While the market for the E-Discovery (Electronic Discovery) is predicted to grow rapidly in coming years, the anticipated shortage of electronic discovery professionals is a result of the lack of education programs in this emerging field. In this paper, an undergraduate minor program in electronic discovery is proposed based on the experience and accomplishment of an established computer forensics program at a public university. Not only will the new program meet the demand of a booming job market, it is also an inspiring practice in expanding computer science education to a non-programming-centric field.
{"title":"Designing an Undergraduate Minor Program in E-Discovery","authors":"Milton H. Luoma, Jigang Liu, K. Qian","doi":"10.1145/3059009.3072996","DOIUrl":"https://doi.org/10.1145/3059009.3072996","url":null,"abstract":"While the market for the E-Discovery (Electronic Discovery) is predicted to grow rapidly in coming years, the anticipated shortage of electronic discovery professionals is a result of the lack of education programs in this emerging field. In this paper, an undergraduate minor program in electronic discovery is proposed based on the experience and accomplishment of an established computer forensics program at a public university. Not only will the new program meet the demand of a booming job market, it is also an inspiring practice in expanding computer science education to a non-programming-centric field.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115862499","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}
A key challenge for educators using online discussion forums is how to provide effective feedback and support to students, to ensure they are engaged with discussions on the forums, and do not disengage from the course. In addition, there is a significant problem of scale to address. Even relatively low population forums of less than a hundred students can generate thousands of posts, so it is infeasible for the lecturer to monitor every discussion to identify disengaging students. There is a need to understand the act of intervention, in order to provide automated tools to better assist teaching staff with this task. Measuring the impact of intervention can be challenging and requires us to, first, understand what ``standard'' behaviour looks like across different student groups and identify topics where intervention would be most effective. In this paper, we identify the impact of intervention on different groups of students, characterising their behaviour in terms of response time and activity, compare the different responses to programming-related questions and other questions, and identify the useful aspects of this study for computer science educators. We conduct an initial examination of the impact of the nature of the question on intervention effectiveness and propose an analysis method that can be applied to any computer science forum. we showcase the application of the method to three courses. Our results indicate that associating student activity with the number of forum posts is misleading, as students who are only reading the forums respond also to intervention.
{"title":"Understanding the Effects of Intervention on Computer Science Student Behaviour in On-line Forums","authors":"D. Vista, Nickolas J. G. Falkner, Claudia Szabo","doi":"10.1145/3059009.3059053","DOIUrl":"https://doi.org/10.1145/3059009.3059053","url":null,"abstract":"A key challenge for educators using online discussion forums is how to provide effective feedback and support to students, to ensure they are engaged with discussions on the forums, and do not disengage from the course. In addition, there is a significant problem of scale to address. Even relatively low population forums of less than a hundred students can generate thousands of posts, so it is infeasible for the lecturer to monitor every discussion to identify disengaging students. There is a need to understand the act of intervention, in order to provide automated tools to better assist teaching staff with this task. Measuring the impact of intervention can be challenging and requires us to, first, understand what ``standard'' behaviour looks like across different student groups and identify topics where intervention would be most effective. In this paper, we identify the impact of intervention on different groups of students, characterising their behaviour in terms of response time and activity, compare the different responses to programming-related questions and other questions, and identify the useful aspects of this study for computer science educators. We conduct an initial examination of the impact of the nature of the question on intervention effectiveness and propose an analysis method that can be applied to any computer science forum. we showcase the application of the method to three courses. Our results indicate that associating student activity with the number of forum posts is misleading, as students who are only reading the forums respond also to intervention.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121826400","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}
Collaborative exams have shown promise for improving student learning in computing. Prior studies have focused on benefits for all students, whereas this study seeks to refine our understanding of which students benefit and how group composition impacts that benefit. Using a crossover experimental design, the study first investigates whether students from differing performance levels (low, medium, or high) benefit from the collaborative exam. We find that students in the middle of the class (neither high nor low performers) tend to benefit strongly from the collaborative exam. Second, we explore whether group composition based on performance levels impacts the performance of members of the group. The results suggest more homogeneous groups (i.e., students in the group are at similar performance levels) are beneficial whereas students in groups with high heterogeneity do not experience significant performance differences between the pre-test and post-test.
