producing more learning content, whilst engaging students more actively and deeply in their learning. However, it also presents new challenges to solve. Most of all, how best can we manage the variance in quality of content produced. In this work, we focus on the extent to which students and teachers agree on quality of learnersourced multiple choice questions. Students (n=30) were tasked with producing six questions over three weeks of an introductory programming course as part of their assessment. They also had to review 12 questions authored by their peers over the same period using a set of principles for good questions. After this period, four teaching staff involved with the course reviewed the student questions using the same process and principles. Inter-rater reliability statistics found overall positive agreement across principles, however this dropped to weaker agreement for principles aimed at more subjective and higher order concerns of question quality and quality of question feedback.
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| 16. |
- Glassey, Richard, et al.
(författare)
-
Sustainable Approaches for Accelerated Learning
- 2021
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Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 13:21, s. 11994-
-
Tidskriftsartikel (refereegranskat)abstract
- Sustainable education does not yet have a widely accepted definition in the literature. In this work, we start from the Sustainable Development Goal of Quality Education for All (SDG4) and interpret sustainable education as increasing the quality of learning whilst conserving the resources required to produce and deliver it. From this interpretation, we argue that one path towards realising sustainable education is through the identification of teaching practices that satisfy these conditions of increased quality whilst conserving resources. We present an overview of four case studies, where the conditions for sustainable education are demonstrated through the effective use of people, processes and technologies. Each case represents an intervention that was made to improve the quality of education within an intensive three-month project, which trained immigrants to be employable in the IT industry as junior software developers. Whilst the interventions are independent and unique, they are connected by the themes of quality improvement and resource conservation. In isolation, each specific case produced improvements for both teachers and students; however, it is by combining such approaches that we can start to realise the path towards sustainable education that will help lead to a better quality of education for all. The findings of this work suggest that quality education does not come at the cost of increased resource demands; rather, approaches exist that can be considered to satisfy the conditions for sustainable education.
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| 17. |
- Glassey, Richard, et al.
(författare)
-
Towards Flexible and Extensible Git-based Course Management with RepoBee
- 2020
-
Ingår i: Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 537-538
-
Konferensbidrag (refereegranskat)abstract
- RepoBee is an open source tool that helps teachers to use Git effectively in teaching. Use of version control systems has been growing in popularity, with more teachers adopting the technology, or planning to in the future. However, systems like Git are challenging to use and were not designed with teaching in mind. In response, tools have emerged that attempt to reduce the complexity of this task for teachers, whilst providing students with an authentic experience of using a version control system. We have developed RepoBee to provide common features a teacher might need: the ability to distribute assignments to students; gather their efforts for grading; run grading tasks and other analytics; as well enabling support for peer review. In sharing our solution with other academics, it has become clear that there is a wide range of needs. This in turn has influenced our design philosophy for RepoBee such that it should be flexible and extensible, in order to be used in a broad range of teaching contexts and can be extended to accommodate course specific needs. This paper aims to draw attention to three particular aspects that distinguish RepoBee: support for different course models; support for course specific features; and support for multiple repository hosting platforms.
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| 18. |
- Hansson, Tobias, et al.
(författare)
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Sanitize This! Sharing Assignments and Solutions Safely in a Single Git Repository
- 2021
-
Ingår i: Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 364-365
-
Konferensbidrag (refereegranskat)abstract
- This paper presents Sanitizer, a tool for maintaining a student assignment and its reference solution in a single Git repository. The solution to the assignment is kept on its own branch, and is annotated with a simple inline markup. Based on this markup, Sanitizer removes files or parts of them, and commits the result to the student branch that can then be safely distributed to students. This provides a consistent workflow for developing assignments and their solutions together, avoiding the problem of drift between assignment and solutions over time, and simplifying the sharing of solutions with other teachers.
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| 19. |
- Izu, Cruz, et al.
(författare)
-
Introducing Code Quality in the CS1 Classroom
- 2024
-
Ingår i: Proceedings of the 2024 Conference on Innovation and Technology in Computer Science Education, vol 2, ITiCSE 2024. - : Association for Computing Machinery (ACM). - 9798400706035 ; , s. 773-774
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Konferensbidrag (refereegranskat)abstract
- Characterising code quality is a challenge that was addressed by Börstler et al.’s working group in 2017. As emerged from their study, educators, developers and students have different perceptions of the manifold aspects involved, and a major conclusion of that WG was that “code quality should be discussed more thoroughly in educational programs” [2, p. 70]. However, the lack of materials and the time constraints have slowed down progress in that regard. The goal of this working group is to propose manageable ways to address code quality in the CS1 classroom, with a particular focus on activities that help students become aware of and improve the quality of their code. To achieve this goal, we will (a) extract from the literature a comprehensive set of quality issues which will then be classified according to the appropriate strategies to fix them; and (b) circulate a survey to explore the instructors’ views on code quality issues and the way they deal with (or ignore) them. Based on this work we aim to produce: (1) a taxonomy of code quality issues with associated examples, as well as (2) a sample set of teaching materials to introduce those issues to CS1 students. © 2024 Copyright held by the owner/author(s)
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| 20. |
- Larsén, Simon, et al.
