Collaborative Annotation is a strategy that engages students in critical thinking, writing, and collaboration [1]. My PhD investigates the effect and role Collaborative Annotation plays as an assessment strategy and how it impacts students' learning, and the quality of that learning. My research investigates pedagogical approaches and research possibilities that can further improve its impact on collaborative learning contexts and student assessment in the future. Preliminary investigations, conducted in my first year suggest that there is a positive correlation between Collaborative Annotation and student quality of learning and that the research merits further study and reflection.
{"title":"Investigating the impact of Collaborative Annotation on Student Quality of Learning","authors":"Mark Patrick McCormack","doi":"10.1145/3587103.3594138","DOIUrl":"https://doi.org/10.1145/3587103.3594138","url":null,"abstract":"Collaborative Annotation is a strategy that engages students in critical thinking, writing, and collaboration [1]. My PhD investigates the effect and role Collaborative Annotation plays as an assessment strategy and how it impacts students' learning, and the quality of that learning. My research investigates pedagogical approaches and research possibilities that can further improve its impact on collaborative learning contexts and student assessment in the future. Preliminary investigations, conducted in my first year suggest that there is a positive correlation between Collaborative Annotation and student quality of learning and that the research merits further study and reflection.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129757108","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 poster presents Bebras informatics tasks based on assembling a program from blocks. These tasks were created in templates based on Papert's microworlds and they familiarize pupils with classical problems used in CS education. In these microworlds, pupils create and run a program which controls a sprite in order to solve a problem emerging from a described situation. We created four such templates. Each template was supplied with its own set of tasks, differing in a topic, a subject matter and graphics. We created more than 100 tasks in total. As pupils go through each task, they repeatedly run the created program while the system provides them with feedback. Some of the tasks were included into the Czech Bebras Challenge, whereas from others we created sets of tasks (like Hour of code) usable in lessons. More than 430 000 pupils aged 10 to 19 from hundreds of Czech schools tried these tasks in 2021, 2022. Our experience shows that these tasks with their interactivity can attract pupils to the contest and thus can contribute to advance pupils' informatics skills.
这张海报展示了Bebras的信息学任务，基于从模块组装程序。这些任务是在基于Papert微世界的模板中创建的，它们使学生熟悉计算机科学教育中使用的经典问题。在这些微世界中，学生们创建并运行一个程序来控制精灵，以解决所描述的情况下出现的问题。我们创建了四个这样的模板。每个模板都提供了自己的一组任务，在主题、主题和图形方面有所不同。我们总共创建了100多个任务。当学生们完成每项任务时，他们会反复运行创建的程序，而系统会向他们提供反馈。其中一些任务包含在捷克Bebras挑战赛中，而从其他任务中我们创建了可用于课程的任务集(如Hour of code)。2021年和2022年，来自捷克数百所学校的43万多名10至19岁的学生尝试了这些任务。我们的经验表明，这些具有互动性的任务可以吸引学生参加比赛，从而有助于提高学生的信息技能。
{"title":"Microworlds for Programming Bebras Tasks in Czechia","authors":"J. Vaníček, Václav Šimandl","doi":"10.1145/3587103.3594223","DOIUrl":"https://doi.org/10.1145/3587103.3594223","url":null,"abstract":"The poster presents Bebras informatics tasks based on assembling a program from blocks. These tasks were created in templates based on Papert's microworlds and they familiarize pupils with classical problems used in CS education. In these microworlds, pupils create and run a program which controls a sprite in order to solve a problem emerging from a described situation. We created four such templates. Each template was supplied with its own set of tasks, differing in a topic, a subject matter and graphics. We created more than 100 tasks in total. As pupils go through each task, they repeatedly run the created program while the system provides them with feedback. Some of the tasks were included into the Czech Bebras Challenge, whereas from others we created sets of tasks (like Hour of code) usable in lessons. More than 430 000 pupils aged 10 to 19 from hundreds of Czech schools tried these tasks in 2021, 2022. Our experience shows that these tasks with their interactivity can attract pupils to the contest and thus can contribute to advance pupils' informatics skills.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125065523","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}
Research on mental model representations developed by programmers during parallel program comprehension is important for informing and advancing teaching methods including model based learning and visualizations. However, there is a significant lack of empirical research on mental models formed during the comprehension of parallel programs. We present an empirical method for externalizing and mapping mental models of learners and its novel application to a programming context. Participants externalize their mental models by drawing diagrams to depict the execution of a parallel program during a code tracing task. The code tracing task is performed prior to and during instruction on parallel programming in C using OpenMP. The progression of the mental models is analyzed using a rubric to determine how they developed and changed as participants learned. This poster presents our work in progress and preliminary results.
