Jonas Boustedt, R. McCartney, Josh Tenenberg, Stephen Cooper, Daniel D. Garcia, M. Hutton, Nick Parlante, Brad Richards
We often learn of successful pedagogical experiments, but we seldom hear of the the ones that failed. For this special session we solicited submissions from the SIGCSE membership, selected the best from among these, and will have presentations at the session by the selected authors. Our contributions describe pedagogical approaches that seemed to be good ideas but turned out as failures. Contributors will describe their pedagogical experiment, the rationale for the experiment, evidence of failure, and lessons learned.
{"title":"It seemed like a good idea at the time","authors":"Jonas Boustedt, R. McCartney, Josh Tenenberg, Stephen Cooper, Daniel D. Garcia, M. Hutton, Nick Parlante, Brad Richards","doi":"10.1145/1953163.1953215","DOIUrl":"https://doi.org/10.1145/1953163.1953215","url":null,"abstract":"We often learn of successful pedagogical experiments, but we seldom hear of the the ones that failed. For this special session we solicited submissions from the SIGCSE membership, selected the best from among these, and will have presentations at the session by the selected authors. Our contributions describe pedagogical approaches that seemed to be good ideas but turned out as failures. Contributors will describe their pedagogical experiment, the rationale for the experiment, evidence of failure, and lessons learned.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"220 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":"133571205","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}
Expertise is developed through both a) self-reflection and b) making useful plans for improvement [3, 10]. Traditional novice-level programming assignments require neither of these skills to be used. Could we get students to think about improving their software development processes? What areas would they identify as needing improvement? Could they write effective plans for themselves? In this experience report, we analyze the results of an intervention with 236 CS1.5 students asking them to do these activities. We find that they most commonly make improvements in planning, compared to coding and testing. Additionally, over half of the plans they make are so vague as to be of little use in helping students identify if they have, in fact, improved. Finally, we asked students at the end of the term to reflect on how their experiences with programming assignments changed over the term. We discuss our results in light of how instructors can focus instruction to help students become more meta-cognitive about their own software development processes.
{"title":"Experience report: getting novice programmers to THINK about improving their software development process","authors":"T. VanDeGrift, T. Caruso, N. Hill, B. Simon","doi":"10.1145/1953163.1953307","DOIUrl":"https://doi.org/10.1145/1953163.1953307","url":null,"abstract":"Expertise is developed through both a) self-reflection and b) making useful plans for improvement [3, 10]. Traditional novice-level programming assignments require neither of these skills to be used. Could we get students to think about improving their software development processes? What areas would they identify as needing improvement? Could they write effective plans for themselves? In this experience report, we analyze the results of an intervention with 236 CS1.5 students asking them to do these activities. We find that they most commonly make improvements in planning, compared to coding and testing. Additionally, over half of the plans they make are so vague as to be of little use in helping students identify if they have, in fact, improved. Finally, we asked students at the end of the term to reflect on how their experiences with programming assignments changed over the term. We discuss our results in light of how instructors can focus instruction to help students become more meta-cognitive about their own software development processes.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"6 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":"133095229","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 blind and visually impaired community is significantly underrepresented in computer science. Students who wish to enter the discipline must overcome significant technological and educational barriers to succeed. In an attempt to help this population, we are engaged in a three-year research project to build an educational infrastructure for blind and visually impaired middle and high school students. Our primary research goal is to begin forging a multi-sensory educational infrastructure for the blind across the United States. We present here two preliminary results from this research: 1) a new auditory programming environment called Sodbeans, a programming language called Hop, and a multi-sensory (sound and touch) curriculum, and 2) an empirical study of our first summer workshop with the blind students. Results show that students reported a significant increase in programming self-efficacy after participating in our camp.
