S. Sabbagh, Huda Gedawy, Hanan Alshikhabobakr, Saquib Razak
This paper explores the results of a piloting and field-testing of Alice in the Middle East (Alice ME), a computing curriculum for students in Middle Schools in Qatar. Alice ME is a project aimed at designing and delivering a Qatari context appropriate computing curriculum using Alice software. Curricular materials and professional development were created to help participating teachers deliver the course. An evaluation of the effectiveness of the implementation was carried out during all stages of the project. Results show that students who studied computing through Alice ME showed an improvement in their critical thinking and problem solving skills. Moreover, students and teachers became more motivated to learn programing as a result. This paper suggests best practices in teacher training and CS teaching in K-12 schools in Qatar in addition to sharing lessons learned from the process.
本文探讨了卡塔尔中学生计算机课程Alice in Middle East (Alice ME)的试点和实地测试结果。Alice ME是一个旨在使用Alice软件设计和提供适合卡塔尔上下文的计算课程的项目。课程材料和专业发展的创建是为了帮助参与的教师讲授课程。在项目的所有阶段都对实施的有效性进行了评估。结果显示，通过Alice ME学习计算机的学生在批判性思维和解决问题的能力上有了提高。此外，学生和老师也因此更有动力去学习编程。本文提出了卡塔尔K-12学校教师培训和计算机科学教学的最佳实践，并分享了从中吸取的经验教训。
{"title":"Computing Curriculum in Middle Schools: An Experience Report","authors":"S. Sabbagh, Huda Gedawy, Hanan Alshikhabobakr, Saquib Razak","doi":"10.1145/3059009.3059012","DOIUrl":"https://doi.org/10.1145/3059009.3059012","url":null,"abstract":"This paper explores the results of a piloting and field-testing of Alice in the Middle East (Alice ME), a computing curriculum for students in Middle Schools in Qatar. Alice ME is a project aimed at designing and delivering a Qatari context appropriate computing curriculum using Alice software. Curricular materials and professional development were created to help participating teachers deliver the course. An evaluation of the effectiveness of the implementation was carried out during all stages of the project. Results show that students who studied computing through Alice ME showed an improvement in their critical thinking and problem solving skills. Moreover, students and teachers became more motivated to learn programing as a result. This paper suggests best practices in teacher training and CS teaching in K-12 schools in Qatar in addition to sharing lessons learned from the process.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"46 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":"126553639","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}
S. Dziallas, S. Fincher, Colin G. Johnson, I. Utting
In this paper, we discuss students' expectations and experiences in the first term of the Year in Computing, a new programme for non-computing majors at the University of Kent, a public research university in the UK. We focus on the effect of students' home discipline on their experiences in the programme and situate this work within the context of wider efforts to make the study of computing accessible to a broader range of students.
{"title":"A First Look at the Year in Computing","authors":"S. Dziallas, S. Fincher, Colin G. Johnson, I. Utting","doi":"10.1145/3059009.3059049","DOIUrl":"https://doi.org/10.1145/3059009.3059049","url":null,"abstract":"In this paper, we discuss students' expectations and experiences in the first term of the Year in Computing, a new programme for non-computing majors at the University of Kent, a public research university in the UK. We focus on the effect of students' home discipline on their experiences in the programme and situate this work within the context of wider efforts to make the study of computing accessible to a broader range of students.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"32 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":"124354419","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 growing number of countries start to introduce computer science related topics in primary education, but their curricula or educational standards significantly differ in various aspects. This contribution introduces a way to analyze and compare curricula, education standards and competency models, using a graph-based representation form and several graph-theoretical metrics.