{"title":"Impact of Performance Level and Group Composition on Student Learning during Collaborative Exams","authors":"Yingjun Cao, Leo Porter","doi":"10.1145/3059009.3059024","DOIUrl":"https://doi.org/10.1145/3059009.3059024","url":null,"abstract":"Collaborative exams have shown promise for improving student learning in computing. Prior studies have focused on benefits for all students, whereas this study seeks to refine our understanding of which students benefit and how group composition impacts that benefit. Using a crossover experimental design, the study first investigates whether students from differing performance levels (low, medium, or high) benefit from the collaborative exam. We find that students in the middle of the class (neither high nor low performers) tend to benefit strongly from the collaborative exam. Second, we explore whether group composition based on performance levels impacts the performance of members of the group. The results suggest more homogeneous groups (i.e., students in the group are at similar performance levels) are beneficial whereas students in groups with high heterogeneity do not experience significant performance differences between the pre-test and post-test.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"221 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121464660","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}
Elizabeth Vidal Duarte, Eveling Gloria Castro Gutierrez, Marco Aedo
Educators have long been trying to motivate students in their introductory programming courses. Games help students to practice formulas, facts and processes, motivating learning by adding fun. This work describes our experience in the use of Lightbot and the graphic library Turtle to introduce students to the concepts of algorithm and function. This approach has been implemented in two Universities in Arequipa. We present the assignments used in the first and second session of CS1. Our experience has shown us that students get a clear understanding of algorithm and functions that are later implemented with Python (Universidad La Salle) and Java (Universidad Nacional de San Agustin). We believe that the visual nature of games and the graphical component to teaching anything is more effective for students. Results were measured by students' perception in 2016.
长期以来，教育工作者一直试图在他们的编程入门课程中激励学生。游戏帮助学生练习公式、事实和过程，通过增加乐趣来激励学习。本作品描述了我们使用Lightbot和图形库Turtle的经验，向学生介绍算法和函数的概念。这一方法已在阿雷基帕的两所大学实施。我们将介绍CS1第一节和第二节课中使用的作业。我们的经验告诉我们，学生们对算法和函数有了清晰的理解，这些算法和函数后来用Python (universsidad La Salle)和Java (Universidad Nacional de San augustine)实现。我们相信，游戏的视觉本质和教学的图形组件对学生更有效。结果是通过2016年学生的感知来衡量的。
{"title":"When the Robot Meets the Turtle: A Gentle Introduction to Algorithms and Functions","authors":"Elizabeth Vidal Duarte, Eveling Gloria Castro Gutierrez, Marco Aedo","doi":"10.1145/3059009.3072974","DOIUrl":"https://doi.org/10.1145/3059009.3072974","url":null,"abstract":"Educators have long been trying to motivate students in their introductory programming courses. Games help students to practice formulas, facts and processes, motivating learning by adding fun. This work describes our experience in the use of Lightbot and the graphic library Turtle to introduce students to the concepts of algorithm and function. This approach has been implemented in two Universities in Arequipa. We present the assignments used in the first and second session of CS1. Our experience has shown us that students get a clear understanding of algorithm and functions that are later implemented with Python (Universidad La Salle) and Java (Universidad Nacional de San Agustin). We believe that the visual nature of games and the graphical component to teaching anything is more effective for students. Results were measured by students' perception in 2016.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"222 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122400804","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}
H. Dee, Xefi Cufi, A. Milani, M. Marian, V. Poggioni, O. Aubreton, Anna Roura Rabionet, Tomi Rowlands
This paper describes a framework for successful interaction between universities and schools. It is common for computing academics interested in outreach (computer science evangelism) to work with local schools, particularly in countries where the computing curriculum in K-12 is new or underdeveloped. However it is rare for these collaborations to be ongoing, and for resources created through these school-university links to be shared beyond the immediate neighborhood. We have achieved this, through shared resources, careful evaluation, and cross-country collaboration. The activities themselves are inspired by ideas from the Lifelong Kindergarten group at MIT, emphasizing playful exploration of computational concepts and interdisciplinary working.