(författare)
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Double-blind Peer Review using RepoBee for Git-based Assignments
- 2021
-
Ingår i: Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 615-616
-
Konferensbidrag (refereegranskat)abstract
- Peer review is an important component of student development. As such, systems have been developed to support teachers in facilitating peer review. A key feature is double-blind review, were the reviewer and reviewee remain anonymous to each other. As more courses adopt Git along with a platform like GitHub, an interesting challenge emerges-all changes are tracked along with the identity of the student and it is not obvious how to conduct double-blind peer review. While external systems can be used, we believe it is more authentic for students to conduct their peer review within the environment provided by platforms such as GitHub, and less of an administrative burden for teachers. This paper presents our extension to RepoBee that facilitates double-blind peer review with minimal effort on the GitHub, GitLab and Gitea platforms, as well as the results of an informal study of teachers using it in their practice.
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| 21. |
- Larsén, Simon, et al.
(författare)
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Repobee : Developing Tool Support for Courses using Git/GitHub
- 2019
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Ingår i: Proceeding ITiCSE '19 Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450363013 ; , s. 534-540
-
Konferensbidrag (refereegranskat)abstract
- The use of version control systems within computing education is growing in popularity. However, this is challenging because such systems are not particularly well designed to support educational situations, nor are they easy to use with confidence in teaching, as specialist knowledge and experience is required. This experience paper reports the development of the open source tool RepoBee, which assists in the use of Git/GitHub in an educational context. The tool provides a straightforward interface for managing batch tasks such as repository generation and cloning for setting and gathering assignments, opening and closing of issues to communicate with students, as well as facilitating peer reviews. Parts of RepoBee are open to integration with third party tools for additional tasks, such as running unit tests or static analysis on student repositories. We also include the perspectives of both teachers and teaching assistants who have been using the tool as part of a first year course for computer scientists.
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| 22. |
-
Nordic Learning Analytics (Summer) Institute 2021
- 2021
-
Proceedings (redaktörskap) (refereegranskat)abstract
- The present event is the 4th Nordic Learning Analytics Institute (NLASI) (1st NLASI was held in Bergen (Norway) in 2017, 2d - in Copenhagen (Denmark) in 2018, 3d- in Tallin (Estonia) in 2019). There were 15 papers submitted for peer-review to NLASI 2021. Out of these, 8 papers were accepted for this volume, 7 as regular papers and 1 as a short paper. NLASI 2021 was sponsored by Digital Futures and the Digitalisation Platform at KTH Royal Institute of Technology, Stockholm, Sweden.
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| 23. |
- Siegel, A. A., et al.
(författare)
-
Educational Landscapes during and after COVID-19
- 2021
-
Ingår i: Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 597-598
-
Konferensbidrag (refereegranskat)abstract
- The coronavirus (COVID-19) pandemic has forced an unprecedented global shift within higher education in the ways that we communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing education traditionally focuses on experiential, in-person activities. The pandemic has mandated that educators reconsider their use of student time and has catalysed overnight innovations in the educational setting. Even in the unlikely event that we return entirely to pre-COVID-19 norms, many new practices have emerged that offer valuable lessons to be carried forward into our post-COVID-19 teaching. This working group will explore what the post-COVID-19 academic landscape might look like, and how we can use lessons learned during this educational shift to improve our subsequent practice. The exploration will strive to identify practices within computing that appear to have been improved through exposure to online tools and technologies, and that should therefore continue to be used in the online space. In the broadest sense, our motivation is to explore what the post-COVID-19 educational landscape will look like for computing education.
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| 24. |
- Siegel, A. A., et al.
(författare)
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Perspectives on the student transition into CS1
- 2019
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Ingår i: ITiCSE '19 Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450363013 ; , s. 168-169
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Konferensbidrag (refereegranskat)abstract
- As students transition into higher education, their experience can be quite new and foreign to them. This experience, while an individual one, consists of many concerns that are shared amongst these transitioning students. Partly as a result of these concerns, retention rates of first year Computer Science students suffer. Members of this panel have been involved in multi-year studies across Scotland [2, 5] as well as an international study [3] looking at the student experience as they transition into undergraduate Computer Science. This panel hopes to discuss the transition into CS1 and implications for Computer Science retention rates from varied international perspectives as well as through the lens of online learning. It further hopes to discuss new ways that we might be able to better support first year CS student retention in light of collected transition data, as well as the current state of any implemented recommendations in previous work (you may want to rephrase this).
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| 25. |
- Siegel, A. A., et al.
