Tata Consultancy Services (TCS) in partnership with ACM India has been organizing the Bebras Challenge in India since 2018. To date, over 500,000 students have participated in the challenge. Tata Steel Foundation (TSF) initiated "The Thousand Schools Program" in 2015, in remote regions of Odisha and Jharkhand to improve children's learning levels and expose them to new knowledge areas and skills. These regions are tribally dense, forested, and have hilly terrain. They are highly underserved in terms of schools and teachers. The majority of the students are first-generation learners with no home support. A large number of them fall out of schooling and get engaged in child labor. TCS and TCF started an experiment to assess if computing can be introduced to students from such underserved communities through Bebras tasks. For a period of 6-8 weeks in September-October 2022, around 10,000 students solved a total of 15 Bebras tasks of varying difficulty levels.
{"title":"Introducing Computing to Underserved Tribal Communities Through the Bebras Challenge","authors":"Vipul Shah, Smita Agarwal","doi":"10.1145/3587103.3594174","DOIUrl":"https://doi.org/10.1145/3587103.3594174","url":null,"abstract":"Tata Consultancy Services (TCS) in partnership with ACM India has been organizing the Bebras Challenge in India since 2018. To date, over 500,000 students have participated in the challenge. Tata Steel Foundation (TSF) initiated \"The Thousand Schools Program\" in 2015, in remote regions of Odisha and Jharkhand to improve children's learning levels and expose them to new knowledge areas and skills. These regions are tribally dense, forested, and have hilly terrain. They are highly underserved in terms of schools and teachers. The majority of the students are first-generation learners with no home support. A large number of them fall out of schooling and get engaged in child labor. TCS and TCF started an experiment to assess if computing can be introduced to students from such underserved communities through Bebras tasks. For a period of 6-8 weeks in September-October 2022, around 10,000 students solved a total of 15 Bebras tasks of varying difficulty levels.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"126 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":"128002159","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}
Recursion is a fundamental concept in computer science education, but many students struggle to understand its underlying principles and common implementation strategies. This study aims to investigate the most common misconceptions that novice students have about recursive algorithms, the formulation of mental models, as well as the factors that contribute to their development. Using a combination of surveys, interviews, and analysis of student work, I will collect data on students' prior knowledge, experiences, and attitudes toward recursion, as well as their understanding of specific recursive problems. I will also test the impact of specific variables, the use of different teaching pedagogies on students' understanding of recursion through experimental studies. Based on the results of these analyses, I will identify effective teaching strategies and interventions that can help students overcome misconceptions and better understand recursion.
{"title":"From Misconceptions to Mastery: Addressing Novice Students' Misconceptions in Recursive Algorithm Learning","authors":"Jude Nzemeke","doi":"10.1145/3587103.3594143","DOIUrl":"https://doi.org/10.1145/3587103.3594143","url":null,"abstract":"Recursion is a fundamental concept in computer science education, but many students struggle to understand its underlying principles and common implementation strategies. This study aims to investigate the most common misconceptions that novice students have about recursive algorithms, the formulation of mental models, as well as the factors that contribute to their development. Using a combination of surveys, interviews, and analysis of student work, I will collect data on students' prior knowledge, experiences, and attitudes toward recursion, as well as their understanding of specific recursive problems. I will also test the impact of specific variables, the use of different teaching pedagogies on students' understanding of recursion through experimental studies. Based on the results of these analyses, I will identify effective teaching strategies and interventions that can help students overcome misconceptions and better understand recursion.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"42 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":"127098939","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}
AI is progressively being incorporated into our daily lives, however, public awareness of AI is limited. AI literacy is and will continue to be an important skill for everyone. This project aims to investigate how various members of the public -- in particular, children, educators and adults -- perceive AI. Finally, it intends to promote AI literacy of the public and find the best practices for developing effective educational activities.
