Since September 2020, CU Group offers a Cloud Computing BSc(Hons) degree program developed with support from Amazon Web Services (AWS), leveraging their platform for teaching and learning and building upon their Cloud Competency Framework (CCF). This paper seeks to share how industry cloud technology stacks can be employed within authentic student learning. This has ensured a scenario led assessment for learning approach as an alternative to a simulated learning environment. CU Group is also an AWS Academy and Educate member, facilitating certification and platform access. This incorporates the experience of an industry leader in direct collaboration with HE to embed cloud skills within existing programs or develop specific curricula to target-fill skill gaps within the cloud landscape. Current students will graduate in August 2022, the first degree level graduates globally for HEIs working within the CCF.
{"title":"Application of Amazon Web Services within teaching & learning at Coventry University Group","authors":"Daniel Flood, Alan Hall","doi":"10.1145/3498343.3498350","DOIUrl":"https://doi.org/10.1145/3498343.3498350","url":null,"abstract":"Since September 2020, CU Group offers a Cloud Computing BSc(Hons) degree program developed with support from Amazon Web Services (AWS), leveraging their platform for teaching and learning and building upon their Cloud Competency Framework (CCF). This paper seeks to share how industry cloud technology stacks can be employed within authentic student learning. This has ensured a scenario led assessment for learning approach as an alternative to a simulated learning environment. CU Group is also an AWS Academy and Educate member, facilitating certification and platform access. This incorporates the experience of an industry leader in direct collaboration with HE to embed cloud skills within existing programs or develop specific curricula to target-fill skill gaps within the cloud landscape. Current students will graduate in August 2022, the first degree level graduates globally for HEIs working within the CCF.","PeriodicalId":135120,"journal":{"name":"Proceedings of 6th Conference on Computing Education Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124061488","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 ability for students to read and comprehend code is a fundamental skill in computer programming. Relying on students to build this skill through typical programming assignments can lead to many persevering through trial and error rather than understanding. This paper describes Trace Generator, a work-in-progress application for generating automatically graded code tracing questions for Python and C programs. The fundamental principles behind this work are mastery through repetition and providing comprehensive and understandable feedback to enable students to learn from their mistakes. Feedback and reflections from the use of the generated questions with two introductory procedural programming classes (200 students) are also discussed. Analysis of student attempts suggests a willingness to complete quizzes multiple times until they achieved a satisfactory score (average final result of 91%).
{"title":"Automated Code Tracing Exercises for CS1","authors":"Seán Russell","doi":"10.1145/3498343.3498347","DOIUrl":"https://doi.org/10.1145/3498343.3498347","url":null,"abstract":"The ability for students to read and comprehend code is a fundamental skill in computer programming. Relying on students to build this skill through typical programming assignments can lead to many persevering through trial and error rather than understanding. This paper describes Trace Generator, a work-in-progress application for generating automatically graded code tracing questions for Python and C programs. The fundamental principles behind this work are mastery through repetition and providing comprehensive and understandable feedback to enable students to learn from their mistakes. Feedback and reflections from the use of the generated questions with two introductory procedural programming classes (200 students) are also discussed. Analysis of student attempts suggests a willingness to complete quizzes multiple times until they achieved a satisfactory score (average final result of 91%).","PeriodicalId":135120,"journal":{"name":"Proceedings of 6th Conference on Computing Education Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116497701","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}
Remote delivery of course content was a rapid and practical solution to the challenges presented to education by the coronavirus pandemic. However, the solution also provided the opportunity to promote engagement and interaction among a student cohort that was largely disconnected and isolated due to the constraints of the pandemic. Consequently, in this paper the practice of using the Jigsaw active learning design in the delivery of a computing ethics course is reported. The experience, reaction of learners and discussion of the benefits and problems of the learning design are discussed before concluding thoughts are offered.
