Proceedings of the 8th Computer Science Education Research Conference最新文献

Keep Calm and Code on Your Phone: A Pilot of SuaCode, an Online Smartphone-Based Coding Course 保持冷静，在手机上编程:SuaCode的试点，一个基于智能手机的在线编程课程

Proceedings of the 8th Computer Science Education Research Conference Pub Date : 2019-11-18 DOI: 10.1145/3375258.3375260

George Boateng, V. Kumbol, Prince Steven Annor

{"title":"Keep Calm and Code on Your Phone: A Pilot of SuaCode, an Online Smartphone-Based Coding Course","authors":"George Boateng, V. Kumbol, Prince Steven Annor","doi":"10.1145/3375258.3375260","DOIUrl":"https://doi.org/10.1145/3375258.3375260","url":null,"abstract":"Africa lags behind the rest of the world in terms of digital literacy skills with less than one percent of African children leaving school with basic coding skills. One cause of this gap is poor access to equipment such as computers for teaching and learning. Yet, there is a proliferation of smartphones in Africa. Seeking to leverage this opportunity, we developed SuaCode, an online smartphone-based coding course to teach programming fundamentals to Africans. We designed the course to teach coding in a visual, interactive and fun way through the building of a pong game using Processing (a Java-based programming language). In this work, we describe our experience delivering the course online to 30 Ghanaian high school and college students. At the end of the course, 7 of the 30 students completed the first part of the course, building the pong game. The reflection essays from our students showed that they enjoyed the course and coding on a smartphone was not a barrier to completing the assignments. Improvements such as having more mentors and automated feedback on the coding assignments will improve the quality of the course. Given the difficulty in accessing computers in Africa, our work shows that smartphones can be leveraged to effectively introduce students to programming concepts via an online course. We are excited about the results of this pilot and see the potential to scale the course to eventually bring coding skills within arm's reach of millions across Africa, literally into their palms thereby bridging Africa's digital divide.","PeriodicalId":120434,"journal":{"name":"Proceedings of the 8th Computer Science Education Research Conference","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124571370","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}

引用次数: 7

Creating Tutorial Materials as Lecture Supplements by Integrating Drawing Tablet and Video Capturing/Sharing 通过集成绘图板和视频捕获/共享创建教程材料作为讲座补充

Proceedings of the 8th Computer Science Education Research Conference Pub Date : 2019-11-18 DOI: 10.1145/3375258.3375259

Chen-Wei Wang

引用次数: 1

Project Tomo: automated feedback service in teaching programming in Slovenian high schools Tomo项目:斯洛文尼亚高中编程教学中的自动反馈服务

Proceedings of the 8th Computer Science Education Research Conference Pub Date : 2019-11-18 DOI: 10.1145/3375258.3375276

Matija Lokar

引用次数: 0

Is Deductive Program Verification Mature Enough to be Taught to Software Engineers? 演绎程序验证是否成熟到可以传授给软件工程师?

Proceedings of the 8th Computer Science Education Research Conference Pub Date : 2019-11-18 DOI: 10.1145/3375258.3375265

Marc Schoolderman, S. Smetsers, M. V. Eekelen

{"title":"Is Deductive Program Verification Mature Enough to be Taught to Software Engineers?","authors":"Marc Schoolderman, S. Smetsers, M. V. Eekelen","doi":"10.1145/3375258.3375265","DOIUrl":"https://doi.org/10.1145/3375258.3375265","url":null,"abstract":"Software engineers working in industry seldom try to apply formal methods to solve problems. There are various reasons for this. Sometimes these reasons are understandable---the cost of using formal methods does not make economic sense in many contexts. However, formal methods are also often greeted with scepticism. Formal methods are assumed to take too much time, require tools that are too academic, or to be too mathematical to be understood by practice-oriented software engineers. We tested these assumptions by designing a small course around a framework for program verification, aimed at regular computer science students enrolled in a Master's programme. After four lectures and associated exercises, students were given a small verification task where they had to model and verify a real, non-trivial, C function in Why3. A significant majority of students managed to prove a non-trivial functional specification of this C function in the time allotted, and many also pointed out inherent flaws of this function discovered during formalization. Participants reported no major difficulties or mental hurdles in learning Why3, and considered its approach to be appropriate for selected components of safety-critical software. While formal verification tools such as Why3 still have lots of room for improvement, this experience shows that in a short amount of time, software engineers can be taught to use a program verification tool, and obtain usable results without being fully proficient in it. We further recommend that courses on formal methods should also let students explore these as techniques to be applied, instead of only focusing on the theory behind them, as we expect this to gradually lower the barrier to wider acceptance.","PeriodicalId":120434,"journal":{"name":"Proceedings of the 8th Computer Science Education Research Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125899963","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}