{"title":"AI Literacy for All: A Participatory Approach","authors":"Maria Kasinidou","doi":"10.1145/3587103.3594135","DOIUrl":"https://doi.org/10.1145/3587103.3594135","url":null,"abstract":"AI is progressively being incorporated into our daily lives, however, public awareness of AI is limited. AI literacy is and will continue to be an important skill for everyone. This project aims to investigate how various members of the public -- in particular, children, educators and adults -- perceive AI. Finally, it intends to promote AI literacy of the public and find the best practices for developing effective educational activities.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"1 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":"131621766","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}
ACM Reference Format: Allyson Kennedy, Weena Naowaprateep, and Ethel Tshukudu. 2023. Global Partnerships in Computing Education: Strengthening Pathways through Science Diplomacy. In Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2 (ITiCSE 2023), July 8–12, 2023, Turku, Finland. ACM, New York, NY, USA, 2 pages. https://doi.org/10.1145/ 3587103.3594162
{"title":"Global Partnerships in Computing Education: Strengthening Pathways through Science Diplomacy","authors":"Al Kennedy, Weena Naowaprateep, Ethel Tshukudu","doi":"10.1145/3587103.3594162","DOIUrl":"https://doi.org/10.1145/3587103.3594162","url":null,"abstract":"ACM Reference Format: Allyson Kennedy, Weena Naowaprateep, and Ethel Tshukudu. 2023. Global Partnerships in Computing Education: Strengthening Pathways through Science Diplomacy. In Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2 (ITiCSE 2023), July 8–12, 2023, Turku, Finland. ACM, New York, NY, USA, 2 pages. https://doi.org/10.1145/ 3587103.3594162","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":"131637388","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}
Ana Oprescu, Ingrid Kokken, Kyrian Maat, Florine de Geus
By 2030 greenhouse gas emissions should be reduced by at least 55%. Despite hardware becoming more energy-efficient (Koomey's law), the ever-increasing reliance on computer technology has increased the energy usage due to ICT significantly. In software engineering (SE), there are many choices from programming languages to development patterns that influence energy efficiency. Recent research inspired our work on incorporating energy efficiency into SE education. An international group of researchers formulated initial recommendations for introducing green and sustainable software engineering [4] to students. An EU-US team formulated more refined recommendations for introducing green thinking as modules in existing courses [3]. ICT4S'22 best paper addressed HES eco-anxiety when teaching sustainability [2]. In this work we report on the experience of introducing reflection on energy efficiency into the default requirements of a SE course, and how that influenced students to address energy efficiency in their projects. Out of 8 teams, 7 implemented at least a small energy-efficient component. However, as one group donated to a climate charity in bitcoins, we need more ways to raise awareness.
{"title":"Introducing Green Thinking Into CS Bachelor Curriculum","authors":"Ana Oprescu, Ingrid Kokken, Kyrian Maat, Florine de Geus","doi":"10.1145/3587103.3594175","DOIUrl":"https://doi.org/10.1145/3587103.3594175","url":null,"abstract":"By 2030 greenhouse gas emissions should be reduced by at least 55%. Despite hardware becoming more energy-efficient (Koomey's law), the ever-increasing reliance on computer technology has increased the energy usage due to ICT significantly. In software engineering (SE), there are many choices from programming languages to development patterns that influence energy efficiency. Recent research inspired our work on incorporating energy efficiency into SE education. An international group of researchers formulated initial recommendations for introducing green and sustainable software engineering [4] to students. An EU-US team formulated more refined recommendations for introducing green thinking as modules in existing courses [3]. ICT4S'22 best paper addressed HES eco-anxiety when teaching sustainability [2]. In this work we report on the experience of introducing reflection on energy efficiency into the default requirements of a SE course, and how that influenced students to address energy efficiency in their projects. Out of 8 teams, 7 implemented at least a small energy-efficient component. However, as one group donated to a climate charity in bitcoins, we need more ways to raise awareness.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"40 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":"131092956","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 annual Bebras challenge aims to grow students' interest in computer science via engaging problem solving tasks whereas ViLLE is a widely used digital learning environment with a built-in assessment tool and analytics for large number of students. The BeLLE collaboration connects the two by adapting ViLLE's assessment tool in the Bebras challenge. The goal is to analyze the interplay of computer science education and students' computational thinking development in the participating countries. BeLLE welcomes new interested countries to join the collaboration.
