Learning a craft like programming is efficient when novices learn from people who already master the craft. In this paper we define Extreme Apprenticeship, an extension to the cognitive apprenticeship model. Our model is based on a set of values and practices that emphasize learning by doing together with continuous feedback as the most efficient means for learning. We show how the method was applied to a CS I programming course. Application of the method resulted in a significant decrease in the dropout rates in comparison with the previous traditionally conducted course instances.
{"title":"Extreme apprenticeship method in teaching programming for beginners","authors":"Arto Vihavainen, Matti Paksula, Matti Luukkainen","doi":"10.1145/1953163.1953196","DOIUrl":"https://doi.org/10.1145/1953163.1953196","url":null,"abstract":"Learning a craft like programming is efficient when novices learn from people who already master the craft. In this paper we define Extreme Apprenticeship, an extension to the cognitive apprenticeship model. Our model is based on a set of values and practices that emphasize learning by doing together with continuous feedback as the most efficient means for learning. We show how the method was applied to a CS I programming course. Application of the method resulted in a significant decrease in the dropout rates in comparison with the previous traditionally conducted course instances.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115757134","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}
While many colleges offer specialized security courses and tracks for students in computing majors, there are few offerings in information security for the non-computing majors. Information security is becoming increasingly critical in many fields, yet most computer literacy courses insufficiently address the security challenges faced by our graduates. This paper discusses the development and impact of a set of modules designed to integrate security into computer literacy across two universities and several community colleges in the state of Maryland. Results from our comparative analyses based on pre- and post- test analysis show significant improvements in post-test results.
{"title":"Security in computer literacy: a model for design, dissemination, and assessment","authors":"Claude Turner, Blair Taylor, S. Kaza","doi":"10.1145/1953163.1953174","DOIUrl":"https://doi.org/10.1145/1953163.1953174","url":null,"abstract":"While many colleges offer specialized security courses and tracks for students in computing majors, there are few offerings in information security for the non-computing majors. Information security is becoming increasingly critical in many fields, yet most computer literacy courses insufficiently address the security challenges faced by our graduates. This paper discusses the development and impact of a set of modules designed to integrate security into computer literacy across two universities and several community colleges in the state of Maryland. Results from our comparative analyses based on pre- and post- test analysis show significant improvements in post-test results.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127441557","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 increased importance of communication, teamwork, and critical thinking skills in the computing profession, we have been exploring studio-based instructional methods, in which students develop solutions and iteratively refine them through critical review by their peers and instructor. We have developed an adaptation of studio-based instruction for computing education called the pedagogical code review (PCR), which is modeled after the code inspection process used in the software industry. Unfortunately, PCRs are time-intensive, making them difficult to implement within a typical computing course. To address this issue, we have developed an online environment that allows PCRs to take place asynchronously outside of class. We conducted an empirical study that compared a CS 1 course with online PCRs against a CS 1 course with face-to-face PCRs. Our study had three key results: (a) in the course with face-to-face PCRs, student attitudes with respect to self-efficacy and peer learning were significantly higher; (b) in the course with face-to-face PCRs, students identified more substantive issues in their reviews; and (c) in the course with face-to-face PCRs, students were generally more positive about the value of PCRs. In light of our findings, we recommend specific ways online PCRs can be better designed.
{"title":"Online vs. face-to-face pedagogical code reviews: an empirical comparison","authors":"C. Hundhausen, Pawan Agarwal, M. Trevisan","doi":"10.1145/1953163.1953201","DOIUrl":"https://doi.org/10.1145/1953163.1953201","url":null,"abstract":"Given the increased importance of communication, teamwork, and critical thinking skills in the computing profession, we have been exploring studio-based instructional methods, in which students develop solutions and iteratively refine them through critical review by their peers and instructor. We have developed an adaptation of studio-based instruction for computing education called the pedagogical code review (PCR), which is modeled after the code inspection process used in the software industry. Unfortunately, PCRs are time-intensive, making them difficult to implement within a typical computing course. To address this issue, we have developed an online environment that allows PCRs to take place asynchronously outside of class. We conducted an empirical study that compared a CS 1 course with online PCRs against a CS 1 course with face-to-face PCRs. Our study had three key results: (a) in the course with face-to-face PCRs, student attitudes with respect to self-efficacy and peer learning were significantly higher; (b) in the course with face-to-face PCRs, students identified more substantive issues in their reviews; and (c) in the course with face-to-face PCRs, students were generally more positive about the value of PCRs. In light of our findings, we recommend specific ways online PCRs can be better designed.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"463 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127534411","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}
Karen Donathan, Barbara Ericson, P. Tymann, H. Walker
Much has been written about the decrease in the number of students pursuing computing in colleges. Unfortunately, most students form their (usually negative) opinions of computing long before they reach college [1], so it is beneficial for university faculty who want to increase college enrollment to do outreach aimed at a younger audience. Activities to promote computing among K-12 students can proceed at several levels, occur in various locations, and involve both students and faculty. College and high school faculty can collaborate in many ways. As teachers of introductory courses, both groups want to generate interest, cover important material, and provide a strong foundation for later work. For example, the AP CS course description includes material that fits well with both high school and introductory college courses. Also, today in both environments, there is much discussion regarding the best approaches for creating excitement and introducing students to computing. Although both faculties need to address common content and utilize active pedagogies, it also is important to acknowledge that college and high school environments are different, and both levels have special opportunities and constraints. Many college faculty are interested in doing K-12 outreach but often do not know where to start or do not know any successful strategies. The purpose of this panel is to present K-12 outreach strategies that have worked and then to provide the audience with the opportunity to brainstorm with the panelists to explore alternate ideas for outreach and to identify new approaches. Some ideas and strategies come from experiences of high school and college teachers working together as part of the AP CS program, but other approaches extend beyond AP CS.