引用次数: 3

Programming, Research and... Coffee?: An Analysis of Workplace Activities by Computing Interns 编程、研究和…咖啡吗?计算机实习生的工作场所活动分析

Proceedings of the 8th Computer Science Education Research Conference Pub Date : 2019-11-18 DOI: 10.1145/3375258.3375264

H. Aldewereld, Esther van der Stappen

{"title":"Programming, Research and... Coffee?: An Analysis of Workplace Activities by Computing Interns","authors":"H. Aldewereld, Esther van der Stappen","doi":"10.1145/3375258.3375264","DOIUrl":"https://doi.org/10.1145/3375258.3375264","url":null,"abstract":"To overcome the skills gap between industry demands and learning outcomes achieved by graduates in higher computing education, many Bachelor programs integrate some form of internship in their curriculum; students are assumed to encounter authentic tasks and recent technologies in the workplace. In practice, however, educators often do not know specifically which tasks their students perform and which technologies they use, mainly due to the distance between coach and student during the work placement and the lack of cohort-based overviews of activities performed in internships. In this study, we gathered and analyzed workplace activity data of 54 students over the course of their third-year semester-long internships in the computing industry. We performed descriptive analyses to gain insight into i) which categories of activities students performed most (programming, research and documentation) and ii) which of the activity categories they find most difficult (research, documentation (both academic and IT) and implementation/configuration). Subsequent text analysis gives us insight into students' perceptions of the categories used to label activities (testing, research, meetings, and academic documentation are congruous) and which technologies were used most by these students. Based on the results, we conclude it is feasible to use user-generated data to get insights into workplace activities of computing interns. The quality of this user-generated data does hamper us in drawing certain conclusions. Further research is needed with improved data quality and volume in order to obtain more generalizable results.","PeriodicalId":120434,"journal":{"name":"Proceedings of the 8th Computer Science Education Research Conference","volume":"261 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121222068","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}

引用次数: 0

Static Detection of Design Patterns in Class Diagrams 类图中设计模式的静态检测

Proceedings of the 8th Computer Science Education Research Conference Pub Date : 2019-11-18 DOI: 10.1145/3375258.3375268

E. V. Doorn, Sylvia Stuurman, M. V. Eekelen

{"title":"Static Detection of Design Patterns in Class Diagrams","authors":"E. V. Doorn, Sylvia Stuurman, M. V. Eekelen","doi":"10.1145/3375258.3375268","DOIUrl":"https://doi.org/10.1145/3375258.3375268","url":null,"abstract":"Teaching Object-Oriented design on the class diagram level is often a cumbersome effort. Requiring the use of specific design patterns helps the students in structuring their design properly. However, checking whether students used the right design pattern can be a very time-intensive task due to the variety of possibilities of creating structure using design patterns on the high-level class diagrams. For the same reason, it is hard for students to check for themselves whether their solution fulfills the basic requirements that are required by the instructor with respect to the use of design patterns. Efficiency and the quality of design pattern education can be improved by automatic detection of design patterns in UML class diagrams. We introduce a new method to detect design patterns in class diagrams, together with a prototype of a tool that uses this new method. Using this tool, an instructor needs less effort to review solutions of design exercises since the tool can check the basic class requirements automatically. Consequently, an instructor can focus on the more high-level requirements that were set in the exercise and students can easier check for themselves whether their design satisfies the basic required properties on the pattern level. The method offers static decidability for those design patterns, that are identified by structural properties e.c. the names of the classes and their associations. It is non-duplicating. That is a specific occurrence of a design pattern is not reported multiple times. The method not only detects all 16 static Gang of Four design patterns without false positives or false negatives, but also it can detect redundant relations. Our tool contributes to the quality and efficiency of design pattern education, both for students and instructors.","PeriodicalId":120434,"journal":{"name":"Proceedings of the 8th Computer Science Education Research Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130477351","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}