{"title":"BeLLE: Multinational Research Collaboration on Bebras & ViLLE","authors":"Heidi Kaarto, Heikki Hyyrö, M. Parviainen","doi":"10.1145/3587103.3594187","DOIUrl":"https://doi.org/10.1145/3587103.3594187","url":null,"abstract":"The annual Bebras challenge aims to grow students' interest in computer science via engaging problem solving tasks whereas ViLLE is a widely used digital learning environment with a built-in assessment tool and analytics for large number of students. The BeLLE collaboration connects the two by adapting ViLLE's assessment tool in the Bebras challenge. The goal is to analyze the interplay of computer science education and students' computational thinking development in the participating countries. BeLLE welcomes new interested countries to join the collaboration.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"2 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":"133944868","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}
Taina Lehtimäki, Rosemary Monahan, Aidan Mooney, K. Casey, T. Naughton
In this poster, we highlight computational thinking resources for schools from the PACT team at Maynooth University, Ireland. The resources are derived from tasks from the Bebras international computational thinking initiative. The different modalities work together throughout the school year to provide initial exposure to computational thinking, and include an obstacle course, seasonal tasks, and a workbook.
{"title":"Computational Thinking Resources Inspired by Bebras","authors":"Taina Lehtimäki, Rosemary Monahan, Aidan Mooney, K. Casey, T. Naughton","doi":"10.1145/3587103.3594203","DOIUrl":"https://doi.org/10.1145/3587103.3594203","url":null,"abstract":"In this poster, we highlight computational thinking resources for schools from the PACT team at Maynooth University, Ireland. The resources are derived from tasks from the Bebras international computational thinking initiative. The different modalities work together throughout the school year to provide initial exposure to computational thinking, and include an obstacle course, seasonal tasks, and a workbook.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"84 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":"133798944","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}
With the increasing demand for programming skills comes a trend towards more online programming courses and assessments. While this allows educators to teach larger groups of students, it also opens the door to dishonest student behaviour, such as copying code from other students. When teachers use assignments where all students write code for the same problem, source code similarity tools can help to combat plagiarism. Unfortunately, teachers often do not use these tools to prevent such behaviour. In response to this challenge, we have developed a new source code plagiarism detection tool named Dolos. Dolos is open-source, supports a wide range of programming languages, and is designed to be user-friendly. It enables teachers to detect, prove and prevent plagiarism in programming courses by using fast algorithms and powerful visualisations. We present further enhancements to Dolos and discuss how it can be integrated into modern computing education courses to meet the challenges of online learning and assessment. By lowering the barriers for teachers to detect, prove and prevent plagiarism in programming courses, Dolos can help protect academic integrity and ensure that students earn their grades honestly.
{"title":"Dolos 2.0: Towards Seamless Source Code Plagiarism Detection in Online Learning Environments","authors":"Rien Maertens, P. Dawyndt, Bart Mesuere","doi":"10.1145/3587103.3594166","DOIUrl":"https://doi.org/10.1145/3587103.3594166","url":null,"abstract":"With the increasing demand for programming skills comes a trend towards more online programming courses and assessments. While this allows educators to teach larger groups of students, it also opens the door to dishonest student behaviour, such as copying code from other students. When teachers use assignments where all students write code for the same problem, source code similarity tools can help to combat plagiarism. Unfortunately, teachers often do not use these tools to prevent such behaviour. In response to this challenge, we have developed a new source code plagiarism detection tool named Dolos. Dolos is open-source, supports a wide range of programming languages, and is designed to be user-friendly. It enables teachers to detect, prove and prevent plagiarism in programming courses by using fast algorithms and powerful visualisations. We present further enhancements to Dolos and discuss how it can be integrated into modern computing education courses to meet the challenges of online learning and assessment. By lowering the barriers for teachers to detect, prove and prevent plagiarism in programming courses, Dolos can help protect academic integrity and ensure that students earn their grades honestly.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"19 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":"123105167","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 ACM Education Board recently endorsed the ACM CCECC's Bloom's for Computing publication [2] which enhances the traditional verb list of Bloom's Revised Taxonomy [3] with computing-related verbs to facilitate the development of learning outcomes and competencies which enable more effective assessment of student achievement in the computing disciplines. The specific goals of this poster are a) to inform the global computing community about Bloom's for Computing and various opportunities it provides, and b) to invite members to contribute to the community by translating the Bloom's for Computing verbs into their native language and publicizing them throughout their language area. While terminology originating from the English language dominates many areas of study, including the computing disciplines, creating detailed learning outcomes consisting of native language elements can facilitate more effective communication between faculty, students, and industry partners about academic expectations and achievement. Several learning taxonomies have been translated into different languages to broaden their impact [1,5]. By creating Bloom's for Computing, the ACM CCECC worked to remove the layer of abstraction between cross-disciplinary Bloom's verbs and more effective learning outcomes which implement verbs used in various computing disciplines. Having the computing-related verbs available in different languages would make them more easily accessible for non-native English speakers.
