This poster abstract describes the ongoing work at Helsinki University of Technology on observing defects in concurrent programming assignment submissions and examining the underlying causes of these errors and the methods used to find them. The work is part of a larger endeavour to find problematic aspects of debugging concurrent programs and develop approaches to aid programmers in this task.
{"title":"Student errors in concurrent programming assignments","authors":"Jan Lönnberg","doi":"10.1145/1315803.1315833","DOIUrl":"https://doi.org/10.1145/1315803.1315833","url":null,"abstract":"This poster abstract describes the ongoing work at Helsinki University of Technology on observing defects in concurrent programming assignment submissions and examining the underlying causes of these errors and the methods used to find them. The work is part of a larger endeavour to find problematic aspects of debugging concurrent programs and develop approaches to aid programmers in this task.","PeriodicalId":135065,"journal":{"name":"Baltic Sea '06","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128793417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An important aspect in any learning situation is the approach that students take to learning. Studies in the 1980's built an increasingly convincing case for the existance of three learning approaches; deep, surface and achieving. These approaches are not mutually exclusive, and a single student may use any or all of them in combination. In addition, a connection has been demonstrated between deep learning approaches and understanding of the material being learned. Encouraging deep learning behaviour, however, is a much more complex issue, since choice of learning approach seems to be dependent on the manner in which the student experiences the learning environment. This paper explores the use of reflections in the instructional design of two computing courses based on the text of the reflections and student feedback regarding the reflection exercise collected through surveys and interviews. Student's learning approaches are infered from a textual analysis of the reflection texts. Results describing student's perceptions of the utility of reflections as a learning tool are explored using interview data collected from students in one of the study cohorts.
{"title":"Student perceptions of reflections as an aid to learning","authors":"A. Pears, Lars-Åke Larzon","doi":"10.1145/1315803.1315812","DOIUrl":"https://doi.org/10.1145/1315803.1315812","url":null,"abstract":"An important aspect in any learning situation is the approach that students take to learning. Studies in the 1980's built an increasingly convincing case for the existance of three learning approaches; deep, surface and achieving. These approaches are not mutually exclusive, and a single student may use any or all of them in combination. In addition, a connection has been demonstrated between deep learning approaches and understanding of the material being learned.\u0000 Encouraging deep learning behaviour, however, is a much more complex issue, since choice of learning approach seems to be dependent on the manner in which the student experiences the learning environment. This paper explores the use of reflections in the instructional design of two computing courses based on the text of the reflections and student feedback regarding the reflection exercise collected through surveys and interviews. Student's learning approaches are infered from a textual analysis of the reflection texts. Results describing student's perceptions of the utility of reflections as a learning tool are explored using interview data collected from students in one of the study cohorts.","PeriodicalId":135065,"journal":{"name":"Baltic Sea '06","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128909087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the light of an emerging interest in project work within the CS curricula, research about projects is gaining importance. In the current work I investigate a full semester CS project course, where focus is on how power is distributed within a group of students. CS skills are shown to be a contributing factor when it comes to power. Using a phenomenographic research approach, a way of researching some aspects on power within CS projects groups is demonstrated. Finally, three qualitatively different ways of experiencing CS skills of other students, and thus power, are revealed.
{"title":"I think it's better if those who know the area decide about it: a pilot study concerning power in CS student project groups","authors":"M. Wiggberg","doi":"10.1145/1315803.1315828","DOIUrl":"https://doi.org/10.1145/1315803.1315828","url":null,"abstract":"In the light of an emerging interest in project work within the CS curricula, research about projects is gaining importance. In the current work I investigate a full semester CS project course, where focus is on how power is distributed within a group of students. CS skills are shown to be a contributing factor when it comes to power. Using a phenomenographic research approach, a way of researching some aspects on power within CS projects groups is demonstrated. Finally, three qualitatively different ways of experiencing CS skills of other students, and thus power, are revealed.","PeriodicalId":135065,"journal":{"name":"Baltic Sea '06","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123512143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For students encountering difficult material, reflective practice is considered to play an important role in their learning. However, students in this situation sometimes do not behave reflectively, but in less productive and more problematic ways. This paper investigates how educators can recognize and analyze students' confusion, and determine whether students are responding reflectively or defensively. Qualitative data for the investigation comes from an upper-level undergraduate software engineering and design course that students invariably find quite challenging. A phenomenological analysis of the data, based on Heidegger's dynamic of rupture, provides useful insight to students' experience. A clearer understanding of the concepts presented in this paper should enable faculty to bring a more sophisticated analysis to student feedback, and lead to a more informed and productive interpretation by both instructor and administration.
