This SIGITE Big Idea in IT Education talk explores students doing class assignments and/or using automating scripts to update open education resources (OER) in information technology (IT) courses. In SIGITE we have long discussed OER-based IT courses replacing textbook-based courses [1,2] and identified a challenge of keeping the course material current. In a traditional textbook-based course, the author and publisher take care of updates, but, OER-based courses most often put that responsibility on the local course designers and/or instructors. Spreading this workload to involve students has two benefits: 1) reducing costs and faculty workload, and 2) increasing students' lifelong learning skills. Automating the mechanical parts of update makes a better user experience and a student-centered educational process.
{"title":"Updating OER Materials in IT Courses: Sharing the Fun and Fulfillment with Students while Sending the Workload to Automation","authors":"R. Halstead-Nussloch","doi":"10.1145/3368308.3415355","DOIUrl":"https://doi.org/10.1145/3368308.3415355","url":null,"abstract":"This SIGITE Big Idea in IT Education talk explores students doing class assignments and/or using automating scripts to update open education resources (OER) in information technology (IT) courses. In SIGITE we have long discussed OER-based IT courses replacing textbook-based courses [1,2] and identified a challenge of keeping the course material current. In a traditional textbook-based course, the author and publisher take care of updates, but, OER-based courses most often put that responsibility on the local course designers and/or instructors. Spreading this workload to involve students has two benefits: 1) reducing costs and faculty workload, and 2) increasing students' lifelong learning skills. Automating the mechanical parts of update makes a better user experience and a student-centered educational process.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"139 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":"121311213","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}
Larry Singleton, Rui Zhao, Myoungkyu Song, Harvey P. Siy
Insecure program practices seriously threaten software security. Misusing security primitives in application-level code is not unusual. For example, in mobile banking apps, developers might store customers' privacy information in plaintext, leading to sensitive information leakage. To leverage cryptographic primitives, developers need to correctly select the cryptographic algorithm, appropriate parameters, and sometimes its post-process. While recent research discusses pitfalls in cryptography-related implementations, few academic programs integrate these concepts in their educational programs. One big challenge is the lack of automated guidance on how to utilize existing libraries for secure coding. In this paper, we discuss the prevalence of the problem, especially with respect to implementing programs that utilize cryptography, to motivate the need for better tool support for guidance in writing secure code. We present a tool, CryptoTutor, that can automatically flag common cryptographic misuses and suggest possible repairs. We discuss how tools like CryptoTutor can be integrated into programming courses at the college and pre-college levels.
{"title":"CryptoTutor","authors":"Larry Singleton, Rui Zhao, Myoungkyu Song, Harvey P. Siy","doi":"10.1145/3368308.3415419","DOIUrl":"https://doi.org/10.1145/3368308.3415419","url":null,"abstract":"Insecure program practices seriously threaten software security. Misusing security primitives in application-level code is not unusual. For example, in mobile banking apps, developers might store customers' privacy information in plaintext, leading to sensitive information leakage. To leverage cryptographic primitives, developers need to correctly select the cryptographic algorithm, appropriate parameters, and sometimes its post-process. While recent research discusses pitfalls in cryptography-related implementations, few academic programs integrate these concepts in their educational programs. One big challenge is the lack of automated guidance on how to utilize existing libraries for secure coding. In this paper, we discuss the prevalence of the problem, especially with respect to implementing programs that utilize cryptography, to motivate the need for better tool support for guidance in writing secure code. We present a tool, CryptoTutor, that can automatically flag common cryptographic misuses and suggest possible repairs. We discuss how tools like CryptoTutor can be integrated into programming courses at the college and pre-college levels.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"495 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":"115677778","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}
SQL (Structured Query Language) is a standard language to communicate with a relational database system. SQL is a core competency for people in the data management field and is, therefore, a foundational skill taught to users in information systems. This research analyzes data from the group of students with two different problem sets. The data set consisted of student activity, log data, captured by the database management system as students executed queries. The primary goal of analyzing data in this research is to observe the exact sequence of attempts while students formulate SQL queries, understand the patterns students use and how these patterns help them learn SQL for the purpose of finding better ways to teach these skills. This research will try to improve students? learning processes and how they can be taught more efficiently about the SQL language and its usage.
{"title":"Understanding Students' Identification and Use of Patterns While Writing SQL Queries","authors":"Zahra Hatami, P. Wolcott","doi":"10.1145/3368308.3415367","DOIUrl":"https://doi.org/10.1145/3368308.3415367","url":null,"abstract":"SQL (Structured Query Language) is a standard language to communicate with a relational database system. SQL is a core competency for people in the data management field and is, therefore, a foundational skill taught to users in information systems. This research analyzes data from the group of students with two different problem sets. The data set consisted of student activity, log data, captured by the database management system as students executed queries. The primary goal of analyzing data in this research is to observe the exact sequence of attempts while students formulate SQL queries, understand the patterns students use and how these patterns help them learn SQL for the purpose of finding better ways to teach these skills. This research will try to improve students? learning processes and how they can be taught more efficiently about the SQL language and its usage.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"31 9 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":"129756754","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}
Information technology (IT) and computer science (CS) are two popular educational programs in the world. There is always a debate about the teaching and research in the IT and CS programs. The Association for Computing Machinery (ACM) owns the special interest group on IT education (SIGITE) and CS education (SIGCSE), both of which host an annual conference or symposium. In this paper, we investigate the 10-years publications in the SIGITE and SIGCSE symposiums, in order to deliver a comparative study of the IT and CS programs from the perspective of academic publications. Furthermore, we are able to identify the similarities and differences in SIGITE and SIGCSE publications, and it could be helpful for them to learn from each other in the long run.
