Blended learning is the combination of in-person teaching and online activities. For example, combining face-to-face lectures/tutorials with online videos and assessments. With the adoption of non-traditional, not fully on-campus courses, such as degree and graduate apprenticeships in the UK, CPD, re/upskilling, and alternative teaching methods being required due to the pandemic, many different teaching strategies have been explored. Blended learning is one of these strategies and has proven popular for both universities and students. Based on experience, we present tips for blended learning within the teaching of computer science.
{"title":"Tips for Effective Blended Learning for Computer Science Education","authors":"Martin Goodfellow, Konstantinos Liaskos","doi":"10.1145/3587103.3594159","DOIUrl":"https://doi.org/10.1145/3587103.3594159","url":null,"abstract":"Blended learning is the combination of in-person teaching and online activities. For example, combining face-to-face lectures/tutorials with online videos and assessments. With the adoption of non-traditional, not fully on-campus courses, such as degree and graduate apprenticeships in the UK, CPD, re/upskilling, and alternative teaching methods being required due to the pandemic, many different teaching strategies have been explored. Blended learning is one of these strategies and has proven popular for both universities and students. Based on experience, we present tips for blended learning within the teaching of computer science.","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":"125408939","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}
M. Tedre, K. Mäkitalo, Henriikka Vartiainen, J. Kahila, Jari Laru, Megumi Iwata
In this poster, we present the results from the co-design school projects on machine learning. We address social and educational challenges in artificial intelligence including security, privacy and education. We employ the participatory co-design approach, which facilitates children's right to be heard, and positions them as active partners, advisers, and designers in research and development work on technology and socio-technological practices.
{"title":"Generation AI: Participatory Machine Learning Co-Design Projects with K-9 Students in Finland","authors":"M. Tedre, K. Mäkitalo, Henriikka Vartiainen, J. Kahila, Jari Laru, Megumi Iwata","doi":"10.1145/3587103.3594171","DOIUrl":"https://doi.org/10.1145/3587103.3594171","url":null,"abstract":"In this poster, we present the results from the co-design school projects on machine learning. We address social and educational challenges in artificial intelligence including security, privacy and education. We employ the participatory co-design approach, which facilitates children's right to be heard, and positions them as active partners, advisers, and designers in research and development work on technology and socio-technological practices.","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":"123294532","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}
Digital photographs are part of liberal arts students' classes (e.g., art, history, and production classes in film and television) and their daily smartphone-based life, in apps like Instagram and Snapchat. Building image filters can be a relevant and engaging context into using computing for humanities students. We have designed a new course for introducing computing in terms of creative expression. We use a scaffolded sequence of programming languages and activities to explore computing on photographs: (a) a teaspoon language for generating image filters, (b) a set of custom Snap blocks for even more sophisticated image filters, and (c) an ebook activity for mapping from Snap to Python. Each stage takes less than 10 minutes to introduce, with a wide variety of possible student activities (for in-class active learning or for later homework). While the tools build on each other, the earliest stage (the teaspoon language) could be used within a single class session in other liberal arts courses.
{"title":"Scaffolding to Support Liberal Arts Students Learning to Program on Photographs","authors":"M. Guzdial","doi":"10.1145/3587103.3594158","DOIUrl":"https://doi.org/10.1145/3587103.3594158","url":null,"abstract":"Digital photographs are part of liberal arts students' classes (e.g., art, history, and production classes in film and television) and their daily smartphone-based life, in apps like Instagram and Snapchat. Building image filters can be a relevant and engaging context into using computing for humanities students. We have designed a new course for introducing computing in terms of creative expression. We use a scaffolded sequence of programming languages and activities to explore computing on photographs: (a) a teaspoon language for generating image filters, (b) a set of custom Snap blocks for even more sophisticated image filters, and (c) an ebook activity for mapping from Snap to Python. Each stage takes less than 10 minutes to introduce, with a wide variety of possible student activities (for in-class active learning or for later homework). While the tools build on each other, the earliest stage (the teaspoon language) could be used within a single class session in other liberal arts courses.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"143 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":"127506616","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}
Yuri Kim, Chaeyeon Lee, Jihyun Choi, Seoyeon Oh, Seongbin Park
In this poster, we report our on-going project that aims to design a good set of course materials for introduction to programming using a functional programming language, Clean[2]. While procedural languages such as C, Python, etc are used in most introduction to programming classes, we believe that Clean might be better for students, because the syntax is very simple and in many cases, the size of a program in Clean is shorter than a corresponding program in C or other procedural languages. In addition, if Clean is used in an introduction to programming course, a lot of recursive examples can be introduced intuitively. This is important because even though recursion is one of important concepts that students should understand, many students have difficulty understanding the concept[3].