{"title":"Promoting Engagement in Remote Computing Ethics Education","authors":"Joseph Maguire, Steve Draper","doi":"10.1145/3498343.3498345","DOIUrl":"https://doi.org/10.1145/3498343.3498345","url":null,"abstract":"Remote delivery of course content was a rapid and practical solution to the challenges presented to education by the coronavirus pandemic. However, the solution also provided the opportunity to promote engagement and interaction among a student cohort that was largely disconnected and isolated due to the constraints of the pandemic. Consequently, in this paper the practice of using the Jigsaw active learning design in the delivery of a computing ethics course is reported. The experience, reaction of learners and discussion of the benefits and problems of the learning design are discussed before concluding thoughts are offered.","PeriodicalId":135120,"journal":{"name":"Proceedings of 6th Conference on Computing Education Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114925292","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}
Given the different amount of programming experience that students have arriving at university, some universities have introduced alternative multiple streams to teach programming. This approach was exemplified by Harvey Mudd College, who successfully used it as part of a range of measures to increase gender diversity within computing. One of the challenges with having multiple streams is how to narrow the experience gap without holding back those students who arrive with more experience of programming. In this paper we discuss one potential solution, which is to offer more experienced students the opportunity to choose their own topic of study and their own project. Rather than having technical constraints on their work, students are instead required to demonstrate how they have managed their own learning and worked collaboratively, developing within Bloom’s affective domain.
{"title":"Narrowing and Stretching: Addressing the Challenge of Multi-track Programming","authors":"Steven Bradley, Eleni C. Akrida","doi":"10.1145/3498343.3498344","DOIUrl":"https://doi.org/10.1145/3498343.3498344","url":null,"abstract":"Given the different amount of programming experience that students have arriving at university, some universities have introduced alternative multiple streams to teach programming. This approach was exemplified by Harvey Mudd College, who successfully used it as part of a range of measures to increase gender diversity within computing. One of the challenges with having multiple streams is how to narrow the experience gap without holding back those students who arrive with more experience of programming. In this paper we discuss one potential solution, which is to offer more experienced students the opportunity to choose their own topic of study and their own project. Rather than having technical constraints on their work, students are instead required to demonstrate how they have managed their own learning and worked collaboratively, developing within Bloom’s affective domain.","PeriodicalId":135120,"journal":{"name":"Proceedings of 6th Conference on Computing Education Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130666272","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}
Designing assessment for courses in computer science which are interdisciplinary by nature can be challenging. Challenging in making them interdisciplinary but also relevant within computing science. This paper presents the design and delivery of such an assessment for postgraduates in digital forensics that utilises assessment choice. Student teams were allowed to create either a program which implemented steganography or a report on the feasibility of such a tool being used to exfiltrate data by a whistle-blower in a fictional company. This paper reports on student feedback of this approach and provides a discussion on the benefits and concerns of utilising such an approach.
{"title":"Assessing Knowledge and Skills in Forensics with Alternative Assessment Pathways","authors":"Joseph Maguire","doi":"10.1145/3498343.3498351","DOIUrl":"https://doi.org/10.1145/3498343.3498351","url":null,"abstract":"Designing assessment for courses in computer science which are interdisciplinary by nature can be challenging. Challenging in making them interdisciplinary but also relevant within computing science. This paper presents the design and delivery of such an assessment for postgraduates in digital forensics that utilises assessment choice. Student teams were allowed to create either a program which implemented steganography or a report on the feasibility of such a tool being used to exfiltrate data by a whistle-blower in a fictional company. This paper reports on student feedback of this approach and provides a discussion on the benefits and concerns of utilising such an approach.","PeriodicalId":135120,"journal":{"name":"Proceedings of 6th Conference on Computing Education Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116681518","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}
T. Crick, J. Davenport, Paulette Hanna, Alan Hayes, Alastair Irons, Keith Miller, T. Prickett, Rupert R. Ward, Becky Allen, Bhagyashree Patil, Simon Payne
Early-career academics across all disciplines in the UK face significant challenges, and computer science is no exception. There are challenges in terms of developing an independent research career, delivering high quality learning and teaching, maintaining their own professional development, as well as wider academic service commitments. Tertiary education institutions in the UK often provide support through some combination of mentoring, coaching, and training. Early-career faculty often have to work towards professional recognition of their teaching, either by direct application or via successful completion of an accredited institutional taught postgraduate course. This paper reports on progress towards supplementing institutional-level support through an evolving UK-wide initiative, co-constructed with early-career academics, to build diverse and resilient communities of practice in computer science. Insights are provided as to how the initiative supplements current institutional approach and is underpinned by national-level academic practice developmental events, professional body engagement, alongside cross-institutional mentoring and buddying schemes.