{"title":"Successful K-12 outreach strategies","authors":"Karen Donathan, Barbara Ericson, P. Tymann, H. Walker","doi":"10.1145/1953163.1953211","DOIUrl":"https://doi.org/10.1145/1953163.1953211","url":null,"abstract":"Much has been written about the decrease in the number of students pursuing computing in colleges. Unfortunately, most students form their (usually negative) opinions of computing long before they reach college [1], so it is beneficial for university faculty who want to increase college enrollment to do outreach aimed at a younger audience. Activities to promote computing among K-12 students can proceed at several levels, occur in various locations, and involve both students and faculty. College and high school faculty can collaborate in many ways. As teachers of introductory courses, both groups want to generate interest, cover important material, and provide a strong foundation for later work. For example, the AP CS course description includes material that fits well with both high school and introductory college courses. Also, today in both environments, there is much discussion regarding the best approaches for creating excitement and introducing students to computing. Although both faculties need to address common content and utilize active pedagogies, it also is important to acknowledge that college and high school environments are different, and both levels have special opportunities and constraints. Many college faculty are interested in doing K-12 outreach but often do not know where to start or do not know any successful strategies. The purpose of this panel is to present K-12 outreach strategies that have worked and then to provide the audience with the opportunity to brainstorm with the panelists to explore alternate ideas for outreach and to identify new approaches. Some ideas and strategies come from experiences of high school and college teachers working together as part of the AP CS program, but other approaches extend beyond AP CS.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124816067","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}
Jiangjiang Liu, Cheng-Hsien Lin, E. Hasson, Z. Barnett
In this paper, we describe a one-week summer computing workshop for teachers to improve computer science education in K-12. Our workshop focuses on using Scratch and Alice, two programs used to make simple games and animations, to introduce computing concepts to teachers in computer, technology, math, and science at all K-12 levels to expose students to computing at an early age and to reach more students. During the workshop the teachers developed curriculum materials for the subjects they will teach in the following semesters with the help of our workshop tutors. We present our workshop strategies, lessons learned, and assessment results in this paper.
{"title":"Introducing computer science to K-12 through a summer computing workshop for teachers","authors":"Jiangjiang Liu, Cheng-Hsien Lin, E. Hasson, Z. Barnett","doi":"10.1145/1953163.1953277","DOIUrl":"https://doi.org/10.1145/1953163.1953277","url":null,"abstract":"In this paper, we describe a one-week summer computing workshop for teachers to improve computer science education in K-12. Our workshop focuses on using Scratch and Alice, two programs used to make simple games and animations, to introduce computing concepts to teachers in computer, technology, math, and science at all K-12 levels to expose students to computing at an early age and to reach more students. During the workshop the teachers developed curriculum materials for the subjects they will teach in the following semesters with the help of our workshop tutors. We present our workshop strategies, lessons learned, and assessment results in this paper.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125158773","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}
Deborah L. Dunn, Robert G. Strader, Michael M. Pickard
As we are well aware, there has been a significant nationwide decline in enrollment for computer science programs, as well as other STEM fields. One of the primary reasons the lack of participation and diversity in the STEM fields is becoming increasingly important is the potentially adverse effect it may have on the U.S. work force. Many successful programs have been put in place to combat this decline. But how do the small regional universities with limited resources and a limited "audience" (with limited resources) contribute to the field? In this paper we will discuss the mechanisms that may be implemented for smaller schools to address the decline in CS enrollment. This includes the ability to put in place programs which could allow more educators to become a part of the solution.