{"title":"Introduction to programming Using Clean","authors":"Yuri Kim, Chaeyeon Lee, Jihyun Choi, Seoyeon Oh, Seongbin Park","doi":"10.1145/3587103.3594176","DOIUrl":"https://doi.org/10.1145/3587103.3594176","url":null,"abstract":"In this poster, we report our on-going project that aims to design a good set of course materials for introduction to programming using a functional programming language, Clean[2]. While procedural languages such as C, Python, etc are used in most introduction to programming classes, we believe that Clean might be better for students, because the syntax is very simple and in many cases, the size of a program in Clean is shorter than a corresponding program in C or other procedural languages. In addition, if Clean is used in an introduction to programming course, a lot of recursive examples can be introduced intuitively. This is important because even though recursion is one of important concepts that students should understand, many students have difficulty understanding the concept[3].","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"111 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":"133095427","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}
Jessica Vandenberg, Wookhee Min, Anisha Gupta, Veronica Catété, D. Boulden, Bradford W. Mott
The ubiquity of artificial intelligence (AI) in everyday life suggests the need to ensure young students know about AI, its uses and limitations, and its benefits and risks, while enabling them to develop expertise in using AI-driven technologies. To support rural middle grades students and educators in learning and teaching AI concepts, we are designing AI-focused learning activities centered around the creation of digital gameplay experiences. To inform our designs, we conducted educator interviews and student focus groups to gain insights into their understanding of AI, their computer science background, and their knowledge and interest in gaming. Building on findings from these interviews and focus groups, we have designed a set of hands-on activities to elicit deeper feedback from students and educators on their preferences, points of confusion, and interests. In this work, we present our initial AI-infused game design activities.
{"title":"Toward AI-infused Game Design Activities for Rural Middle Grades Students","authors":"Jessica Vandenberg, Wookhee Min, Anisha Gupta, Veronica Catété, D. Boulden, Bradford W. Mott","doi":"10.1145/3587103.3594199","DOIUrl":"https://doi.org/10.1145/3587103.3594199","url":null,"abstract":"The ubiquity of artificial intelligence (AI) in everyday life suggests the need to ensure young students know about AI, its uses and limitations, and its benefits and risks, while enabling them to develop expertise in using AI-driven technologies. To support rural middle grades students and educators in learning and teaching AI concepts, we are designing AI-focused learning activities centered around the creation of digital gameplay experiences. To inform our designs, we conducted educator interviews and student focus groups to gain insights into their understanding of AI, their computer science background, and their knowledge and interest in gaming. Building on findings from these interviews and focus groups, we have designed a set of hands-on activities to elicit deeper feedback from students and educators on their preferences, points of confusion, and interests. In this work, we present our initial AI-infused game design activities.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"297 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113990302","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}
B. Ericson, Janice L. Pearce, S. Rodger, A. Csizmadia, Rita Garcia, Francisco J. Gutierrez, Konstantinos Liaskos, Aadarsh Padiyath, M. J. Scott, David H. Smith, J. Warriem, Angela M. Zavaleta Bernuy
Many novice programmers struggle to write code from scratch and get frustrated when their code does not work. Parsons problems can reduce the difficulty of a coding problem by providing mixed-up blocks that the learner assembles in the correct order. Parsons problems can also include distractor blocks that are not needed in a correct solution, but which may help students learn to recognize and fix errors. Evidence indicates that students find Parsons problems engaging, easier than writing code from scratch, useful for learning patterns, and typically faster to solve than writing code from scratch with equivalent learning gains. This working group leverages the work of the 2022 ITiCSE working group which published an extensive literature review of Parsons problems and designed and piloted several studies based on the gaps identified by the literature review. The 2023 working group is revising, conducting, and creating new studies. We will analyze the data from these multi-institutional and multi-national studies and publish the results as well as recommendations for future working groups.