(författare)
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Teaching through a Global Pandemic : Educational Landscapes Before, during and after COVID-19
- 2021
-
Ingår i: Proceedings Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE 2021. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 1-25
-
Konferensbidrag (refereegranskat)abstract
- The coronavirus (COVID-19) pandemic has forced an unprecedented global shift within higher education in how instructors communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing education traditionally focuses on experiential, in-person activities. The pandemic has mandated that educators reconsider their use of student time and has catalysed overnight innovations in the educational setting. Even in the unlikely event that we return entirely to pre-pandemic norms, many new practices have emerged that offer valuable lessons to be carried forward into our post-COVID-19 teaching. This working group will explore what the post-COVID-19 academic landscape might look like, and how we can use lessons learned during this educational shift to improve our subsequent practice. Following a multinational study of computing faculty, this exploratory stage will identify practices within computing that appear to have been improved through exposure to online tools and technologies, and that should therefore continue to be used in the online space. In the broadest sense, our motivation is to explore what the post-COVID-19 educational landscape will look like for computing education.
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| 26. |
- Wiggberg, Mattias, et al.
(författare)
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Effective Reskilling of Foreign-Born People at Universities-The Software Development Academy
- 2022
-
Ingår i: IEEE Access. - : Institute of Electrical and Electronics Engineers (IEEE). - 2169-3536. ; 10, s. 24556-24565
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Tidskriftsartikel (refereegranskat)abstract
- Contribution: An intensive three-month educational program can be used for rapid integration of foreign-born people into the IT industry. A novel method for integrating industrial needs with the practical parts of a bachelor's Computer Science program. Background: The program was motivated by (1) the societal need to increase the meaningful integration of immigrants into the workforce, and (2) the demand for IT specialists in the IT labor market. Intended outcomes: An effective intensive software developer program with a high level of industrial integration and a working matching model for employment. Application design: The program consists of three different phases; recruitment of participants, training and job matching. The training is divided into six modules using five different teaching methods. An evaluation model, based on passive and active data, is implemented with fast learning loops for teachers and participants. Findings: The program has been run seven times with 263 unemployed participants of different nationalities. On average 82.6 percent of the participants found employment in the IT industry within 5 months of the course ending. Female participants are in the majority and are more successful in securing employment. The findings suggest that it was possible to rapidly prototype and deliver an advanced reskilling program within a university setting and use it as a positive method to support newcomers find meaningful work that has a direct benefit for the local IT industry, as well as for the wider society.
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| 27. |
- Zarb, M., et al.
(författare)
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An international investigation into student concerns regarding transition into higher education
- 2018
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Ingår i: ITiCSE 2018 Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450357074 ; , s. 344-345
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Konferensbidrag (refereegranskat)abstract
- The experience of transitioning into and starting higher education is a very individual one, with some applicants viewing the prospect of higher education as an unknown entity; for those who are first in their family or community to consider higher education, this can seem an "alien environment". These are just some of the issues that lead to applicants experiencing levels of concern when considering a transition into higher education. This international working group proposes to consider concerns across a wide range of participants: namely students who are in the process of transitioning into a higher education environment, and students who have recently completed this transition.
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| 28. |
- Zarb, Mark, et al.
(författare)
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An International Investigation into Student Concerns regarding Transition into Higher Education
- 2018
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Ingår i: ITICSE'18. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 344-345
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Konferensbidrag (refereegranskat)abstract
- The experience of transitioning into and starting higher education is a very individual one, with some applicants viewing the prospect of higher education as an unknown entity; for those who are first in their family or community to consider higher education, this can seem an "alien environment". These are just some of the issues that lead to applicants experiencing levels of concern when considering a transition into higher education. This international working group proposes to consider concerns across a wide range of participants: namely students who are in the process of transitioning into a higher education environment, and students who have recently completed this transition.
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| 29. |
- Östlund, Linus, et al.
(författare)
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It's Never too Early to Learn about Code Quality : A Longitudinal Study of Code Quality in First-year Computer Science Students
- 2023
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Ingår i: SIGCSE 2023. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 792-798
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Konferensbidrag (refereegranskat)abstract
- Low code quality incurs a significant cost upon the software industry. Despite this, little serious effort has been devoted to the topic at the most basic levels of computing science education. Where studies have been conducted, the results are disappointing in terms of code quality. In this work, four iterations of a medium to large CS1 and CS2 course (n=200 students) were analyzed through the lens of code violations to better understand (1) what code violations occur most frequently, (2) how does their occurrence vary throughout the course, and (3) to what extent do teaching assistants have an effect upon code quality. Results showed a statistically significant improvement in code quality over 19 assignments in all four course iterations. In particular, when a single violation was the focus of a learning outcome, the effects were both a dramatic fall and sustained low occurrence. However, this improvement was mostly focused on the three most frequently occurring violations (> 70%), which masked an increase in lesser occurring violations throughout the course. Finally, the effects from different teaching assistants were found to be random at best, contradicting expectations that their influence would be easily detected. Given that explicit learning outcomes targeted at code quality had an effect and teaching assistant influence had no effect, a path forward to improving code quality might combine these forces without creating too many additional demands upon the already stretched teaching resources with CS1 and CS2 courses.
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