{"title":"A Graph-based Approach to Analyze and Compare Computer Science Curricula for Primary and Lower Secondary Education","authors":"S. Pasterk, A. Bollin","doi":"10.1145/3059009.3072985","DOIUrl":"https://doi.org/10.1145/3059009.3072985","url":null,"abstract":"A growing number of countries start to introduce computer science related topics in primary education, but their curricula or educational standards significantly differ in various aspects. This contribution introduces a way to analyze and compare curricula, education standards and competency models, using a graph-based representation form and several graph-theoretical metrics.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"287 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":"122211585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper the first two years of activities of "Programma il Futuro" project are described. Its goal is to disseminate among teachers in Italian primary and secondary schools a better awareness of informatics as the scientific basis of digital technologies. The project has adapted Code.org learning material and has introduced it to Italian schools with the support of a dedicated web site. Response has been enthusiastic in terms of participation: in two years more than one million students have been engaged and have completed a total of 10 million hours of informatics in schools. Almost all students found the material useful and were interested, teachers have reported. They have also declared to have experienced high satisfaction and a low level of difficulty. A detailed analysis of quantitative and qualitative data about the project is presented and areas for improvement are identified. One of the most interesting observations appears to corroborate the hypothesis that an exposure to informatics since the early age is important to attract students independently from their gender.
本文对“Programma il Futuro”项目头两年的活动进行了描述。其目标是在意大利中小学教师中传播信息学作为数字技术科学基础的更好意识。该项目改编了Code.org的学习材料，并在一个专门网站的支持下将其介绍给意大利的学校。在参与方面反应热烈:在两年内，有100多万学生参与其中，并在学校完成了总计1000万小时的信息学课程。老师们说，几乎所有的学生都觉得这些材料有用，而且很感兴趣。他们还声称体验到了高满意度和低难度。对项目的定量和定性数据进行了详细分析，并确定了需要改进的领域。一项最有趣的观察似乎证实了这一假设，即从小接触信息学对于吸引独立于性别的学生很重要。
{"title":"Computational Thinking in Italian Schools: Quantitative Data and Teachers' Sentiment Analysis after Two Years of \"Programma il Futuro\"","authors":"Isabella Corradini, Michael Lodi, Enrico Nardelli","doi":"10.1145/3059009.3059040","DOIUrl":"https://doi.org/10.1145/3059009.3059040","url":null,"abstract":"In this paper the first two years of activities of \"Programma il Futuro\" project are described. Its goal is to disseminate among teachers in Italian primary and secondary schools a better awareness of informatics as the scientific basis of digital technologies. The project has adapted Code.org learning material and has introduced it to Italian schools with the support of a dedicated web site. Response has been enthusiastic in terms of participation: in two years more than one million students have been engaged and have completed a total of 10 million hours of informatics in schools. Almost all students found the material useful and were interested, teachers have reported. They have also declared to have experienced high satisfaction and a low level of difficulty. A detailed analysis of quantitative and qualitative data about the project is presented and areas for improvement are identified. One of the most interesting observations appears to corroborate the hypothesis that an exposure to informatics since the early age is important to attract students independently from their gender.","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":"126330429","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}
GitHub is a platform used for the development of software projects. It provides a traceable project repository and a social meeting place for communities of practices. This poster presents the students' feedback on using GitHub as a development platform for software projects counting as an exam for a 3rd-year undergraduate software engineering course on software design. Students worked in teams and their feedback is positive overall.
{"title":"Students' Feedback in Using GitHub in a Project Development for a Software Engineering Course","authors":"F. Fontana, C. Raibulet","doi":"10.1145/3059009.3072984","DOIUrl":"https://doi.org/10.1145/3059009.3072984","url":null,"abstract":"GitHub is a platform used for the development of software projects. It provides a traceable project repository and a social meeting place for communities of practices. This poster presents the students' feedback on using GitHub as a development platform for software projects counting as an exam for a 3rd-year undergraduate software engineering course on software design. Students worked in teams and their feedback is positive overall.","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":"122266238","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 report our experience developing and teaching a computing elective course for students enrolled in a Doctor of Medicine (MD) program. Students participated in a series of workshops to learn and practice programming, and gained additional experience by completing programming assignments. Students then participated in a novel seminar series delivered by experts who each discussed one application of computing to medicine. Each seminar included a corresponding programming project where students worked with the ideas introduced in the seminar and practiced their newly-acquired programming skills. We found that by streaming the students into levels based on prior experience, carefully scaffolding project handouts, and having each seminar co-led by a faculty member, we are able to support students --- even beginners --- to succeed. Students report that the topics are relevant, they appreciate the medical context of the programming exercises, and they would recommend the program to others.