{"title":"Playfully Coding: Embedding Computer Science Outreach in Schools","authors":"H. Dee, Xefi Cufi, A. Milani, M. Marian, V. Poggioni, O. Aubreton, Anna Roura Rabionet, Tomi Rowlands","doi":"10.1145/3059009.3059038","DOIUrl":"https://doi.org/10.1145/3059009.3059038","url":null,"abstract":"This paper describes a framework for successful interaction between universities and schools. It is common for computing academics interested in outreach (computer science evangelism) to work with local schools, particularly in countries where the computing curriculum in K-12 is new or underdeveloped. However it is rare for these collaborations to be ongoing, and for resources created through these school-university links to be shared beyond the immediate neighborhood. We have achieved this, through shared resources, careful evaluation, and cross-country collaboration. The activities themselves are inspired by ideas from the Lifelong Kindergarten group at MIT, emphasizing playful exploration of computational concepts and interdisciplinary working.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"25 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132119320","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}
Steve Cooper, S. Rodger, K. Isbister, M. Schep, RoxAnn H. Stalvey, L. Pérez
We offered professional development to in-service K-12 teachers. Teachers learned programming, and how to teach programming. During the subsequent academic year, they taught programming in their schools. We interviewed the teachers to better understand their experiences. This poster describes case studies of K-12 teachers as they teach programming for the first time. As this study is qualitative, it does not attempt to measure findings. Rather, in exploring individual teachers' experiences, we hope to benefit both future teachers who will need to teach computing as well as those who will be helping those teachers.
{"title":"K-12 Teachers Experiences with Computing: A Case Study","authors":"Steve Cooper, S. Rodger, K. Isbister, M. Schep, RoxAnn H. Stalvey, L. Pérez","doi":"10.1145/3059009.3072989","DOIUrl":"https://doi.org/10.1145/3059009.3072989","url":null,"abstract":"We offered professional development to in-service K-12 teachers. Teachers learned programming, and how to teach programming. During the subsequent academic year, they taught programming in their schools. We interviewed the teachers to better understand their experiences. This poster describes case studies of K-12 teachers as they teach programming for the first time. As this study is qualitative, it does not attempt to measure findings. Rather, in exploring individual teachers' experiences, we hope to benefit both future teachers who will need to teach computing as well as those who will be helping those teachers.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132201162","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}
Violetta Lonati, D. Malchiodi, Mattia Monga, Anna Morpurgo
We present a new classification method for Bebras tasks based on the ISTE/CSTA operational definition of computational thinking. The classification can be appreciated by teachers without a formal education in informatics and it helps in detecting the cognitive skills involved by tasks, and makes their educational potential more explicit.
{"title":"Bebras as a Teaching Resource: Classifying the Tasks Corpus Using Computational Thinking Skills","authors":"Violetta Lonati, D. Malchiodi, Mattia Monga, Anna Morpurgo","doi":"10.1145/3059009.3072987","DOIUrl":"https://doi.org/10.1145/3059009.3072987","url":null,"abstract":"We present a new classification method for Bebras tasks based on the ISTE/CSTA operational definition of computational thinking. The classification can be appreciated by teachers without a formal education in informatics and it helps in detecting the cognitive skills involved by tasks, and makes their educational potential more explicit.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115396538","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}
Due to the rapidly changing nature of today's work environment, software engineering (SE) students are required to have self-regulated learning (SRL) and problem solving skills. Previous research suggests that training students in the use of domain-specific cognitive strategies and using scaffolded instruction for strategy training improves students' SRL and problem solving task performance. In order to identify SE-specific cognitive strategies, we conducted a survey of advanced-level SE students. We then conducted a pre-test and post-test experiment with one control and two treatment groups, to analyze the effectiveness of identified strategies in improving students' task performance. The control group was not exposed to any strategies, while one treatment group was instructed verbally in the use of strategies and the other was trained using a newly developed scaffolded strategy training module. The results of the experiment demonstrate significant improvement in post-test task performance for both treatment groups, with a further increase in performance for those undertaking the training module.