{"title":"Investigating the Progression of Programmers' Mental Models","authors":"Leah Bidlake, E. Aubanel, D. Voyer","doi":"10.1145/3587103.3594177","DOIUrl":"https://doi.org/10.1145/3587103.3594177","url":null,"abstract":"Research on mental model representations developed by programmers during parallel program comprehension is important for informing and advancing teaching methods including model based learning and visualizations. However, there is a significant lack of empirical research on mental models formed during the comprehension of parallel programs. We present an empirical method for externalizing and mapping mental models of learners and its novel application to a programming context. Participants externalize their mental models by drawing diagrams to depict the execution of a parallel program during a code tracing task. The code tracing task is performed prior to and during instruction on parallel programming in C using OpenMP. The progression of the mental models is analyzed using a rubric to determine how they developed and changed as participants learned. This poster presents our work in progress and preliminary results.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132620372","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}
Jens Dörpinghaus, Johanna Binnewitt, Kristine Hein
The labor market heavily relies on both vocational and academic education and training, re-training and advanced vocational qualification to meet challenges, e.g. the advancing digitalization[2, 3]. Continuing education is a central prerequisite for securing skilled labor, for ensuring the employability of all employees and thus also for national competitiveness and innovation. From the perspective of education and labor market research, several approaches discuss how the impact of computer science education can be evaluated. Other research focuses on the needs of the labor market, by analysing job advertisements. In order to broaden the perspective on the entire range of CVET courses and to be able to gain new insights from this, our analysis is intended to provide an initial overview of the content of CVET courses in Germany. By that, we offer structured information on skills and competencies that are included in current CVET courses. In future research, this information can be compared to labor market needs, e.g. described in job advertisements, in order to identify education gaps. Since CVET courses are often described in unstructured natural language, text mining-methods are key to extract information on skills and competencies. Here, we present an analysis of 84,310 advertisements for CVET courses from 2023 that are divided into 83 different computer science (CS) related categories.
{"title":"Lessons from Continuing Vocational Training Courses for Computer Science Education","authors":"Jens Dörpinghaus, Johanna Binnewitt, Kristine Hein","doi":"10.1145/3587103.3594169","DOIUrl":"https://doi.org/10.1145/3587103.3594169","url":null,"abstract":"The labor market heavily relies on both vocational and academic education and training, re-training and advanced vocational qualification to meet challenges, e.g. the advancing digitalization[2, 3]. Continuing education is a central prerequisite for securing skilled labor, for ensuring the employability of all employees and thus also for national competitiveness and innovation. From the perspective of education and labor market research, several approaches discuss how the impact of computer science education can be evaluated. Other research focuses on the needs of the labor market, by analysing job advertisements. In order to broaden the perspective on the entire range of CVET courses and to be able to gain new insights from this, our analysis is intended to provide an initial overview of the content of CVET courses in Germany. By that, we offer structured information on skills and competencies that are included in current CVET courses. In future research, this information can be compared to labor market needs, e.g. described in job advertisements, in order to identify education gaps. Since CVET courses are often described in unstructured natural language, text mining-methods are key to extract information on skills and competencies. Here, we present an analysis of 84,310 advertisements for CVET courses from 2023 that are divided into 83 different computer science (CS) related categories.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131790847","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}
Every student deserves to have a highly qualified teacher. Increasing certified Computer Science (CS) teacher capacity is essential for our region to provide enough CS teachers to sustain the current rate of CS growth. My dissertation focuses on synthesizing a high-level overview of reporting on secondary school teacher certification and student enrollment data from the academic years of 2016 through 2021.