{"title":"SIGITE and SIGCSE Symposiums: A Comparative Study","authors":"Yong Zheng","doi":"10.1145/3368308.3415400","DOIUrl":"https://doi.org/10.1145/3368308.3415400","url":null,"abstract":"Information technology (IT) and computer science (CS) are two popular educational programs in the world. There is always a debate about the teaching and research in the IT and CS programs. The Association for Computing Machinery (ACM) owns the special interest group on IT education (SIGITE) and CS education (SIGCSE), both of which host an annual conference or symposium. In this paper, we investigate the 10-years publications in the SIGITE and SIGCSE symposiums, in order to deliver a comparative study of the IT and CS programs from the perspective of academic publications. Furthermore, we are able to identify the similarities and differences in SIGITE and SIGCSE publications, and it could be helpful for them to learn from each other in the long run.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"27 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":"127361374","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 a proliferation of Cloud based Speech-to-Text services it can be difficult to decide where to start and how to make use of these technologies. These include the major Cloud providers as well as several Open Source Speech-to-Text projects available. We desired to investigate a sample of the available libraries and their attributes relating to the recording artifacts that are the by-product of Online Education. The fact that so many resources are available means that the computing and technical barriers for applying speech recognition algorithms have decreased to the point of being a non-factor in the decision to use Speech-to-Text services. New barriers such as price, compute time, and access to the services? source code (software freedom) can be factored into the decision of which platform to use. This case study provides a beginning to developing a test-suite and guide to compare Speech-to-Text libraries and their out-of-the-box accuracy. Our initial test suite employed two models: 1) a Cloud model employing AWS S3 using AWS Transcribe, 2) an on-premises Open Source model that relies on Mozilla's DeepSpeech[1]. We present our findings and recommendations based on the criteria discovered. In order to deliver this test-suite, we also conducted research into the latest web development technologies with emphasis on security. This was done to produce a reliable and secure development process and to provide open access to this proof of concept for further testing and development.
{"title":"A Case Study in Comparative Speech-to-Text Libraries for Use in Transcript Generation for Online Education Recordings","authors":"Pablo Angel Alvarez Fernandez, Jeremy Hajek","doi":"10.1145/3368308.3415380","DOIUrl":"https://doi.org/10.1145/3368308.3415380","url":null,"abstract":"With a proliferation of Cloud based Speech-to-Text services it can be difficult to decide where to start and how to make use of these technologies. These include the major Cloud providers as well as several Open Source Speech-to-Text projects available. We desired to investigate a sample of the available libraries and their attributes relating to the recording artifacts that are the by-product of Online Education. The fact that so many resources are available means that the computing and technical barriers for applying speech recognition algorithms have decreased to the point of being a non-factor in the decision to use Speech-to-Text services. New barriers such as price, compute time, and access to the services? source code (software freedom) can be factored into the decision of which platform to use. This case study provides a beginning to developing a test-suite and guide to compare Speech-to-Text libraries and their out-of-the-box accuracy. Our initial test suite employed two models: 1) a Cloud model employing AWS S3 using AWS Transcribe, 2) an on-premises Open Source model that relies on Mozilla's DeepSpeech[1]. We present our findings and recommendations based on the criteria discovered. In order to deliver this test-suite, we also conducted research into the latest web development technologies with emphasis on security. This was done to produce a reliable and secure development process and to provide open access to this proof of concept for further testing and development.","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":"125967536","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}
We call for students to learn professional and technical communication skills, but we do not provide detailed guidance on what we want to include in the curriculum. This Big Ideas session is intended to elicit the thinking of IT faculty and professionals with a goal of identifying what we want to ask for from our communication colleagues in terms of learning objectives and course content.
{"title":"Technical Communication Course: What do we want? What do students need?","authors":"Diane C. Shichtman","doi":"10.1145/3368308.3415354","DOIUrl":"https://doi.org/10.1145/3368308.3415354","url":null,"abstract":"We call for students to learn professional and technical communication skills, but we do not provide detailed guidance on what we want to include in the curriculum. This Big Ideas session is intended to elicit the thinking of IT faculty and professionals with a goal of identifying what we want to ask for from our communication colleagues in terms of learning objectives and course content.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"24 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":"129171989","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 COVID-19 pandemic has caused major disruptions across the world; universities have not been exempt. This has included disruptions in not only the delivery of traditional in-person classes, but also research. In this paper, we detail the efforts undertaken to modify the research protocols originally developed for a longitudinal experiment design with two in-person components to it. In particular, we address the challenges and benefits of this conversion, including issues related to compensation, scheduling, technical issues, and attempts to replace the in-person component of the original design.