{"title":"Conducting Multi-Institutional Studies of Parsons Problems","authors":"B. Ericson, Janice L. Pearce, S. Rodger, A. Csizmadia, Rita Garcia, Francisco J. Gutierrez, Konstantinos Liaskos, Aadarsh Padiyath, M. J. Scott, David H. Smith, J. Warriem, Angela M. Zavaleta Bernuy","doi":"10.1145/3587103.3594211","DOIUrl":"https://doi.org/10.1145/3587103.3594211","url":null,"abstract":"Many novice programmers struggle to write code from scratch and get frustrated when their code does not work. Parsons problems can reduce the difficulty of a coding problem by providing mixed-up blocks that the learner assembles in the correct order. Parsons problems can also include distractor blocks that are not needed in a correct solution, but which may help students learn to recognize and fix errors. Evidence indicates that students find Parsons problems engaging, easier than writing code from scratch, useful for learning patterns, and typically faster to solve than writing code from scratch with equivalent learning gains. This working group leverages the work of the 2022 ITiCSE working group which published an extensive literature review of Parsons problems and designed and piloted several studies based on the gaps identified by the literature review. The 2023 working group is revising, conducting, and creating new studies. We will analyze the data from these multi-institutional and multi-national studies and publish the results as well as recommendations for future working groups.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"3 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":"130377075","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}
N. Silvis-Cividjian, Glenn Visser, Jasper Veltman, Niels Althuisius, R. Limburg, Mario Molenaar
For software testing teachers interested in extending their CS students' experience, we propose an innovative solution that adds two, less traditional-yet fascinating-ingredients: hardware and mistakes. Highlighted here are a few original components, including: (1) miniature, microcontroller-based systems-under-test that mimic real-life IoT devices, such as a smart home; (2) a gentle tutorial on how embedded systems work and fail, and (3) a bug-hunting game to assess students' testing skills. A first deployment to 96 Msc CS students showed that their frequent, unforgettable "Eureka!" moments richly compensate for (limited) accidental hardware damage and (substantial) technical and financial efforts. Future plans include extending the collection of systems and bugs, and sharing the design of this unusual-for-CS intervention with other interested educators. Our hope is that a new generation of professionals will emerge, better prepared to engineer the safe systems we all can rely on.
{"title":"House of the Rising Flames: A Hands-on, Bug-centered Tutorial on Embedded Software Testing","authors":"N. Silvis-Cividjian, Glenn Visser, Jasper Veltman, Niels Althuisius, R. Limburg, Mario Molenaar","doi":"10.1145/3587103.3594153","DOIUrl":"https://doi.org/10.1145/3587103.3594153","url":null,"abstract":"For software testing teachers interested in extending their CS students' experience, we propose an innovative solution that adds two, less traditional-yet fascinating-ingredients: hardware and mistakes. Highlighted here are a few original components, including: (1) miniature, microcontroller-based systems-under-test that mimic real-life IoT devices, such as a smart home; (2) a gentle tutorial on how embedded systems work and fail, and (3) a bug-hunting game to assess students' testing skills. A first deployment to 96 Msc CS students showed that their frequent, unforgettable \"Eureka!\" moments richly compensate for (limited) accidental hardware damage and (substantial) technical and financial efforts. Future plans include extending the collection of systems and bugs, and sharing the design of this unusual-for-CS intervention with other interested educators. Our hope is that a new generation of professionals will emerge, better prepared to engineer the safe systems we all can rely on.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"1 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":"133894695","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 field of Computer Science has always been one of rapid growth and change. We propose the investigation of Peter Naur's framework of Programming as Theory building as a means to make CS education more resilient to emerging technology and to improve student outcomes by encouraging a focus on internal understanding over the external artifacts of programming.