{"title":"Understanding Computer Science Teacher Capacity","authors":"Sujeeth Goud Ramagoni","doi":"10.1145/3587103.3594150","DOIUrl":"https://doi.org/10.1145/3587103.3594150","url":null,"abstract":"Every student deserves to have a highly qualified teacher. Increasing certified Computer Science (CS) teacher capacity is essential for our region to provide enough CS teachers to sustain the current rate of CS growth. My dissertation focuses on synthesizing a high-level overview of reporting on secondary school teacher certification and student enrollment data from the academic years of 2016 through 2021.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114877867","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}
Ouldooz Baghban Karimi, Giulia Toti, Mirela Gutica, Rebecca Robinson, Lisa Zhang, James H. Paterson, Peggy Lindner, M. O'Dea
Computing science education has experienced low attendance and historic declines in registration from different minority groups. The past decade of enrollment surge in computer science undergraduate programs has increased the number of women and minorities in the field, but the improvements are inconsistent and less than expected. An increase in the use of computing science and in the demand of technology workforce is expected in the upcoming years. Thus, computing science is set to shape the future of technology for a diverse set of technology users. Therefore, it is important to analyze how undergraduate program admission procedures are affecting Equity, Diversity, and Inclusion of historically marginalized groups in computing science. Critical thinking, analytical skills, and problem-solving are considered some of the foundational skills for success in computing science. These qualities are often assessed throughout a student's academic career through grades. Additional factors such as leadership, motivation, intention, prior exposure, and community involvement are also sometimes considered while evaluating candidates in admission procedures. We will explore the factors assessed by different institutions when deciding to admit a student in computing science undergraduate programs and evaluate possible effects of such admissions procedures on diversity and inclusion. We aim to identify student success indicators and recommend equitable processes on the basis of our findings.
{"title":"Exploring Computing Science Programs' Admission Procedures with a Diversity and Inclusion Lens","authors":"Ouldooz Baghban Karimi, Giulia Toti, Mirela Gutica, Rebecca Robinson, Lisa Zhang, James H. Paterson, Peggy Lindner, M. O'Dea","doi":"10.1145/3587103.3594208","DOIUrl":"https://doi.org/10.1145/3587103.3594208","url":null,"abstract":"Computing science education has experienced low attendance and historic declines in registration from different minority groups. The past decade of enrollment surge in computer science undergraduate programs has increased the number of women and minorities in the field, but the improvements are inconsistent and less than expected. An increase in the use of computing science and in the demand of technology workforce is expected in the upcoming years. Thus, computing science is set to shape the future of technology for a diverse set of technology users. Therefore, it is important to analyze how undergraduate program admission procedures are affecting Equity, Diversity, and Inclusion of historically marginalized groups in computing science. Critical thinking, analytical skills, and problem-solving are considered some of the foundational skills for success in computing science. These qualities are often assessed throughout a student's academic career through grades. Additional factors such as leadership, motivation, intention, prior exposure, and community involvement are also sometimes considered while evaluating candidates in admission procedures. We will explore the factors assessed by different institutions when deciding to admit a student in computing science undergraduate programs and evaluate possible effects of such admissions procedures on diversity and inclusion. We aim to identify student success indicators and recommend equitable processes on the basis of our findings.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117182648","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}
Nand2Tetris is a popular introduction to digital logic and computer organization that uses a simplified hardware description language (HDL) to program a hardware simulator. The stripped-down HDL allows students to focus on concepts over ceremony, but does not support running designs on real, physical devices such as FPGAs. In contrast, designs written in an industrial-strength language such as VHDL or Verilog can be run on FPGAs, but are burdened with a significant learning curve. WHiDL is a source-to-source compiler that translates Nand2Tetris HDL to VHDL. The conversion to VHDL allows HDL programs to be run on an FPGA while retaining the simplicity of the original HDL.
{"title":"Transpiling Nand2Tetris to VHDL for Teaching Digital Logic","authors":"Noah Mogensen, Daniel DeFreez","doi":"10.1145/3587103.3594161","DOIUrl":"https://doi.org/10.1145/3587103.3594161","url":null,"abstract":"Nand2Tetris is a popular introduction to digital logic and computer organization that uses a simplified hardware description language (HDL) to program a hardware simulator. The stripped-down HDL allows students to focus on concepts over ceremony, but does not support running designs on real, physical devices such as FPGAs. In contrast, designs written in an industrial-strength language such as VHDL or Verilog can be run on FPGAs, but are burdened with a significant learning curve. WHiDL is a source-to-source compiler that translates Nand2Tetris HDL to VHDL. The conversion to VHDL allows HDL programs to be run on an FPGA while retaining the simplicity of the original HDL.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125378251","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}
Bradford W. Mott, Anisha Gupta, Krista D. Glazewski, Anne T. Ottenbreit-Leftwich, C. Hmelo‐Silver, Adam Scribner, S. J. Lee, James Lester
The growing ubiquity of artificial intelligence (AI) is reshaping much of daily life. This in turn is raising awareness of the need to introduce AI education throughout the K-12 curriculum so that students can better understand and utilize AI. A particularly promising approach for engaging young learners in AI education is game-based learning. In this work, we present our efforts to embed a unit on AI planning within an immersive game-based learning environment for upper elementary students (ages 8 to 11) that utilizes a scaffolding progression based on the Use-Modify-Create framework. Further, we present how the scaffolding progression is being refined based on findings from piloting the game with students.