{"title":"Co-Constructing a Community of Practice for Early-Career Computer Science Academics in the UK","authors":"T. Crick, J. Davenport, Paulette Hanna, Alan Hayes, Alastair Irons, Keith Miller, T. Prickett, Rupert R. Ward, Becky Allen, Bhagyashree Patil, Simon Payne","doi":"10.1145/3498343.3498349","DOIUrl":"https://doi.org/10.1145/3498343.3498349","url":null,"abstract":"Early-career academics across all disciplines in the UK face significant challenges, and computer science is no exception. There are challenges in terms of developing an independent research career, delivering high quality learning and teaching, maintaining their own professional development, as well as wider academic service commitments. Tertiary education institutions in the UK often provide support through some combination of mentoring, coaching, and training. Early-career faculty often have to work towards professional recognition of their teaching, either by direct application or via successful completion of an accredited institutional taught postgraduate course. This paper reports on progress towards supplementing institutional-level support through an evolving UK-wide initiative, co-constructed with early-career academics, to build diverse and resilient communities of practice in computer science. Insights are provided as to how the initiative supplements current institutional approach and is underpinned by national-level academic practice developmental events, professional body engagement, alongside cross-institutional mentoring and buddying schemes.","PeriodicalId":135120,"journal":{"name":"Proceedings of 6th Conference on Computing Education Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121313326","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}
Development projects in which small teams of learners develop software/digital artefacts are common features of computing-related degree programmes. Within these team projects, it can be problematic ensuring students are fairly recognised and rewarded for the contribution they make to the collective team effort and outputs. Peer assessment is a commonly used approach to promote fairness and due recognition. Maintaining parity within assessment processes is also a critical aspect of fairness. This paper presents the processes employed for the operation of one such team project at a UK higher education institution, using the Team-Q rubric and analysing the impact of the (self-identified) gender of learner marking and the learner being marked on the scores obtained. The results from this institutional sample (N=121) using the Team-Q metric offers evidence of gender parity in this context. This study also makes the case for continued vigilance to ensure Team-Q and other rubrics are used in a manner that supports gender parity in computing.
{"title":"Gender parity in peer assessment of team software development projects","authors":"T. Crick, T. Prickett, Jill Bradnum, Alan Godfrey","doi":"10.1145/3498343.3498346","DOIUrl":"https://doi.org/10.1145/3498343.3498346","url":null,"abstract":"Development projects in which small teams of learners develop software/digital artefacts are common features of computing-related degree programmes. Within these team projects, it can be problematic ensuring students are fairly recognised and rewarded for the contribution they make to the collective team effort and outputs. Peer assessment is a commonly used approach to promote fairness and due recognition. Maintaining parity within assessment processes is also a critical aspect of fairness. This paper presents the processes employed for the operation of one such team project at a UK higher education institution, using the Team-Q rubric and analysing the impact of the (self-identified) gender of learner marking and the learner being marked on the scores obtained. The results from this institutional sample (N=121) using the Team-Q metric offers evidence of gender parity in this context. This study also makes the case for continued vigilance to ensure Team-Q and other rubrics are used in a manner that supports gender parity in computing.","PeriodicalId":135120,"journal":{"name":"Proceedings of 6th Conference on Computing Education Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113943947","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}
Understanding how programs execute is one of the critical activities in the learning journey of a programmer. A novice constructs a mental model of program execution while learning programming. Any misconceptions at this stage lead to the development of a discrepant mental model. If left untreated, learning in advanced subjects like data structures and compiler construction may suffer. One of the ways to prevent the situation is carefully and explicitly unveiling the details of program execution. We employed Little Man Computer (LMC) for this purpose. Its interactive visual interface helped them internalise how software interacted with the hardware to achieve the programmer’s objective. After spending a few sessions on the programming of LMC, we moved to Scratch. Scratch is a much higher-level language than the LMC assembly. So, while introducing Scratch programming constructs, we mapped the LMC equivalents of these instructions. The strategy helped evade several misconceptions by developing a deep understanding of the program execution model. It also served as a building block for introducing other concepts like state, abstraction, the need for higher-level languages and the role of compilers etc. We tried this approach in an Introduction to Computer Science module where most students had zero or very minimal exposure to programming. We received positive feedback from students and other fellow teachers teaching in the subsequent semesters.