ACM教育委员会最近批准了ACM CCECC的Bloom's for Computing出版物[2]，该出版物增强了Bloom's Revised Taxonomy[3]中的传统动词列表，其中包含与计算相关的动词，以促进学习成果和能力的发展，从而能够更有效地评估学生在计算学科中的成就。这张海报的具体目标是a)向全球计算社区介绍Bloom's for computing及其提供的各种机会，b)邀请成员通过将Bloom's for computing动词翻译成他们的母语并在他们的语言区域内宣传，为社区做出贡献。虽然源自英语的术语在许多学习领域占据主导地位，包括计算学科，但创建由母语元素组成的详细学习成果可以促进教师、学生和行业合作伙伴之间就学术期望和成就进行更有效的沟通。一些学习分类已经被翻译成不同的语言来扩大它们的影响[1,5]。通过创建Bloom's for Computing, ACM CCECC致力于消除跨学科Bloom's动词和实现各种计算学科中使用的动词的更有效的学习结果之间的抽象层。在不同的语言中提供与计算相关的动词将使非英语母语者更容易使用它们。
{"title":"Broadening Effective Assessment with Bloom's for Computing: A Call to Translate Computing-related Verbs into World Languages","authors":"Markus Geissler, C. Servin, Cara Tang","doi":"10.1145/3587103.3594201","DOIUrl":"https://doi.org/10.1145/3587103.3594201","url":null,"abstract":"The ACM Education Board recently endorsed the ACM CCECC's Bloom's for Computing publication [2] which enhances the traditional verb list of Bloom's Revised Taxonomy [3] with computing-related verbs to facilitate the development of learning outcomes and competencies which enable more effective assessment of student achievement in the computing disciplines. The specific goals of this poster are a) to inform the global computing community about Bloom's for Computing and various opportunities it provides, and b) to invite members to contribute to the community by translating the Bloom's for Computing verbs into their native language and publicizing them throughout their language area. While terminology originating from the English language dominates many areas of study, including the computing disciplines, creating detailed learning outcomes consisting of native language elements can facilitate more effective communication between faculty, students, and industry partners about academic expectations and achievement. Several learning taxonomies have been translated into different languages to broaden their impact [1,5]. By creating Bloom's for Computing, the ACM CCECC worked to remove the layer of abstraction between cross-disciplinary Bloom's verbs and more effective learning outcomes which implement verbs used in various computing disciplines. Having the computing-related verbs available in different languages would make them more easily accessible for non-native English speakers.","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":"129393729","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 study, we developed an instructional module consisting of four units to help high school students understand the 4V concepts of big data by exploring air pollution. The instructional module enabled students to explore air quality data on specific websites, and asked students to create a "calendar heat map" using open dataset. We taught the module in a high school class and the results demonstrated that students gained knowledge about big data, and became more aware of the impact of air pollution in their lives.
{"title":"Teaching Big Data Concepts through Air Pollution Data: A High School Instructional Module","authors":"Jui-Ting Chen, Chiu-Fan Hu, Cheng-Chih Wu","doi":"10.1145/3587103.3594194","DOIUrl":"https://doi.org/10.1145/3587103.3594194","url":null,"abstract":"In this study, we developed an instructional module consisting of four units to help high school students understand the 4V concepts of big data by exploring air pollution. The instructional module enabled students to explore air quality data on specific websites, and asked students to create a \"calendar heat map\" using open dataset. We taught the module in a high school class and the results demonstrated that students gained knowledge about big data, and became more aware of the impact of air pollution in their lives.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"330 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":"130918079","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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