{"title":"Applications of Programming as Theory Building in Computer Science Education","authors":"Ella Tuson","doi":"10.1145/3587103.3594137","DOIUrl":"https://doi.org/10.1145/3587103.3594137","url":null,"abstract":"The field of Computer Science has always been one of rapid growth and change. We propose the investigation of Peter Naur's framework of Programming as Theory building as a means to make CS education more resilient to emerging technology and to improve student outcomes by encouraging a focus on internal understanding over the external artifacts of programming.","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":"134300960","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 field of computer science education has seen an abundance of experience reports exploring various implementations of pedagogical approaches and tools. While these reports have provided valuable insights, there remains a need to understand how these interventions work and why they are successful in specific contexts. The realist synthesis literature review method, commonly used in fields with experience reports and implementation research, offers significant potential for computer science education research by identifying the causal mechanisms and theories by which an intervention works (or not). This poster presents the process of conducting a realist synthesis review and explores its strengths and challenges in the context of computer science education research. The poster aims to provide insights into how realist reviews can help researchers synthesize experience reports to develop more effective evidence-based practices and theories.
{"title":"Bringing Realist Synthesis to CS Education Research","authors":"Aadarsh Padiyath","doi":"10.1145/3587103.3594198","DOIUrl":"https://doi.org/10.1145/3587103.3594198","url":null,"abstract":"The field of computer science education has seen an abundance of experience reports exploring various implementations of pedagogical approaches and tools. While these reports have provided valuable insights, there remains a need to understand how these interventions work and why they are successful in specific contexts. The realist synthesis literature review method, commonly used in fields with experience reports and implementation research, offers significant potential for computer science education research by identifying the causal mechanisms and theories by which an intervention works (or not). This poster presents the process of conducting a realist synthesis review and explores its strengths and challenges in the context of computer science education research. The poster aims to provide insights into how realist reviews can help researchers synthesize experience reports to develop more effective evidence-based practices and theories.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"45 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":"132846418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is challenging to retain computing students through their first stage of undergraduate education. Attrition is high, with many transferring courses or dropping out. This poster explores preliminary findings from an action research project improving continuation in first-stage undergraduate computing. Five years of data from Falmouth University's Games Academy in the UK suggest improvement in first-stage retention from 66.6% in 2017-18 to 91.2% in 2021-22. Findings support prior work on pair programming, media computation, and peer instruction. However, they also highlight the benefits of collaborative learning facilitated by faculty and informed by learning analytics. Peer reviews and pre-submission clinics, student advisor follow-ups, and retrieval via synoptic assessment also contributed to the improvement.
在本科教育的第一阶段留住计算机专业的学生是一项挑战。流失率很高，许多人转学或辍学。这张海报探讨了一个行动研究项目的初步发现，该项目改善了本科第一阶段计算机的继续学习。英国法尔茅斯大学游戏学院(Falmouth University’s Games Academy)五年的数据表明，第一阶段的留存率从2017-18年的66.6%提高到2021-22年的91.2%。研究结果支持先前在结对编程、媒体计算和同伴指导方面的工作。然而，他们也强调了由教师促进和由学习分析提供信息的协作学习的好处。同行评议和提交前诊所，学生顾问的随访，以及通过概要评估的检索也有助于改善。
{"title":"Retention in First Stage Undergraduate Computing: Lessons Learned from a Collaborative Learning Intervention","authors":"M. Scott, A. Mitchell, Douglas Brown","doi":"10.1145/3587103.3594185","DOIUrl":"https://doi.org/10.1145/3587103.3594185","url":null,"abstract":"It is challenging to retain computing students through their first stage of undergraduate education. Attrition is high, with many transferring courses or dropping out. This poster explores preliminary findings from an action research project improving continuation in first-stage undergraduate computing. Five years of data from Falmouth University's Games Academy in the UK suggest improvement in first-stage retention from 66.6% in 2017-18 to 91.2% in 2021-22. Findings support prior work on pair programming, media computation, and peer instruction. However, they also highlight the benefits of collaborative learning facilitated by faculty and informed by learning analytics. Peer reviews and pre-submission clinics, student advisor follow-ups, and retrieval via synoptic assessment also contributed to the improvement.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"29 23 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":"115053954","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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