{"title":"Conducting \"In-Person\" Research During a Pandemic","authors":"Marc J. Dupuis, Karen Renaud","doi":"10.1145/3368308.3415420","DOIUrl":"https://doi.org/10.1145/3368308.3415420","url":null,"abstract":"The COVID-19 pandemic has caused major disruptions across the world; universities have not been exempt. This has included disruptions in not only the delivery of traditional in-person classes, but also research. In this paper, we detail the efforts undertaken to modify the research protocols originally developed for a longitudinal experiment design with two in-person components to it. In particular, we address the challenges and benefits of this conversion, including issues related to compensation, scheduling, technical issues, and attempts to replace the in-person component of the original design.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"22 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":"128909019","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 leverage of funding and academia-industry partnership for broader impact and student success, Miami Dade College created new educational pathways in cloud computing, which are unique in its state. The Dade Enterprise Cloud Computing Initiative provides students with project-based learning opportunities and access to leading cloud technology, giving them a competitive advantage by strengthening academic offerings that lead to not only an academic credential, but also industry certifications to meet the workforce demand. In this Work-In-Progress paper, we highlight the key findings specifically related to teaching the cloud courses from a focus group with the faculty members.
{"title":"Student-To-Workforce Pipeline: Are Your Faculties' Future Cloudy?","authors":"Elodie Billionniere, L. Meyer","doi":"10.1145/3368308.3415448","DOIUrl":"https://doi.org/10.1145/3368308.3415448","url":null,"abstract":"With the leverage of funding and academia-industry partnership for broader impact and student success, Miami Dade College created new educational pathways in cloud computing, which are unique in its state. The Dade Enterprise Cloud Computing Initiative provides students with project-based learning opportunities and access to leading cloud technology, giving them a competitive advantage by strengthening academic offerings that lead to not only an academic credential, but also industry certifications to meet the workforce demand. In this Work-In-Progress paper, we highlight the key findings specifically related to teaching the cloud courses from a focus group with the faculty members.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"82 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":"115026501","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}
Alan Franklin, V. Veeramani, Malinda Suprise, Belle Woodward
Coyler & Woodward surveyed students within the IT discipline and assessed student self-confidence in various content areas (e.g., computer programming, mathematics, crytography, etc.) and recommended that additional content-based questions be developed to assess student self-confidence [1]. This work-in-progress manuscript proposes a reinspection of student self-confidence as pertains to IT content areas, as well as an exploration of potential differences in self-confidence for students in underrepresented groups.
{"title":"Underrepresented Students' Confidence in Information Technology Content Areas","authors":"Alan Franklin, V. Veeramani, Malinda Suprise, Belle Woodward","doi":"10.1145/3368308.3415429","DOIUrl":"https://doi.org/10.1145/3368308.3415429","url":null,"abstract":"Coyler & Woodward surveyed students within the IT discipline and assessed student self-confidence in various content areas (e.g., computer programming, mathematics, crytography, etc.) and recommended that additional content-based questions be developed to assess student self-confidence [1]. This work-in-progress manuscript proposes a reinspection of student self-confidence as pertains to IT content areas, as well as an exploration of potential differences in self-confidence for students in underrepresented groups.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"19 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":"122922849","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 study aims to analyze patterns of gender-based grade disparity in undergraduate information technology (IT) courses at a public research university. The study is part of an effort to understand factors in IT education that may contribute to the gender gap in IT higher education and careers. The study followed a learning analytics methodology developed and used by previous studies of gendered based performance differences in STEM courses at other universities. This research adds to a base of information on gender performance in IT courses. Results indicated that, on average, IT courses have gendered performance differences, with most courses favoring males. Also, results found that, on average, the course delivery method does not impact gender performance. A surprising result is in the senior-level courses, on average, the courses favor females. The recommendations for expanding the study are to examine additional course factors such as instructor gender, class size, and the number of females in the course and to include additional computing disciplines and other universities in the data set. This study will lead to a research path to understanding gender neutral IT course instruction.
{"title":"Gendered Performance Differences in Information Technology Courses","authors":"Rebekah Michael, Hazem Said","doi":"10.1145/3368308.3415395","DOIUrl":"https://doi.org/10.1145/3368308.3415395","url":null,"abstract":"This study aims to analyze patterns of gender-based grade disparity in undergraduate information technology (IT) courses at a public research university. The study is part of an effort to understand factors in IT education that may contribute to the gender gap in IT higher education and careers. The study followed a learning analytics methodology developed and used by previous studies of gendered based performance differences in STEM courses at other universities. This research adds to a base of information on gender performance in IT courses. Results indicated that, on average, IT courses have gendered performance differences, with most courses favoring males. Also, results found that, on average, the course delivery method does not impact gender performance. A surprising result is in the senior-level courses, on average, the courses favor females. The recommendations for expanding the study are to examine additional course factors such as instructor gender, class size, and the number of females in the course and to include additional computing disciplines and other universities in the data set. This study will lead to a research path to understanding gender neutral IT course instruction.","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":"114630477","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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