Ismail El Sayad, Mandeep Pannu, Mohammed Al Nakshabandi
By engaging students in activities that involve knowledge and understanding construction, active learning approaches help students learn more effectively. In this paper, we present two active learning techniques that were successfully implemented in different computing courses using Padlet educational tool. The first technique involves collecting feedback from students after the first month and during class time using a live platform, such as Padlet. Students’ feedback can be used to inform instruction and promote learning throughout the semester. In addition, an enhanced learning technique called "File traveling" has been implemented. Using the Padlet tool, students form small groups and share questions, feedback, and answers to help one another learn. The use of both techniques makes students more engaged and encourages them to reflect on their learning.
{"title":"Applying Active Learning Techniques In Computing Courses Using Padlet Tool","authors":"Ismail El Sayad, Mandeep Pannu, Mohammed Al Nakshabandi","doi":"10.1145/3593342.3593359","DOIUrl":"https://doi.org/10.1145/3593342.3593359","url":null,"abstract":"By engaging students in activities that involve knowledge and understanding construction, active learning approaches help students learn more effectively. In this paper, we present two active learning techniques that were successfully implemented in different computing courses using Padlet educational tool. The first technique involves collecting feedback from students after the first month and during class time using a live platform, such as Padlet. Students’ feedback can be used to inform instruction and promote learning throughout the semester. In addition, an enhanced learning technique called \"File traveling\" has been implemented. Using the Padlet tool, students form small groups and share questions, feedback, and answers to help one another learn. The use of both techniques makes students more engaged and encourages them to reflect on their learning.","PeriodicalId":378747,"journal":{"name":"Proceedings of the 25th Western Canadian Conference on Computing Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116739627","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}
Y. Khmelevsky, Albert Wong, Nassi Ebadifard, Frank Zhang, Gurbir Bhangu, Gaétan Hains
Many undergraduate students’ applied research projects (projects) are conducted within the computer and computing science departments of colleges and universities [24, 36]. Every department has its own experiences, successes and failures in projects and related subjects teaching, which would be helpful to share and discuss with the education community. In this paper, we discuss the pan-institutional applied research projects’ experiences and results of teaching capstone project courses since 2005, upper-level courses in Data Mining, Data Warehousing, Object Analysis and Design, Special Topic Courses in Databases, in the Computer Information Systems (CIS) Diploma, the Bachelor of Computer Information Systems (BCIS) Degree programs at Okanagan College (OC), and the Post Degree Diploma in Data Analytics (PDDDA) program at Langara College (LC), and similar courses at UBC Okanagan and the University of the Fraser Valley [2, 3, 4, 5, 6, 10, 11, 12, 17, 23, 24, 25, 26, 28, 29, 30, 31, 33, 34, 35, 36, 37, 38, 39, 40, 46, 47, 48, 49, 50, 52, 53, 58]. Teaching a new computing science topic was synchronized through practical software development and software engineering (SEng) projects with industrial sponsors and by small groups of students. In addition to industrial projects, we introduced several student-centred applied research projects from academia and industry in British Columbia (BC) and across Canada. In the last 5 years, we initiated collaboration in these student-centred projects between several post-secondary institutions (OC and LC, UBC Okanagan (UBC O), and the University of the Fraser Valley (UFV)) in Canada and internationally in Université Paris-Est Créteil (UPEC), France. Managers or executives from the sponsoring companies and instructors and professors from the educational institutions supervised and supported students as sponsors, advisors, or mediators. Many student project teams were able to develop impressive, high-quality engineering and research applications and systems [42]. The sponsors provided positive feedback and references for most of the projects. The results of some of these industrial projects were turned into products by the sponsoring companies.
