We had an outdated, unsuitable pair of courses covering software engineering over an academic year, which were rewritten last summer. Out went the plan-driven project approach of GANNT charts, and a belief that 'better estimates' would save the day. In came a lightweight focus on a mix of extreme programming and scrum to incrementally, and iteratively build products. The classroom changed too. Out went lecture slides in the classroom, plus self-directed pick and choose practical sessions. In came video-led lectures based on the pandemic experience, experiential learning, and more suitable practical sessions to guide students in what they need know to build their product prototypes. The initial results suggest we are headed in the right direction. It still needs more work, but shows students are developing products more confidently as teams of students.
{"title":"Being Agile in the Software Engineering Classroom: Using Agile Approaches Instead of Plan-driven Approaches","authors":"B. Scharlau","doi":"10.1145/3587103.3594154","DOIUrl":"https://doi.org/10.1145/3587103.3594154","url":null,"abstract":"We had an outdated, unsuitable pair of courses covering software engineering over an academic year, which were rewritten last summer. Out went the plan-driven project approach of GANNT charts, and a belief that 'better estimates' would save the day. In came a lightweight focus on a mix of extreme programming and scrum to incrementally, and iteratively build products. The classroom changed too. Out went lecture slides in the classroom, plus self-directed pick and choose practical sessions. In came video-led lectures based on the pandemic experience, experiential learning, and more suitable practical sessions to guide students in what they need know to build their product prototypes. The initial results suggest we are headed in the right direction. It still needs more work, but shows students are developing products more confidently as teams of students.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"13 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131520747","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 role of non-formal education in increasing female participation in Computer Science (CS) is a hot topic. Short-term interventions, including programming skill outreach activities, have been reported to increase self-efficacy and willingness to pursue computing careers in young women. We explored the impact of a programming outreach activity on three types of measures for 30 female pupils: computing self-efficacy, social participation, and understanding of basic computing concepts. Preliminary results revealed a significant increase in participants' self-efficacy and sense of belonging in computing after the informal learning activity. Students were more focused on tasks when engaging socially with their peers and teachers. A decrease in misconception was observed in uni-structural knowledge but no significant difference was found in multi-structural computing knowledge acquisition. These data provide a baseline for study of the long term impact of outreach activities.
{"title":"The Impact of Non-Formal Computer Science Outreach on Computational Thinking in Young Women","authors":"Katherine Hiley, Hannah Cebolla, Mai Elshehaly","doi":"10.1145/3587103.3594197","DOIUrl":"https://doi.org/10.1145/3587103.3594197","url":null,"abstract":"The role of non-formal education in increasing female participation in Computer Science (CS) is a hot topic. Short-term interventions, including programming skill outreach activities, have been reported to increase self-efficacy and willingness to pursue computing careers in young women. We explored the impact of a programming outreach activity on three types of measures for 30 female pupils: computing self-efficacy, social participation, and understanding of basic computing concepts. Preliminary results revealed a significant increase in participants' self-efficacy and sense of belonging in computing after the informal learning activity. Students were more focused on tasks when engaging socially with their peers and teachers. A decrease in misconception was observed in uni-structural knowledge but no significant difference was found in multi-structural computing knowledge acquisition. These data provide a baseline for study of the long term impact of outreach activities.","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":"132258097","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 aim of the doctoral thesis is to model an automated computational thinking (CT) assessment system based on solving processes of the interactive tasks. Currently, a literature review and analysis has been carried out, which has shown that among current CT assessment tools most popular ones still remain different types of tests. A study, comparing the two computational thinking assessment tests has been conducted and it has been observed that using only the tests causes data loss as tests do not collect information on the solution processes. An experiment was carried out to collect and analyze action information while solving the task and using this data to extract the possible different solution methods of an interactive task.
{"title":"Modeling of the System for Computational Thinking Automatic Assessment","authors":"Vaida Masiulionyte-Dagiene","doi":"10.1145/3587103.3594218","DOIUrl":"https://doi.org/10.1145/3587103.3594218","url":null,"abstract":"The aim of the doctoral thesis is to model an automated computational thinking (CT) assessment system based on solving processes of the interactive tasks. Currently, a literature review and analysis has been carried out, which has shown that among current CT assessment tools most popular ones still remain different types of tests. A study, comparing the two computational thinking assessment tests has been conducted and it has been observed that using only the tests causes data loss as tests do not collect information on the solution processes. An experiment was carried out to collect and analyze action information while solving the task and using this data to extract the possible different solution methods of an interactive task.","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":"132449655","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}
Dodona (dodona.ugent.be) is an intelligent tutoring system for learning computer programming, statistics and data science. It bridges the gap between assessment and learning by providing real-time data and feedback to help students learn better, teachers teach better and educational technology become more effective. We show how Dodona can be used as a virtual co-teacher to stimulate active learning and support challenge-based education in open and collaborative learning environments. We also highlight some of the opportunities and challenges we have faced in practice. Dodona is free to use and has more than 50 thousand registered users across many educational and research institutions, including 15 thousand new users in the last year. Dodona's source code is available on GitHub under the permissive MIT open-source license.
{"title":"Dodona: Learn to Code with a Virtual Co-teacher that Supports Active Learning","authors":"Charlotte Van Petegem, P. Dawyndt, Bart Mesuere","doi":"10.1145/3587103.3594165","DOIUrl":"https://doi.org/10.1145/3587103.3594165","url":null,"abstract":"Dodona (dodona.ugent.be) is an intelligent tutoring system for learning computer programming, statistics and data science. It bridges the gap between assessment and learning by providing real-time data and feedback to help students learn better, teachers teach better and educational technology become more effective. We show how Dodona can be used as a virtual co-teacher to stimulate active learning and support challenge-based education in open and collaborative learning environments. We also highlight some of the opportunities and challenges we have faced in practice. Dodona is free to use and has more than 50 thousand registered users across many educational and research institutions, including 15 thousand new users in the last year. Dodona's source code is available on GitHub under the permissive MIT open-source license.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127746023","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}
{"title":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","authors":"","doi":"10.1145/3587103","DOIUrl":"https://doi.org/10.1145/3587103","url":null,"abstract":"","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":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123873140","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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