{"title":"On the design of an educational infrastructure for the blind and visually impaired in computer science","authors":"A. Stefik, C. Hundhausen, Derrick W. Smith","doi":"10.1145/1953163.1953323","DOIUrl":"https://doi.org/10.1145/1953163.1953323","url":null,"abstract":"The blind and visually impaired community is significantly underrepresented in computer science. Students who wish to enter the discipline must overcome significant technological and educational barriers to succeed. In an attempt to help this population, we are engaged in a three-year research project to build an educational infrastructure for blind and visually impaired middle and high school students. Our primary research goal is to begin forging a multi-sensory educational infrastructure for the blind across the United States. We present here two preliminary results from this research: 1) a new auditory programming environment called Sodbeans, a programming language called Hop, and a multi-sensory (sound and touch) curriculum, and 2) an empirical study of our first summer workshop with the blind students. Results show that students reported a significant increase in programming self-efficacy after participating in our camp.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"9 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":"129359581","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}
Practical courses in information security provide students with first-hand knowledge of technical security mechanisms and their weaknesses. However, teaching students only the technical side of information security leads to a generation of students that emphasize digital solutions, but ignore the physical and the social aspects of security. In the last two years we devised a course where students were given a practical assignment which includes a combination of physical security, social engineering and digital penetration testing. As part of the course, the students stole laptops using social engineering from unaware employees throughout the university campus. The assignment provided the students with a practical overview of security and increased their awareness of the strengths and weaknesses of security mechanisms. In this paper we present the design of the practical assignment and the observations from the execution.
{"title":"Training students to steal: a practical assignment in computer security education","authors":"Trajce Dimkov, W. Pieters, P. Hartel","doi":"10.1145/1953163.1953175","DOIUrl":"https://doi.org/10.1145/1953163.1953175","url":null,"abstract":"Practical courses in information security provide students with first-hand knowledge of technical security mechanisms and their weaknesses. However, teaching students only the technical side of information security leads to a generation of students that emphasize digital solutions, but ignore the physical and the social aspects of security. In the last two years we devised a course where students were given a practical assignment which includes a combination of physical security, social engineering and digital penetration testing. As part of the course, the students stole laptops using social engineering from unaware employees throughout the university campus. The assignment provided the students with a practical overview of security and increased their awareness of the strengths and weaknesses of security mechanisms. In this paper we present the design of the practical assignment and the observations from the execution.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"6 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":"121843537","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}
{"title":"Session details: Expanding the community","authors":"C. Liew","doi":"10.1145/3258476","DOIUrl":"https://doi.org/10.1145/3258476","url":null,"abstract":"","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"153 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":"123632578","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 some ideas for course material for the introductory teaching of programming that are based on the principle of allowing the students to be the domain experts. The idea is that the students' familiarity with the domain of discourse will make course material more motivating, and that it will be more likely that they will be able to model the concepts and artifacts being discussed. This approach thereby seeks to scaffold the students' understanding of programming-related concepts. For reasons discussed in the paper, we have chosen mobile phone technology for this discussion, but there is no reason why the same principles should not be applied to other culturally-accessible domains.
{"title":"The novice programmer's \"device to think with\"","authors":"Dermot Shinners-Kennedy, D. Barnes","doi":"10.1145/1953163.1953310","DOIUrl":"https://doi.org/10.1145/1953163.1953310","url":null,"abstract":"We present some ideas for course material for the introductory teaching of programming that are based on the principle of allowing the students to be the domain experts. The idea is that the students' familiarity with the domain of discourse will make course material more motivating, and that it will be more likely that they will be able to model the concepts and artifacts being discussed. This approach thereby seeks to scaffold the students' understanding of programming-related concepts. For reasons discussed in the paper, we have chosen mobile phone technology for this discussion, but there is no reason why the same principles should not be applied to other culturally-accessible domains.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"30 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":"125461834","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}
As the computing education community grapples with integrating computing into K-12 curriculum, the focus remains primarily on identifying appropriate grade level content and skills[3]. Two problems articulated by Margolis et al.[5], are (1) how to bring computing into an already over-burdened curriculum, (2) how to provide substantive professional development for teachers. We need to look beyond teaching computing concepts as isolated from other disciplines. The power of computing lies in its broad applicability to facilitate creativity in other domains. The panelists will report on using Scratch (http://scratch.mit.edu) in language arts, science and social studies curricula. Our programs demonstrate to middle and high school students and teachers how computational thinking, computing concepts and programming are essential to their course of study. We emphasize active learning where computing is a tool for creativity. We demonstrate how learning 21st century computing skills in the classroom can be fun. This panel will present three perspectives on using Scratch for humane games, scientific modeling and interactive storytelling. There will be significant time for the audience to participate in discussion of broad applicability of our approaches and whether this pedagogy can work at the undergraduate level.