{"title":"Identifying Domain-Specific Cognitive Strategies for Software Engineering","authors":"Shifa-e-Zehra Haidry, K. Falkner, Claudia Szabo","doi":"10.1145/3059009.3059032","DOIUrl":"https://doi.org/10.1145/3059009.3059032","url":null,"abstract":"Due to the rapidly changing nature of today's work environment, software engineering (SE) students are required to have self-regulated learning (SRL) and problem solving skills. Previous research suggests that training students in the use of domain-specific cognitive strategies and using scaffolded instruction for strategy training improves students' SRL and problem solving task performance. In order to identify SE-specific cognitive strategies, we conducted a survey of advanced-level SE students. We then conducted a pre-test and post-test experiment with one control and two treatment groups, to analyze the effectiveness of identified strategies in improving students' task performance. The control group was not exposed to any strategies, while one treatment group was instructed verbally in the use of strategies and the other was trained using a newly developed scaffolded strategy training module. The results of the experiment demonstrate significant improvement in post-test task performance for both treatment groups, with a further increase in performance for those undertaking the training module.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126964447","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}
Shadow IT is a New Zealand intervention in which high school girls observe a day in the life of a woman working in IT. The effectiveness of Shadow IT in influencing girls to consider a career in IT was the subject of this research. Surveys conducted before and soon after Shadow IT showed that the girls participated in the event with an open mind and a positive attitude, and that the girls' levels of interest in an IT career had increased. In addition, the girls' perceptions of an IT workplace had become more realistic, with positive aspects better understood and earlier concerns allayed. However another survey one year later indicated that the influence of the event had not persisted for some of the girls. Girls intent on an IT career were studying IT subjects and had specific IT roles in mind, whereas girls who were now planning careers in other fields were not studying IT subjects. All the girls stated that Shadow IT had influenced their subject and career choices.
{"title":"Out from the Shadows: Encouraging Girls in New Zealand into IT Careers","authors":"A. Hunter, Raewyn Boersen","doi":"10.1145/3059009.3059010","DOIUrl":"https://doi.org/10.1145/3059009.3059010","url":null,"abstract":"Shadow IT is a New Zealand intervention in which high school girls observe a day in the life of a woman working in IT. The effectiveness of Shadow IT in influencing girls to consider a career in IT was the subject of this research. Surveys conducted before and soon after Shadow IT showed that the girls participated in the event with an open mind and a positive attitude, and that the girls' levels of interest in an IT career had increased. In addition, the girls' perceptions of an IT workplace had become more realistic, with positive aspects better understood and earlier concerns allayed. However another survey one year later indicated that the influence of the event had not persisted for some of the girls. Girls intent on an IT career were studying IT subjects and had specific IT roles in mind, whereas girls who were now planning careers in other fields were not studying IT subjects. All the girls stated that Shadow IT had influenced their subject and career choices.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"86 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125717548","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 my talk, I will present two important projects that I've been leading during the past several years focusing on increasing diversity and innovation in computer Science education. I will first focus on the research that I have been leading for the past few years on the Representations, Challenges and Opportunities for Women in Computing in the Arab World. Women in Computing is an important and timely topic. Despite the remarkable progress that women made in almost all professions in the US, Canada, Australia, and several countries in Europe, however, their underrepresentation in the fields of computing raises an on-going societal concern. Very few women are in senior-level positions and the number of women technology-entrepreneurs is scarce. Various international studies have documented the underrepresentation of women at every level of science and technology.
{"title":"Broadening Participation in the Arab World","authors":"Sana Odeh","doi":"10.1145/3059009.3080530","DOIUrl":"https://doi.org/10.1145/3059009.3080530","url":null,"abstract":"In my talk, I will present two important projects that I've been leading during the past several years focusing on increasing diversity and innovation in computer Science education. I will first focus on the research that I have been leading for the past few years on the Representations, Challenges and Opportunities for Women in Computing in the Arab World. Women in Computing is an important and timely topic. Despite the remarkable progress that women made in almost all professions in the US, Canada, Australia, and several countries in Europe, however, their underrepresentation in the fields of computing raises an on-going societal concern. Very few women are in senior-level positions and the number of women technology-entrepreneurs is scarce. Various international studies have documented the underrepresentation of women at every level of science and technology.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126786730","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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