{"title":"Pan-Institutional Applied Research within Undergraduate and Post-Degree Diploma Teaching Programs","authors":"Y. Khmelevsky, Albert Wong, Nassi Ebadifard, Frank Zhang, Gurbir Bhangu, Gaétan Hains","doi":"10.1145/3593342.3593353","DOIUrl":"https://doi.org/10.1145/3593342.3593353","url":null,"abstract":"Many undergraduate students’ applied research projects (projects) are conducted within the computer and computing science departments of colleges and universities [24, 36]. Every department has its own experiences, successes and failures in projects and related subjects teaching, which would be helpful to share and discuss with the education community. In this paper, we discuss the pan-institutional applied research projects’ experiences and results of teaching capstone project courses since 2005, upper-level courses in Data Mining, Data Warehousing, Object Analysis and Design, Special Topic Courses in Databases, in the Computer Information Systems (CIS) Diploma, the Bachelor of Computer Information Systems (BCIS) Degree programs at Okanagan College (OC), and the Post Degree Diploma in Data Analytics (PDDDA) program at Langara College (LC), and similar courses at UBC Okanagan and the University of the Fraser Valley [2, 3, 4, 5, 6, 10, 11, 12, 17, 23, 24, 25, 26, 28, 29, 30, 31, 33, 34, 35, 36, 37, 38, 39, 40, 46, 47, 48, 49, 50, 52, 53, 58]. Teaching a new computing science topic was synchronized through practical software development and software engineering (SEng) projects with industrial sponsors and by small groups of students. In addition to industrial projects, we introduced several student-centred applied research projects from academia and industry in British Columbia (BC) and across Canada. In the last 5 years, we initiated collaboration in these student-centred projects between several post-secondary institutions (OC and LC, UBC Okanagan (UBC O), and the University of the Fraser Valley (UFV)) in Canada and internationally in Université Paris-Est Créteil (UPEC), France. Managers or executives from the sponsoring companies and instructors and professors from the educational institutions supervised and supported students as sponsors, advisors, or mediators. Many student project teams were able to develop impressive, high-quality engineering and research applications and systems [42]. The sponsors provided positive feedback and references for most of the projects. The results of some of these industrial projects were turned into products by the sponsoring companies.","PeriodicalId":378747,"journal":{"name":"Proceedings of the 25th Western Canadian Conference on Computing Education","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131890359","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}
Teale W. Masrani, Leanne Wu, Helen Ai He, L. Oehlberg, Anika Achari, Ali Hazari, Syeda Zainab Khaleel, Samuel Osweiler, Nathaly Verwaal
Using an autoethnographic approach, the authors reflect upon their experiences as students and teachers in an undergraduate course on metacognition and independent learning. Self-reflections point to the importance of fostering emotional bonds and common humanity in the classroom to facilitate learning. We discuss implications of this work on pedagogy, hiring, curriculum, and future research.
{"title":"“I am not alone in this”: Experiences of Common Humanity and Social Connection from a Computer Science Course on the Metacognition of Learning","authors":"Teale W. Masrani, Leanne Wu, Helen Ai He, L. Oehlberg, Anika Achari, Ali Hazari, Syeda Zainab Khaleel, Samuel Osweiler, Nathaly Verwaal","doi":"10.1145/3593342.3593350","DOIUrl":"https://doi.org/10.1145/3593342.3593350","url":null,"abstract":"Using an autoethnographic approach, the authors reflect upon their experiences as students and teachers in an undergraduate course on metacognition and independent learning. Self-reflections point to the importance of fostering emotional bonds and common humanity in the classroom to facilitate learning. We discuss implications of this work on pedagogy, hiring, curriculum, and future research.","PeriodicalId":378747,"journal":{"name":"Proceedings of the 25th Western Canadian Conference on Computing Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130195632","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}
Project-based learning (PBL) through open-ended group projects is praised for fostering technical communication, collaboration, and leadership skills. We examine PBL in the group project element of Web Systems Architecture, an upper-level undergraduate systems course. We investigate learning outcomes, team dynamics, technical communication, and confidence-building. Our observations suggest that while learning outcomes are similarly achieved with and without additional specification and scaffolding, when given a choice for receiving further specification and scaffolding, students are inclined towards more specification and avoid taking risks in open-ended projects. Specifically, 86% of our students decided to choose the scaffolded project stream, and by the end of the project, 41% of the students (58% of survey respondents) indicated their preference for even a more specified project. We explore the factors influencing this choice and discuss design alternatives to further motivate risk-taking, and our initial results using them.
{"title":"Specification and Scaffolding in Project-Based Learning of Systems Architecture","authors":"Ouldooz Baghban Karimi","doi":"10.1145/3593342.3593354","DOIUrl":"https://doi.org/10.1145/3593342.3593354","url":null,"abstract":"Project-based learning (PBL) through open-ended group projects is praised for fostering technical communication, collaboration, and leadership skills. We examine PBL in the group project element of Web Systems Architecture, an upper-level undergraduate systems course. We investigate learning outcomes, team dynamics, technical communication, and confidence-building. Our observations suggest that while learning outcomes are similarly achieved with and without additional specification and scaffolding, when given a choice for receiving further specification and scaffolding, students are inclined towards more specification and avoid taking risks in open-ended projects. Specifically, 86% of our students decided to choose the scaffolded project stream, and by the end of the project, 41% of the students (58% of survey respondents) indicated their preference for even a more specified project. We explore the factors influencing this choice and discuss design alternatives to further motivate risk-taking, and our initial results using them.","PeriodicalId":378747,"journal":{"name":"Proceedings of the 25th Western Canadian Conference on Computing Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123112660","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 CS1, to assess student knowledge, instructors prepare exam questions that often include code snippets. Due to the significant amount of time and effort required to create high-quality exam questions, instructors often only produce a single version of the exam. This results in all students receiving the same set of questions, which raises the possibility of plagiarism. In this paper, we propose a tool that allows computing science educators to generate a number of variations of a given code snippet, where the pedagogical intent of the code remains the same, but the code is mutated.