{"title":"A qualitative analysis of reflective and defensive student responses in a software engineering and design course","authors":"Leslie Schwartzman","doi":"10.1145/1315803.1315813","DOIUrl":"https://doi.org/10.1145/1315803.1315813","url":null,"abstract":"For students encountering difficult material, reflective practice is considered to play an important role in their learning. However, students in this situation sometimes do not behave reflectively, but in less productive and more problematic ways. This paper investigates how educators can recognize and analyze students' confusion, and determine whether students are responding reflectively or defensively. Qualitative data for the investigation comes from an upper-level undergraduate software engineering and design course that students invariably find quite challenging. A phenomenological analysis of the data, based on Heidegger's dynamic of rupture, provides useful insight to students' experience. A clearer understanding of the concepts presented in this paper should enable faculty to bring a more sophisticated analysis to student feedback, and lead to a more informed and productive interpretation by both instructor and administration.","PeriodicalId":135065,"journal":{"name":"Baltic Sea '06","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125893427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Informatics education is concerned with how learners make sense of computational processes and devices in secondary institutions. In this article, we describe a learner-centred cognitive approach to informatics system comprehension for upper secondary education. It is part of a broader research study initiated by experience in first year informatics (CS 1) education at university level. The approach is based on object-oriented design patterns as knowledge representation carrying networked fundamental ideas of informatics and supporting the learning process. We develop a framework for informatics system comprehension consisting of three dimensions, namely learners' competencies (the learner), principles of informatics systems (Informatics) and knowledge representation (Didactics of Informatics). We conclude by describing means to achieve different levels of competence for informatics system comprehension and assign learners' activities to every level of competence.
{"title":"Understanding of informatics systems: a theoretical framework implying levels of competence","authors":"Peer Stechert","doi":"10.1145/1315803.1315827","DOIUrl":"https://doi.org/10.1145/1315803.1315827","url":null,"abstract":"Informatics education is concerned with how learners make sense of computational processes and devices in secondary institutions. In this article, we describe a learner-centred cognitive approach to informatics system comprehension for upper secondary education. It is part of a broader research study initiated by experience in first year informatics (CS 1) education at university level. The approach is based on object-oriented design patterns as knowledge representation carrying networked fundamental ideas of informatics and supporting the learning process. We develop a framework for informatics system comprehension consisting of three dimensions, namely learners' competencies (the learner), principles of informatics systems (Informatics) and knowledge representation (Didactics of Informatics). We conclude by describing means to achieve different levels of competence for informatics system comprehension and assign learners' activities to every level of competence.","PeriodicalId":135065,"journal":{"name":"Baltic Sea '06","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128735741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
High user interaction is the key in the educational effectiveness of algorithm visualization (AV). This paper introduces integration of an AV system with an interaction component in order to add support for the responding level of the user engagement taxonomy. We describe the resulting AV system, which is capable of providing algorithm simulation exercises with pop-up questions that guide the student in solving the exercise. This research aims at providing a system usable in teaching as well as in validating the engagement taxonomy.
{"title":"Automatic tutoring question generation during algorithm simulation","authors":"V. Karavirta, A. Korhonen","doi":"10.1145/1315803.1315820","DOIUrl":"https://doi.org/10.1145/1315803.1315820","url":null,"abstract":"High user interaction is the key in the educational effectiveness of algorithm visualization (AV). This paper introduces integration of an AV system with an interaction component in order to add support for the responding level of the user engagement taxonomy. We describe the resulting AV system, which is capable of providing algorithm simulation exercises with pop-up questions that guide the student in solving the exercise. This research aims at providing a system usable in teaching as well as in validating the engagement taxonomy.","PeriodicalId":135065,"journal":{"name":"Baltic Sea '06","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129195604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Automatic assessment of programming exercises is typically based on testing approach. Most automatic assessment frameworks execute tests and evaluate test results automatically, but the test data generation is not automated. No matter that such test data generation techniques and tools are available. We have researched how the Java PathFinder software model checker can be adopted to the specific needs of test data generation in automatic assessment. Practical problems considered are: How to derive test data directly from students' programs (i.e. without annotation) and how to visualize and how to abstract test data automatically for students? Interesting outcomes of our research are that with minor refinements generalized symbolic execution with lazy initialization (a test data generation algorithm implemented in PathFinder) can be used to construct test data directly from students' programs without annotation, and that intermediate results of the same algorithm can be used to provide novel visualizations of the test data.