{"title":"Fostering Upper Elementary AI Education: Iteratively Refining a Use-Modify-Create Scaffolding Progression for AI Planning","authors":"Bradford W. Mott, Anisha Gupta, Krista D. Glazewski, Anne T. Ottenbreit-Leftwich, C. Hmelo‐Silver, Adam Scribner, S. J. Lee, James Lester","doi":"10.1145/3587103.3594170","DOIUrl":"https://doi.org/10.1145/3587103.3594170","url":null,"abstract":"The growing ubiquity of artificial intelligence (AI) is reshaping much of daily life. This in turn is raising awareness of the need to introduce AI education throughout the K-12 curriculum so that students can better understand and utilize AI. A particularly promising approach for engaging young learners in AI education is game-based learning. In this work, we present our efforts to embed a unit on AI planning within an immersive game-based learning environment for upper elementary students (ages 8 to 11) that utilizes a scaffolding progression based on the Use-Modify-Create framework. Further, we present how the scaffolding progression is being refined based on findings from piloting the game with students.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125244180","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}
This panel convenes four educators, each from different institutions and each with experience managing group projects. Their expertise spans topics including: peer assessment and peer evaluation; entrepreneurship; transdisciplinarity; internationalisation; inclusivity; social values; educational technology and tools; feedback and feed-forward; peer rating; free-riders; as well as blended learning; and post-pandemic online discourse. They reflect on the delight of seeing students collaborate to deliver meaningful projects as well as the challenges posed by disengaged students. They also explore a common theme of discordance inherent to teamwork and systems to support student communities.
{"title":"Managing Group Projects in Undergraduate Computing","authors":"M. Scott, B. Alshaigy, A. Siegel, Mark Zarb","doi":"10.1145/3587103.3594163","DOIUrl":"https://doi.org/10.1145/3587103.3594163","url":null,"abstract":"This panel convenes four educators, each from different institutions and each with experience managing group projects. Their expertise spans topics including: peer assessment and peer evaluation; entrepreneurship; transdisciplinarity; internationalisation; inclusivity; social values; educational technology and tools; feedback and feed-forward; peer rating; free-riders; as well as blended learning; and post-pandemic online discourse. They reflect on the delight of seeing students collaborate to deliver meaningful projects as well as the challenges posed by disengaged students. They also explore a common theme of discordance inherent to teamwork and systems to support student communities.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128360659","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}
This poster aims at providing an interdisciplinary course (Medical Mechatronics and Control/ ME5053 in National Taiwan University/ Senior Undergraduate/ Graduate Students) designed to encourage the mechanical engineering (ME) students to learn about machine learning (ML) through project-based learning (PBL). Our syllabus design involves the electromyography (EMG) data collection, datasets and ML, and robotic manipulator control through recognizing EMG patterns via ML. Thus, students in ME become more attracted to learning computer science ML techniques through participation in robot-related courses via recognizing and classifying real EMG data.
{"title":"Encouraging Mechanical Engineering Students to Learn Machine Learning via Project-based Learning","authors":"C. Kuo, Shih-Lin Wu","doi":"10.1145/3587103.3594168","DOIUrl":"https://doi.org/10.1145/3587103.3594168","url":null,"abstract":"This poster aims at providing an interdisciplinary course (Medical Mechatronics and Control/ ME5053 in National Taiwan University/ Senior Undergraduate/ Graduate Students) designed to encourage the mechanical engineering (ME) students to learn about machine learning (ML) through project-based learning (PBL). Our syllabus design involves the electromyography (EMG) data collection, datasets and ML, and robotic manipulator control through recognizing EMG patterns via ML. Thus, students in ME become more attracted to learning computer science ML techniques through participation in robot-related courses via recognizing and classifying real EMG data.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131904120","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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