{"title":"Scratching the subject surface: infusing computing into K-12 curriculum","authors":"U. Wolz, Y. Ouyang, Scott T. Leutenegger","doi":"10.1145/1953163.1953303","DOIUrl":"https://doi.org/10.1145/1953163.1953303","url":null,"abstract":"As the computing education community grapples with integrating computing into K-12 curriculum, the focus remains primarily on identifying appropriate grade level content and skills[3]. Two problems articulated by Margolis et al.[5], are (1) how to bring computing into an already over-burdened curriculum, (2) how to provide substantive professional development for teachers. We need to look beyond teaching computing concepts as isolated from other disciplines. The power of computing lies in its broad applicability to facilitate creativity in other domains. The panelists will report on using Scratch (http://scratch.mit.edu) in language arts, science and social studies curricula. Our programs demonstrate to middle and high school students and teachers how computational thinking, computing concepts and programming are essential to their course of study. We emphasize active learning where computing is a tool for creativity. We demonstrate how learning 21st century computing skills in the classroom can be fun. This panel will present three perspectives on using Scratch for humane games, scientific modeling and interactive storytelling. There will be significant time for the audience to participate in discussion of broad applicability of our approaches and whether this pedagogy can work at the undergraduate level.","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":"129154916","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}
{"title":"Session details: Special session","authors":"Scott Grissom","doi":"10.1145/3258457","DOIUrl":"https://doi.org/10.1145/3258457","url":null,"abstract":"","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"25 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":"130439524","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}
It is evident from the recent discussions about computational thinking and the number of papers, panels and birds-of-a-feather sessions at the 2010 SIGCSE Symposium that there is not only a deep connection between computer science and many other disciplines, especially in the sciences, but also a desire to think of computation as an equal partner with experimentation and theory in the solution of science problems. As David Hemmendinger said in a thought piece that appeared recently in ACM Inroads: “Teaching computational thinking [to students in disciplines other than computer science] ... is to teach them how to think like an economist, a physicist, an artist, and to understand how to use computation to solve their problems, to create, and to discover new questions that can be fruitfully explored.” [1].
{"title":"Starting a computational science program","authors":"J. Caristi, Valerie Barr, Joe Sloan, E. Stahlberg","doi":"10.1145/1953163.1953167","DOIUrl":"https://doi.org/10.1145/1953163.1953167","url":null,"abstract":"It is evident from the recent discussions about computational thinking and the number of papers, panels and birds-of-a-feather sessions at the 2010 SIGCSE Symposium that there is not only a deep connection between computer science and many other disciplines, especially in the sciences, but also a desire to think of computation as an equal partner with experimentation and theory in the solution of science problems. As David Hemmendinger said in a thought piece that appeared recently in ACM Inroads: “Teaching computational thinking [to students in disciplines other than computer science] ... is to teach them how to think like an economist, a physicist, an artist, and to understand how to use computation to solve their problems, to create, and to discover new questions that can be fruitfully explored.” [1].","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"58 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":"117252945","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}
{"title":"Session details: Computer architecture teaching tools","authors":"Richard A. Brown","doi":"10.1145/3258461","DOIUrl":"https://doi.org/10.1145/3258461","url":null,"abstract":"","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"17 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":"122446277","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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