{"title":"Generating CS1 Coding Questions using OpenAI","authors":"P. Naringrekar, Ildar Akhmetov, Eleni Stroulia","doi":"10.1145/3593342.3593348","DOIUrl":"https://doi.org/10.1145/3593342.3593348","url":null,"abstract":"In CS1, to assess student knowledge, instructors prepare exam questions that often include code snippets. Due to the significant amount of time and effort required to create high-quality exam questions, instructors often only produce a single version of the exam. This results in all students receiving the same set of questions, which raises the possibility of plagiarism. In this paper, we propose a tool that allows computing science educators to generate a number of variations of a given code snippet, where the pedagogical intent of the code remains the same, but the code is mutated.","PeriodicalId":378747,"journal":{"name":"Proceedings of the 25th Western Canadian Conference on Computing Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121663248","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 present results from testing a two-stage exam format in a small, first-year programming class (n=24), including survey responses from students (n=8) about their experience with the exam format. Students reported liking the format due to a decrease in stress, helping them to better understand course concepts, and helping to improve their grades.
{"title":"Using a Two-Stage Final Exam in an Intro CS Course: Student Perceptions and Grade Impacts","authors":"Lauren Himbeault, C. Latulipe","doi":"10.1145/3593342.3593355","DOIUrl":"https://doi.org/10.1145/3593342.3593355","url":null,"abstract":"We present results from testing a two-stage exam format in a small, first-year programming class (n=24), including survey responses from students (n=8) about their experience with the exam format. Students reported liking the format due to a decrease in stress, helping them to better understand course concepts, and helping to improve their grades.","PeriodicalId":378747,"journal":{"name":"Proceedings of the 25th Western Canadian Conference on Computing Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126346352","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}
S. Allin, Ilir Dema, Oluwagbotemi Iseoluwa, Shuhao Dong, Tingting Zhu
This document details four short labs designed for CS2 courses (Object Oriented Programming in Java) and related to Urban Forestry. Labs require familiarity with basic OO design and include open city tree inventory data from Vancouver, BC and Mississauga, ON.
{"title":"Object Oriented Programming Exercises for CS2 Courses: Urban Forestry Theme","authors":"S. Allin, Ilir Dema, Oluwagbotemi Iseoluwa, Shuhao Dong, Tingting Zhu","doi":"10.1145/3593342.3593347","DOIUrl":"https://doi.org/10.1145/3593342.3593347","url":null,"abstract":"This document details four short labs designed for CS2 courses (Object Oriented Programming in Java) and related to Urban Forestry. Labs require familiarity with basic OO design and include open city tree inventory data from Vancouver, BC and Mississauga, ON.","PeriodicalId":378747,"journal":{"name":"Proceedings of the 25th Western Canadian Conference on Computing Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126083891","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}
Parsa Rajabi, Parnian Taghipour, D. Cukierman, Tenzin Doleck
As Chat Generative Pre-trained Transformer (ChatGPT) gains traction, its impact on post-secondary education is increasingly being debated. This qualitative study explores the perception of students and faculty members at a research university in Canada regarding ChatGPT’s use in a post-secondary setting, focusing on how it could be incorporated and what ways instructors can respond to this technology. We present the summary of a discussion that took place in a two-hour focus group session with 40 participants from the computer science and engineering departments, and highlight issues surrounding plagiarism, assessment methods, and the appropriate use of ChatGPT. Findings suggest that students are likely to use ChatGPT, but there is a need for specific guidelines, more classroom assessments, and mandatory reporting of ChatGPT use. The study contributes to the emergent research on ChatGPT in higher education and emphasizes the importance of proactively addressing challenges and opportunities associated with ChatGPT adoption and use.
