Nowadays, it is safe to say that technology is involved directly or indirectly in all professions and academic fields. Therefore it is common for software engineers to find themselves in multidisciplinary projects that require knowledge and skills different than their own. In this paper, a novel framework for designing and evaluating learning applications is proposed. It is intended for software engineers who may not have the assistance of educators to apply the basic principles of educational psychology while developing an edtech solution. This framework is presented as a ready-to-use questionnaire to guide anyone who wants to evaluate a learning technology, thus leveraging collaboration between experts with diverse backgrounds. In order to assess its suitability, we present a use case showing the application of this framework on an actual educational software.
{"title":"A Framework for Applying Educational Psychology Principles to the Design and Assessment of Learning Technology","authors":"Saríah López-Fierro, Andrea Vásquez","doi":"10.1145/3368308.3415403","DOIUrl":"https://doi.org/10.1145/3368308.3415403","url":null,"abstract":"Nowadays, it is safe to say that technology is involved directly or indirectly in all professions and academic fields. Therefore it is common for software engineers to find themselves in multidisciplinary projects that require knowledge and skills different than their own. In this paper, a novel framework for designing and evaluating learning applications is proposed. It is intended for software engineers who may not have the assistance of educators to apply the basic principles of educational psychology while developing an edtech solution. This framework is presented as a ready-to-use questionnaire to guide anyone who wants to evaluate a learning technology, thus leveraging collaboration between experts with diverse backgrounds. In order to assess its suitability, we present a use case showing the application of this framework on an actual educational software.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121235571","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 poster we present a preliminary inquiry into designing an intervention for teenage victims of cyber-bullying by applying Human-centered design methodology. We engaged victims of cyber-bullying in multiple research activities to inform the design of a support intervention.
{"title":"Toward Designing an Intervention for Cyber-bullying","authors":"Shubhangi S. Lal, A. Prabhakar","doi":"10.1145/3368308.3415435","DOIUrl":"https://doi.org/10.1145/3368308.3415435","url":null,"abstract":"In this poster we present a preliminary inquiry into designing an intervention for teenage victims of cyber-bullying by applying Human-centered design methodology. We engaged victims of cyber-bullying in multiple research activities to inform the design of a support intervention.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127095693","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}
Elodie Billionniere, Farzana Rahman, B. Marshall, Tami Forman
Studies suggest women dropout of college and leave the workforce due to their family, finances, and military duty. However, these women interested in (re-)entering the tech fields can be the largest untapped talent pool that may fulfill the needs of the future workforce. In this session, five passionate women share their experiences with creating initiatives in emerging technologies for women.
{"title":"Debugging the Gender Gap: (Re-)entry Initiatives in Emerging Technologies for Women","authors":"Elodie Billionniere, Farzana Rahman, B. Marshall, Tami Forman","doi":"10.1145/3368308.3415422","DOIUrl":"https://doi.org/10.1145/3368308.3415422","url":null,"abstract":"Studies suggest women dropout of college and leave the workforce due to their family, finances, and military duty. However, these women interested in (re-)entering the tech fields can be the largest untapped talent pool that may fulfill the needs of the future workforce. In this session, five passionate women share their experiences with creating initiatives in emerging technologies for women.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125292654","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 authors first introduce a theory-based course development framework that organically combines learner-centered design, backward design, project-based learning, and universal design for learning. The authors then describe their design considerations in the developing of an Introduction to FinTech course following the proposed framework. Qualitative data gathered from interviews with students who took the course and the course developer was analyzed to verify the effectiveness of the developed course. The results suggest that the proposed framework is well suited for the Introduction to FinTech course. A list of best practices, along with potential improvements drawn from the data analysis, are presented. The primary contribution of the paper is the proposed theory-based course development framework, which is flexible and can be easily adapted to guide the design and development of computing courses in various subjects.