{"title":"Computing for Medicine: An Experience Report","authors":"Jennifer Campbell, Michelle Craig, M. Law","doi":"10.1145/3059009.3059027","DOIUrl":"https://doi.org/10.1145/3059009.3059027","url":null,"abstract":"We report our experience developing and teaching a computing elective course for students enrolled in a Doctor of Medicine (MD) program. Students participated in a series of workshops to learn and practice programming, and gained additional experience by completing programming assignments. Students then participated in a novel seminar series delivered by experts who each discussed one application of computing to medicine. Each seminar included a corresponding programming project where students worked with the ideas introduced in the seminar and practiced their newly-acquired programming skills. We found that by streaming the students into levels based on prior experience, carefully scaffolding project handouts, and having each seminar co-led by a faculty member, we are able to support students --- even beginners --- to succeed. Students report that the topics are relevant, they appreciate the medical context of the programming exercises, and they would recommend the program to others.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"64 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":"134075171","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 massive programming courses, automated hint generation offers the promise of zero-cost, zero-latency assistance for students who are struggling to make progress on solving a program. While a more robust hint generation approach based on path construction requires tremendous engineering effort to build, another easier-to-build approach based on program mutations suffers from low coverage. This paper describes a robust hint generation system that extends the coverage of the mutation-based approach using two complementary techniques. A syntax checker detects common syntax misconception errors in individual sub-expressions to guide students to partial solutions that can be evaluated for the semantic correctness. A mutation-based approach is then used to generate hints for almost-correct programs. If the mutation-based approach fails, a case analyzer detects missing program branches to guide students to partial solutions with reasonable structures. After analyzing over 75,000 program submissions and 8,789 hint requests, we found that using all three techniques together could offer hints for any program, no matter how far it was from a correct solution. Furthermore, our analysis shows that hints contributed to students' progress while still encouraging the students to solve problems by themselves.
{"title":"High-Coverage Hint Generation for Massive Courses: Do Automated Hints Help CS1 Students?","authors":"P. Phothilimthana, S. Sridhara","doi":"10.1145/3059009.3059058","DOIUrl":"https://doi.org/10.1145/3059009.3059058","url":null,"abstract":"In massive programming courses, automated hint generation offers the promise of zero-cost, zero-latency assistance for students who are struggling to make progress on solving a program. While a more robust hint generation approach based on path construction requires tremendous engineering effort to build, another easier-to-build approach based on program mutations suffers from low coverage. This paper describes a robust hint generation system that extends the coverage of the mutation-based approach using two complementary techniques. A syntax checker detects common syntax misconception errors in individual sub-expressions to guide students to partial solutions that can be evaluated for the semantic correctness. A mutation-based approach is then used to generate hints for almost-correct programs. If the mutation-based approach fails, a case analyzer detects missing program branches to guide students to partial solutions with reasonable structures. After analyzing over 75,000 program submissions and 8,789 hint requests, we found that using all three techniques together could offer hints for any program, no matter how far it was from a correct solution. Furthermore, our analysis shows that hints contributed to students' progress while still encouraging the students to solve problems by themselves.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"30 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":"132617766","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}
Taught and continually evolved since 2001, we discuss the critical path through a full stack, single term web development course including a discussion of topics and academic content. Our course design addresses the challenge of selecting a small collection of topics, technologies and classroom examples that provide the best pedagogical value in the rapidly changing area of web development. With the solid understanding of the fundamental Web/CS concepts learned in this course, the students are able to adapt to the favorite web frameworks of their employers and solve problems on the web.
