| 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. |
- Glassey, Richard, et al.
(författare)
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Quality Agreement on Learnersourced Multiple Choice Questions
- 2022
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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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| 5. |
- Wiggberg, Mattias, et al.
(författare)
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Effective Reskilling of Foreign-Born People at Universities-The Software Development Academy
- 2022
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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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