{"title":"Camps on a shoestring: how we survived a summer","authors":"Deborah L. Dunn, Robert G. Strader, Michael M. Pickard","doi":"10.1145/1953163.1953276","DOIUrl":"https://doi.org/10.1145/1953163.1953276","url":null,"abstract":"As we are well aware, there has been a significant nationwide decline in enrollment for computer science programs, as well as other STEM fields. One of the primary reasons the lack of participation and diversity in the STEM fields is becoming increasingly important is the potentially adverse effect it may have on the U.S. work force. Many successful programs have been put in place to combat this decline. But how do the small regional universities with limited resources and a limited \"audience\" (with limited resources) contribute to the field? In this paper we will discuss the mechanisms that may be implemented for smaller schools to address the decline in CS enrollment. This includes the ability to put in place programs which could allow more educators to become a part of the solution.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125348543","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}
We present the preliminary analysis of a study whose long term aim is to track IDE usage to identify novice-programmers in need of support. Our analysis focused on the activity of 24 dyads on a 3 week assignment. We correlated frequencies of events such as use of code generation and of the debugger with assignment grades, final exam grades, and the difference in rankings within dyad on the final exam. Our results show several significant correlations. In particular, code generation and debugging are correlated with the final grade, and running in non-debug mode is correlated with differences in ranking. These results are encouraging as they show that it is possible to predict learning outcomes with simple frequency data and suggest more complex indicators could achieve robust prediction.
{"title":"Which aspects of novice programmers' usage of an IDE predict learning outcomes","authors":"G. Dyke","doi":"10.1145/1953163.1953309","DOIUrl":"https://doi.org/10.1145/1953163.1953309","url":null,"abstract":"We present the preliminary analysis of a study whose long term aim is to track IDE usage to identify novice-programmers in need of support. Our analysis focused on the activity of 24 dyads on a 3 week assignment. We correlated frequencies of events such as use of code generation and of the debugger with assignment grades, final exam grades, and the difference in rankings within dyad on the final exam. Our results show several significant correlations. In particular, code generation and debugging are correlated with the final grade, and running in non-debug mode is correlated with differences in ranking. These results are encouraging as they show that it is possible to predict learning outcomes with simple frequency data and suggest more complex indicators could achieve robust prediction.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122941043","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}
America's youth perceive Computer Science to be difficult, tedious, boring, irrelevant and asocial. Unfortunately, many traditional introductory Computer Science classes and textbooks do little to improve that image. In contrast, contextualized approaches to teaching introductory Computer Science are very attractive. Instead of writing a leap year program, students can learn about conditional statements by programming a robot to follow a light, or by creating an animation to tell a story, or even by modifying a picture of the college president so that she is wearing a neon orange jacket instead of a navy blue one. The arguments in favor of contextualized approaches to attract non-Computer-Science-majors to our classes are very persuasive. But what about students who then choose to major or minor in Computer Science? Of course we want to offer them interesting and engaging first courses in Computer Science, and indeed this may help with our efforts to attract more students to our programs. But what happens in subsequent semesters? The purpose of this paper is to initiate a general discussion on the use of any sort of "cool" new approach into both undergraduate and K-12 Computer Science education. These approaches successfully attract students to study subjects that we ourselves are deeply engaged in. But we need to discuss as a community what happens to students who do choose to major or minor in Computer Science when our individual classes conclude and the rest of their studies commence.
{"title":"Contextualized approaches to introductory computer science: the key to making computer science relevant or simply bait and switch?","authors":"J. Kay","doi":"10.1145/1953163.1953219","DOIUrl":"https://doi.org/10.1145/1953163.1953219","url":null,"abstract":"America's youth perceive Computer Science to be difficult, tedious, boring, irrelevant and asocial. Unfortunately, many traditional introductory Computer Science classes and textbooks do little to improve that image. In contrast, contextualized approaches to teaching introductory Computer Science are very attractive. Instead of writing a leap year program, students can learn about conditional statements by programming a robot to follow a light, or by creating an animation to tell a story, or even by modifying a picture of the college president so that she is wearing a neon orange jacket instead of a navy blue one. The arguments in favor of contextualized approaches to attract non-Computer-Science-majors to our classes are very persuasive. But what about students who then choose to major or minor in Computer Science? Of course we want to offer them interesting and engaging first courses in Computer Science, and indeed this may help with our efforts to attract more students to our programs. But what happens in subsequent semesters? The purpose of this paper is to initiate a general discussion on the use of any sort of \"cool\" new approach into both undergraduate and K-12 Computer Science education. These approaches successfully attract students to study subjects that we ourselves are deeply engaged in. But we need to discuss as a community what happens to students who do choose to major or minor in Computer Science when our individual classes conclude and the rest of their studies commence.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129790745","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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