{"title":"A 12 Week Full Stack Web Course in 2017","authors":"A. Rosenbloom, L. Zhang","doi":"10.1145/3059009.3072977","DOIUrl":"https://doi.org/10.1145/3059009.3072977","url":null,"abstract":"Taught and continually evolved since 2001, we discuss the critical path through a full stack, single term web development course including a discussion of topics and academic content. Our course design addresses the challenge of selecting a small collection of topics, technologies and classroom examples that provide the best pedagogical value in the rapidly changing area of web development. With the solid understanding of the fundamental Web/CS concepts learned in this course, the students are able to adapt to the favorite web frameworks of their employers and solve problems on the web.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"1 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":"130250434","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}
Ali Erkan, J. Barr, T. Clear, C. Izu, C. L. D. Alamo, Hanan Mohammed, Mahadev Nadimpalli
Even though a computer science or computing-oriented degree is unavoidably broken into semesters and courses, we always hope that our students form a holistic picture of the discipline by the time they graduate. Yet we do not have too many opportunities to make this point in a convincing manner. The goal of this working group will be to address a well-defined portion of this problem: revealing the significant connections between algorithmic courses (such as Discrete Math, Data Structures, Algorithms) and systems oriented courses (such as Organization, Computer Networks, Operating Systems, and Hardware) that may be missed by students. In particular, we will explore how research papers can be used as the glue for this purpose. The objectives of this working group are to identify crucial systems topics, locate papers of the appropriate nature, and categorize algorithmic concepts necessary to master the papers. Most importantly, we will create a framework to design combined systems/algorithm courses that hinge on the selected papers. Consequently, instead of using papers in the conventional manner to expose students to research, we will focus on how papers can be used to express the holistic structure of a conventional computer science or computing-oriented degree.
{"title":"Developing a Holistic Understanding of Systems and Algorithms through Research Papers","authors":"Ali Erkan, J. Barr, T. Clear, C. Izu, C. L. D. Alamo, Hanan Mohammed, Mahadev Nadimpalli","doi":"10.1145/3059009.3081329","DOIUrl":"https://doi.org/10.1145/3059009.3081329","url":null,"abstract":"Even though a computer science or computing-oriented degree is unavoidably broken into semesters and courses, we always hope that our students form a holistic picture of the discipline by the time they graduate. Yet we do not have too many opportunities to make this point in a convincing manner. The goal of this working group will be to address a well-defined portion of this problem: revealing the significant connections between algorithmic courses (such as Discrete Math, Data Structures, Algorithms) and systems oriented courses (such as Organization, Computer Networks, Operating Systems, and Hardware) that may be missed by students. In particular, we will explore how research papers can be used as the glue for this purpose. The objectives of this working group are to identify crucial systems topics, locate papers of the appropriate nature, and categorize algorithmic concepts necessary to master the papers. Most importantly, we will create a framework to design combined systems/algorithm courses that hinge on the selected papers. Consequently, instead of using papers in the conventional manner to expose students to research, we will focus on how papers can be used to express the holistic structure of a conventional computer science or computing-oriented degree.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"79 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":"115044026","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 curriculum, pilot offering, and initial evaluation of a CS + Law based CS 1 course that was team taught by a Computer Science professor and a law school professor. Relevant legal topics were interwoven through the course. The results from this initial offering suggest that this sort of highly interdisciplinary offering can be successful both in computing education and in making students realize the relevance of Computer Science to the broader world beyond IT.
{"title":"Initial Experiences with a CS + Law Introduction to Computer Science (CS 1)","authors":"R. Sloan, C. Taylor, Richard Warner","doi":"10.1145/3059009.3059029","DOIUrl":"https://doi.org/10.1145/3059009.3059029","url":null,"abstract":"We present the curriculum, pilot offering, and initial evaluation of a CS + Law based CS 1 course that was team taught by a Computer Science professor and a law school professor. Relevant legal topics were interwoven through the course. The results from this initial offering suggest that this sort of highly interdisciplinary offering can be successful both in computing education and in making students realize the relevance of Computer Science to the broader world beyond IT.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"7 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":"133155446","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：