{"title":"Test data generation for programming exercises with symbolic execution in Java PathFinder","authors":"Petri Ihantola","doi":"10.1145/1315803.1315819","DOIUrl":"https://doi.org/10.1145/1315803.1315819","url":null,"abstract":"Automatic assessment of programming exercises is typically based on testing approach. Most automatic assessment frameworks execute tests and evaluate test results automatically, but the test data generation is not automated. No matter that such test data generation techniques and tools are available.\u0000 We have researched how the Java PathFinder software model checker can be adopted to the specific needs of test data generation in automatic assessment. Practical problems considered are: How to derive test data directly from students' programs (i.e. without annotation) and how to visualize and how to abstract test data automatically for students? Interesting outcomes of our research are that with minor refinements generalized symbolic execution with lazy initialization (a test data generation algorithm implemented in PathFinder) can be used to construct test data directly from students' programs without annotation, and that intermediate results of the same algorithm can be used to provide novel visualizations of the test data.","PeriodicalId":135065,"journal":{"name":"Baltic Sea '06","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129856054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper an extension that brings spatial data algorithm support to the TRAKLA2 system is described. The different exercise types and the problems implementing them are discussed, and suggestions for future work and ideas for better spatial data support to the system are given.
{"title":"Spatial data algorithm extension to TRAKLA2 environment","authors":"J. Nikander","doi":"10.1145/1315803.1315834","DOIUrl":"https://doi.org/10.1145/1315803.1315834","url":null,"abstract":"In this paper an extension that brings spatial data algorithm support to the TRAKLA2 system is described. The different exercise types and the problems implementing them are discussed, and suggestions for future work and ideas for better spatial data support to the system are given.","PeriodicalId":135065,"journal":{"name":"Baltic Sea '06","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131896208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many mass programming courses face the problems related to using multiple graders for student assignments: achieving objectivity and consistency in grading. Grading rubrics are a possible solution to this problem. ALOHA is an online grading tool that provides rubrics that all the graders have to use. ALOHA also provides features that make the grading process, including the writing of a feedback text, more convenient for the graders and the teacher.
{"title":"ALOHA - a grading tool for semi-automatic assessment of mass programming courses","authors":"Tuukka Ahoniemi, Tommi Reinikainen","doi":"10.1145/1315803.1315830","DOIUrl":"https://doi.org/10.1145/1315803.1315830","url":null,"abstract":"Many mass programming courses face the problems related to using multiple graders for student assignments: achieving objectivity and consistency in grading. Grading rubrics are a possible solution to this problem. ALOHA is an online grading tool that provides rubrics that all the graders have to use. ALOHA also provides features that make the grading process, including the writing of a feedback text, more convenient for the graders and the teacher.","PeriodicalId":135065,"journal":{"name":"Baltic Sea '06","volume":" 23","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113952303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this paper is to introduce and validate the concept of program working storage (PWS) as a) a means of smooth transition of students in introductory programming courses from the end-user stance to the programmer stance, and b) a system which can provide comprehensive understanding of certain difficult programming concepts. In this respect, the program-memory interaction is considered as a possible "threshold concept" [31, 33]. Based on constructivism [16, 23, 41, 42], the PWS is then discussed as a potential beginner's viable model, which can be, later on, refined to what Ben-Ari describes as a viable computer model [5]. The extent to which the PWS can be used as a conceptual framework, which will enable teachers and learners to focus on program-memory interaction across a variety of dimensions, and eventually relate them to form a coherent whole, is also examined. The exact implementation of the PWS in the context of the various programming languages is beyond the scope of this paper. Nevertheless, it constitutes a topic for detailed study and future research.
{"title":"Program working storage: a beginner's model","authors":"Evgenia Vagianou","doi":"10.1145/1315803.1315816","DOIUrl":"https://doi.org/10.1145/1315803.1315816","url":null,"abstract":"The aim of this paper is to introduce and validate the concept of program working storage (PWS) as a) a means of smooth transition of students in introductory programming courses from the end-user stance to the programmer stance, and b) a system which can provide comprehensive understanding of certain difficult programming concepts. In this respect, the program-memory interaction is considered as a possible \"threshold concept\" [31, 33]. Based on constructivism [16, 23, 41, 42], the PWS is then discussed as a potential beginner's viable model, which can be, later on, refined to what Ben-Ari describes as a viable computer model [5]. The extent to which the PWS can be used as a conceptual framework, which will enable teachers and learners to focus on program-memory interaction across a variety of dimensions, and eventually relate them to form a coherent whole, is also examined. The exact implementation of the PWS in the context of the various programming languages is beyond the scope of this paper. Nevertheless, it constitutes a topic for detailed study and future research.","PeriodicalId":135065,"journal":{"name":"Baltic Sea '06","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123956158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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