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}
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}
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