了解程序是如何执行的是程序员学习过程中的关键活动之一。初学者在学习编程的过程中会建立一个程序执行的心智模型。在这个阶段的任何误解都会导致一个不一致的心智模型的发展。如果不及时处理，像数据结构和编译器构造这样的高级科目的学习可能会受到影响。防止这种情况发生的方法之一是谨慎而明确地揭示程序执行的细节。为此，我们雇佣了Little Man Computer (LMC)。它的交互式可视化界面帮助他们内化软件如何与硬件交互以实现程序员的目标。在LMC编程上花了几次会议之后，我们转向了Scratch。Scratch是一种比LMC汇编语言高级得多的语言。因此，在介绍Scratch编程结构时，我们映射了这些指令的LMC等价物。该策略通过开发对程序执行模型的深入理解，帮助避免了一些误解。它还充当了引入其他概念的构建块，如状态、抽象、对高级语言的需求和编译器的角色等。我们在计算机科学导论模块中尝试了这种方法，大多数学生都没有或很少接触编程。在接下来的几个学期里，我们从学生和其他老师那里得到了积极的反馈。
{"title":"LMC + Scratch: A recipe to construct a mental model of program execution","authors":"Noman Javed, Faisal Zeeshan","doi":"10.1145/3498343.3498353","DOIUrl":"https://doi.org/10.1145/3498343.3498353","url":null,"abstract":"Understanding how programs execute is one of the critical activities in the learning journey of a programmer. A novice constructs a mental model of program execution while learning programming. Any misconceptions at this stage lead to the development of a discrepant mental model. If left untreated, learning in advanced subjects like data structures and compiler construction may suffer. One of the ways to prevent the situation is carefully and explicitly unveiling the details of program execution. We employed Little Man Computer (LMC) for this purpose. Its interactive visual interface helped them internalise how software interacted with the hardware to achieve the programmer’s objective. After spending a few sessions on the programming of LMC, we moved to Scratch. Scratch is a much higher-level language than the LMC assembly. So, while introducing Scratch programming constructs, we mapped the LMC equivalents of these instructions. The strategy helped evade several misconceptions by developing a deep understanding of the program execution model. It also served as a building block for introducing other concepts like state, abstraction, the need for higher-level languages and the role of compilers etc. We tried this approach in an Introduction to Computer Science module where most students had zero or very minimal exposure to programming. We received positive feedback from students and other fellow teachers teaching in the subsequent semesters.","PeriodicalId":135120,"journal":{"name":"Proceedings of 6th Conference on Computing Education Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115993358","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}
B. Grawemeyer, John Halloran, M. England, David Croft
We ran a study on engagement and achievement for a first year undergraduate programming module which used an online learning environment containing tasks which generate automated feedback. Students could also access human feedback from traditional labs. We gathered quantitative data on engagement and achievement which allowed us to split the cohort into 6 groups. We then ran interviews with students after the end of the module to produce qualitative data on perceptions of what feedback is, how useful it is, the uses made of it, and how it bears on engagement. A general finding was that human and automated feedback are different but complementary. However there are different feedback needs by group. Our findings imply: (1) that a blended human-automated feedback approach improves engagement; and (2) that this approach needs to be differentiated according to type of student. We give implications for the design of feedback for programming modules.
{"title":"Feedback and Engagement on an Introductory Programming Module","authors":"B. Grawemeyer, John Halloran, M. England, David Croft","doi":"10.1145/3498343.3498348","DOIUrl":"https://doi.org/10.1145/3498343.3498348","url":null,"abstract":"We ran a study on engagement and achievement for a first year undergraduate programming module which used an online learning environment containing tasks which generate automated feedback. Students could also access human feedback from traditional labs. We gathered quantitative data on engagement and achievement which allowed us to split the cohort into 6 groups. We then ran interviews with students after the end of the module to produce qualitative data on perceptions of what feedback is, how useful it is, the uses made of it, and how it bears on engagement. A general finding was that human and automated feedback are different but complementary. However there are different feedback needs by group. Our findings imply: (1) that a blended human-automated feedback approach improves engagement; and (2) that this approach needs to be differentiated according to type of student. We give implications for the design of feedback for programming modules.","PeriodicalId":135120,"journal":{"name":"Proceedings of 6th Conference on Computing Education Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123117973","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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