{"title":"A Theory-Based Course Development Framework: A Case Study","authors":"Zhigang Li, Meng Han, X. Tian, J. He","doi":"10.1145/3368308.3415415","DOIUrl":"https://doi.org/10.1145/3368308.3415415","url":null,"abstract":"In this paper, the authors first introduce a theory-based course development framework that organically combines learner-centered design, backward design, project-based learning, and universal design for learning. The authors then describe their design considerations in the developing of an Introduction to FinTech course following the proposed framework. Qualitative data gathered from interviews with students who took the course and the course developer was analyzed to verify the effectiveness of the developed course. The results suggest that the proposed framework is well suited for the Introduction to FinTech course. A list of best practices, along with potential improvements drawn from the data analysis, are presented. The primary contribution of the paper is the proposed theory-based course development framework, which is flexible and can be easily adapted to guide the design and development of computing courses in various subjects.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127441942","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 a time-consuming task for the instructors to design the examples, assignments, and projects to meet the requirement of learning outcomes. Luckily, most of the courses in information technology major are relevant and some are closely related to each other. Therefore, we propose to take advantage of the same problem which can be analyzed from different aspects under a series of IT courses. It will not only reduce the burden of the instructors to design the brand-new exercises but also help students quickly understand the foundation of the problem from what they studied and embark on exploring the high-level topics in new courses. In this paper, we use the classic producer-consumer problem as an example to present our proposition. This problem is generally shown up in operating systems course to illustrate the multi-process synchronization. We expand this problem from different angels and motivate the students to further explore other relevant topics: The objects? datatypes, properties, functions are declared in programming course and the built-in thread feature in some specific language like Java can also be demonstrated by this problem's solution. The design of data structure of the producer, the consumer, and the buffer can be discussed in data structure course. The collaboration between the producer and the consumer can be used for explaining the cause of deadlock in database course. Finally, the producer-consumer problem is used to clarify different application architectures in application/software design course. We expect that our methodology on IT education can illumine other educators looking to the similar mode in their program.
{"title":"The Study of the Classic Producer-consumer Problem in a Series of IT Courses","authors":"Ying Luo, Xianping Wang","doi":"10.1145/3368308.3415412","DOIUrl":"https://doi.org/10.1145/3368308.3415412","url":null,"abstract":"It is a time-consuming task for the instructors to design the examples, assignments, and projects to meet the requirement of learning outcomes. Luckily, most of the courses in information technology major are relevant and some are closely related to each other. Therefore, we propose to take advantage of the same problem which can be analyzed from different aspects under a series of IT courses. It will not only reduce the burden of the instructors to design the brand-new exercises but also help students quickly understand the foundation of the problem from what they studied and embark on exploring the high-level topics in new courses. In this paper, we use the classic producer-consumer problem as an example to present our proposition. This problem is generally shown up in operating systems course to illustrate the multi-process synchronization. We expand this problem from different angels and motivate the students to further explore other relevant topics: The objects? datatypes, properties, functions are declared in programming course and the built-in thread feature in some specific language like Java can also be demonstrated by this problem's solution. The design of data structure of the producer, the consumer, and the buffer can be discussed in data structure course. The collaboration between the producer and the consumer can be used for explaining the cause of deadlock in database course. Finally, the producer-consumer problem is used to clarify different application architectures in application/software design course. We expect that our methodology on IT education can illumine other educators looking to the similar mode in their program.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130426219","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}
Digby's security is a firm that offers security and investigation services. They assign their staffs to transit locations, monitor and report real-time crimes or incidents. However, there are so many train and metro stations, while they have limited number of staffs. To address this issue, we build predictive models to estimate when and where are more possible to have incidents so that they can assign the staffs to the right place at the right time.
{"title":"Predictive Staffing Model for Transit Security","authors":"Yong Zheng, Shubham Madke, V. Dogo, Yash Agrawal","doi":"10.1145/3368308.3415445","DOIUrl":"https://doi.org/10.1145/3368308.3415445","url":null,"abstract":"Digby's security is a firm that offers security and investigation services. They assign their staffs to transit locations, monitor and report real-time crimes or incidents. However, there are so many train and metro stations, while they have limited number of staffs. To address this issue, we build predictive models to estimate when and where are more possible to have incidents so that they can assign the staffs to the right place at the right time.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"298 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132691547","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}
Recent decades have seen the continual growth in the number and quality of undergraduate computing programs and disciplines. For example, the ACM and ABET draw distinctions between these computing disciplines: Computer Engineering, Computer Science, Information Technology, Information Systems, Software Engineering, and Cybersecurity. This paper analyzes data from ABET-accredited undergraduate programs in these disciplines, pulling in data from the Carnegie Classification of Institutions of Higher Education about the type of institution. We illustrate the contrasting initial growth pattern between Computer Engineering (slow growth) and Computer Science (rapid growth) and the newer disciplines (moderate growth). Information Technology is notable in its consistent growth and high percentage of accredited programs that are in research universities compared to other newer disciplines. Further analysis shows that about half of all institutions with an ABET accredited program have only one accredited program. This data can help inform academics, ABET, and others hoping to better understand the state of the computing disciplines and their trajectory so far.