{"title":"Exploring ChatGPT’s impact on post-secondary education: A qualitative study","authors":"Parsa Rajabi, Parnian Taghipour, D. Cukierman, Tenzin Doleck","doi":"10.1145/3593342.3593360","DOIUrl":"https://doi.org/10.1145/3593342.3593360","url":null,"abstract":"As Chat Generative Pre-trained Transformer (ChatGPT) gains traction, its impact on post-secondary education is increasingly being debated. This qualitative study explores the perception of students and faculty members at a research university in Canada regarding ChatGPT’s use in a post-secondary setting, focusing on how it could be incorporated and what ways instructors can respond to this technology. We present the summary of a discussion that took place in a two-hour focus group session with 40 participants from the computer science and engineering departments, and highlight issues surrounding plagiarism, assessment methods, and the appropriate use of ChatGPT. Findings suggest that students are likely to use ChatGPT, but there is a need for specific guidelines, more classroom assessments, and mandatory reporting of ChatGPT use. The study contributes to the emergent research on ChatGPT in higher education and emphasizes the importance of proactively addressing challenges and opportunities associated with ChatGPT adoption and use.","PeriodicalId":378747,"journal":{"name":"Proceedings of the 25th Western Canadian Conference on Computing Education","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114731663","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 paper shares the experiences of using Kahoot, a gamified real-time polling platform, as a tool for engaging students in computing courses. The paper provides practical tips for designing and implementing Kahoot quizzes in a way that promotes student participation and motivation while keeping the stakes low. Special attention is given to the psychological aspects of quiz design, including how to maintain a motivating and entertaining nature without negatively affecting student self-efficacy, and how to promote deeper learning and retention of course material. Additionally, the paper explores using Kahoot quizzes as an interactive narrative tool for content delivery in lectures.
{"title":"Tips for Using Gamified Real-Time Polling Quizzes as a No-Stakes Engagement Tool for Computing Courses","authors":"L. Zhang","doi":"10.1145/3593342.3593357","DOIUrl":"https://doi.org/10.1145/3593342.3593357","url":null,"abstract":"This paper shares the experiences of using Kahoot, a gamified real-time polling platform, as a tool for engaging students in computing courses. The paper provides practical tips for designing and implementing Kahoot quizzes in a way that promotes student participation and motivation while keeping the stakes low. Special attention is given to the psychological aspects of quiz design, including how to maintain a motivating and entertaining nature without negatively affecting student self-efficacy, and how to promote deeper learning and retention of course material. Additionally, the paper explores using Kahoot quizzes as an interactive narrative tool for content delivery in lectures.","PeriodicalId":378747,"journal":{"name":"Proceedings of the 25th Western Canadian Conference on Computing Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126210867","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}
Jin Kang, Adrian D. C. Chan, Chantal M. J. Trudel, Boris Vukovic, A. Girouard
This paper describes a training program designed to increase accessibility competencies in graduate students of interdisciplinary backgrounds, including those in computing education, and presents a longitudinal study that examined the program's effectiveness. We surveyed two graduate student cohorts in the program at multiple periods over eight months (N = 14). Students reported their level of program engagement, empathy, technical knowledge, and career interests in accessibility. We found that participants’ physical engagement and empathy increased over time at a marginal significance level. Students reported high medians on other measurements, which imply the program successfully maintained their engagement, technical knowledge, and career interests. We offer recommendations to enhance the quality of accessibility education to graduate students in computing.
{"title":"A Longitudinal Evaluation of the Impact of a Graduate Student Accessibility Training on Student Learning Outcomes","authors":"Jin Kang, Adrian D. C. Chan, Chantal M. J. Trudel, Boris Vukovic, A. Girouard","doi":"10.1145/3593342.3593346","DOIUrl":"https://doi.org/10.1145/3593342.3593346","url":null,"abstract":"This paper describes a training program designed to increase accessibility competencies in graduate students of interdisciplinary backgrounds, including those in computing education, and presents a longitudinal study that examined the program's effectiveness. We surveyed two graduate student cohorts in the program at multiple periods over eight months (N = 14). Students reported their level of program engagement, empathy, technical knowledge, and career interests in accessibility. We found that participants’ physical engagement and empathy increased over time at a marginal significance level. Students reported high medians on other measurements, which imply the program successfully maintained their engagement, technical knowledge, and career interests. We offer recommendations to enhance the quality of accessibility education to graduate students in computing.","PeriodicalId":378747,"journal":{"name":"Proceedings of the 25th Western Canadian Conference on Computing Education","volume":"222 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122530320","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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