| 1. |
- Glassey, Richard
(author)
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Adopting Git/Github within Teaching : A Survey of Tool Support
- 2019
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In: 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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Conference paper (peer-reviewed)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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| 2. |
- Glassey, Richard
(author)
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Developing Feedback Analytics Discovering Feedback Patterns in an Introductory Course
- 2019
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In: 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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Conference paper (peer-reviewed)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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| 3. |
- Larsén, Simon, et al.
(author)
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Repobee : Developing Tool Support for Courses using Git/GitHub
- 2019
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In: 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
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Conference paper (peer-reviewed)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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| 4. |
- Siegel, A. A., et al.
(author)
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Perspectives on the student transition into CS1
- 2019
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In: 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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Conference paper (peer-reviewed)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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