{"title":"The Evolution of Computing Degrees: Tracking ABET Accredited Undergraduate Disciplines over Time","authors":"Derek L. Hansen, Aatish Neupane, C. Helps","doi":"10.1145/3368308.3415386","DOIUrl":"https://doi.org/10.1145/3368308.3415386","url":null,"abstract":"Recent decades have seen the continual growth in the number and quality of undergraduate computing programs and disciplines. For example, the ACM and ABET draw distinctions between these computing disciplines: Computer Engineering, Computer Science, Information Technology, Information Systems, Software Engineering, and Cybersecurity. This paper analyzes data from ABET-accredited undergraduate programs in these disciplines, pulling in data from the Carnegie Classification of Institutions of Higher Education about the type of institution. We illustrate the contrasting initial growth pattern between Computer Engineering (slow growth) and Computer Science (rapid growth) and the newer disciplines (moderate growth). Information Technology is notable in its consistent growth and high percentage of accredited programs that are in research universities compared to other newer disciplines. Further analysis shows that about half of all institutions with an ABET accredited program have only one accredited program. This data can help inform academics, ABET, and others hoping to better understand the state of the computing disciplines and their trajectory so far.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134619333","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}
Blended Learning has traditionally been seen as a popular choice in the pursuit of educating the masses in an ever increasing digital world. The 2020 pandemic forced educators across the globe to rethink how their courses could be delivered in an alternative format to this traditional blended approach. We present here a discussion on a suite of tools Tutors, which allows for the complete online delivery of single modules or even full courses both synchronously and asynchronously, and its application in a global context.
{"title":"Online Education and the \"New Normal\"","authors":"D. Drohan, Eamonn de Leastar, P. Seeling","doi":"10.1145/3368308.3415433","DOIUrl":"https://doi.org/10.1145/3368308.3415433","url":null,"abstract":"Blended Learning has traditionally been seen as a popular choice in the pursuit of educating the masses in an ever increasing digital world. The 2020 pandemic forced educators across the globe to rethink how their courses could be delivered in an alternative format to this traditional blended approach. We present here a discussion on a suite of tools Tutors, which allows for the complete online delivery of single modules or even full courses both synchronously and asynchronously, and its application in a global context.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132072180","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}
New approaches to problem-solving through crowdsourcing offer great potential for project-based learning opportunities in higher education. This experience report details how students in three upper-division courses were exposed to an open design challenge sponsored by NASA. Each course had a different level of involvement in the project, documented in the paper, which looks at different levels of involvement from the instructor's perspective. At the end of the semester, students reported on their engagement in the course as well as how these assignments compared to traditional ones. The findings support that open challenges, and NASA SUITS in particular, offer a great opportunity to engage students with computer programming.
{"title":"Open Challenges as a Way to Engage Students: an Experience Report from Three Undergraduate Courses","authors":"G. Vincenti","doi":"10.1145/3368308.3415407","DOIUrl":"https://doi.org/10.1145/3368308.3415407","url":null,"abstract":"New approaches to problem-solving through crowdsourcing offer great potential for project-based learning opportunities in higher education. This experience report details how students in three upper-division courses were exposed to an open design challenge sponsored by NASA. Each course had a different level of involvement in the project, documented in the paper, which looks at different levels of involvement from the instructor's perspective. At the end of the semester, students reported on their engagement in the course as well as how these assignments compared to traditional ones. The findings support that open challenges, and NASA SUITS in particular, offer a great opportunity to engage students with computer programming.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124523820","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 present our observations and comparisons between onsite (face to face) and online outreach activities. These outreach activities were facilitated through our service-based learning course, the Technology Ambassador Program (TAP). The goal is to determine if the online outreach activities, which teach programming skills using online block-based coding platforms, can be as effective as the onsite activities, which use hands-on technologies to teach the same programming skills. Surprisingly, in analyzing self-assessed learning, engagement, and difficulty, we found that there was really no significant difference in the effectiveness of these activities. Online workshops can be very effective and engaging if designed and executed well.
{"title":"Observing the Impact of Online Outreach Versus Face to Face Outreach","authors":"Anca Doloc-Mihu, Cindy Robertson","doi":"10.1145/3368308.3415392","DOIUrl":"https://doi.org/10.1145/3368308.3415392","url":null,"abstract":"In this study, we present our observations and comparisons between onsite (face to face) and online outreach activities. These outreach activities were facilitated through our service-based learning course, the Technology Ambassador Program (TAP). The goal is to determine if the online outreach activities, which teach programming skills using online block-based coding platforms, can be as effective as the onsite activities, which use hands-on technologies to teach the same programming skills. Surprisingly, in analyzing self-assessed learning, engagement, and difficulty, we found that there was really no significant difference in the effectiveness of these activities. Online workshops can be very effective and engaging if designed and executed well.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128962849","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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