| 1. |
- 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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| 2. |
- Glassey, Richard, et al.
(författare)
-
Put the Students to Work : Generating Questions with Constructive Feedback
- 2020
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Ingår i: IEEE Frontiers in Education Conference (FIE 2020). - : Institute of Electrical and Electronics Engineers (IEEE).
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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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| 3. |
- Glassey, Richard, et al.
(författare)
-
Towards Flexible and Extensible Git-based Course Management with RepoBee
- 2020
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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. 537-538
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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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