引用次数: 1

Tying Ethics to Teamwork Training in a Minimodule 在迷你模块中将道德与团队合作训练联系起来

Proceedings of the 8th Computer Science Education Research Conference Pub Date : 2019-11-18 DOI: 10.1145/3375258.3375275

A. Sprague, Raquel Diaz-Sprague

{"title":"Tying Ethics to Teamwork Training in a Minimodule","authors":"A. Sprague, Raquel Diaz-Sprague","doi":"10.1145/3375258.3375275","DOIUrl":"https://doi.org/10.1145/3375258.3375275","url":null,"abstract":"Most CS and engineering curricula require that students take ethics training and acquire competence in teamwork skills before graduation. Both ethics and teamwork are course objectives mandated by the Accreditation Board for Engineering & Technology (ABET). However, ethics and teamwork are difficult to teach by regular STEM faculty. Lingard (2010) suggests that faculty may not have had much teamwork training themselves. Students can take ethics courses in other departments which may/not help the students to engage in moral reasoning or help them in considering societal implications of technologies they learn in CS or Engineering courses. Thus, there is a growing recognition of the need for a more integrative approach, such as to teach ethics across the curriculum (Pease and Baker, 2009) or embed ethics within the CS curriculum (Grosz et al, 2019). At the University of Alabama at Birmingham (UAB), we are pilot testing a short, integrative approach, i.e., a 4-class period minimodule, covering both ethics and teamwork, embedded in CS or ECE courses. It includes a short refresher on moral reasoning, examples of cooperative behavior in animals and student-led teamwork demonstrations. Using an andragogical approach we provide questions to guide discussions by student teams after viewing video lectures by renowned experts. Outside of class, student teams prepare teamwork demonstrations for the class. We report results and observations. We also report on an event in progress: the intercollegiate Ethics in Action Challenge --https://www.ub.edu/engineering/ece/news/127-ethics-in-action","PeriodicalId":120434,"journal":{"name":"Proceedings of the 8th Computer Science Education Research Conference","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131848324","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}

引用次数: 2

A Flipped Classroom Experiment: The implementation of Semi-Synchronous Learning 翻转课堂实验:半同步学习的实施

Proceedings of the 8th Computer Science Education Research Conference Pub Date : 2019-11-18 DOI: 10.1145/3375258.3375274

H. Alers, Marcella Veldthuis, Aleksandra Malinowska, Tim K. Cocx

引用次数: 1

DI2 Co-Innovation Lab: Teaching software development in and for real business situations DI2联合创新实验室:在真实的商业环境中教授软件开发

Proceedings of the 8th Computer Science Education Research Conference Pub Date : 2019-11-18 DOI: 10.1145/3375258.3375273

H. Günzel, Lars Brehm, Hans-Jürgen Haak, Mira Grönvall, A. Sainio

引用次数: 0

Evaluation of a Structured Design Methodology for Concurrent Programming 并发程序设计的结构化设计方法的评价

Proceedings of the 8th Computer Science Education Research Conference Pub Date : 2019-11-18 DOI: 10.1145/3375258.3375266

Lex Bijlsma, C. Huizing, R. Kuiper, H. Passier, H. Pootjes, S. Smetsers

{"title":"Evaluation of a Structured Design Methodology for Concurrent Programming","authors":"Lex Bijlsma, C. Huizing, R. Kuiper, H. Passier, H. Pootjes, S. Smetsers","doi":"10.1145/3375258.3375266","DOIUrl":"https://doi.org/10.1145/3375258.3375266","url":null,"abstract":"Learning how to design and implement a program is hard. Teaching methods and textbooks on Java programming often treat a new subject in terms of syntax and examples. Little attention is paid to systematically designing programs with these new concepts. Research has shown that such a complex task requires not only conceptual knowledge, but also explicit procedural support. In this paper, we investigate the effect of combining conceptual and procedural guidance to teaching and learning concurrent programming. We build on earlier research in which we have introduced such a structured design methodology which divides the development of multi-threaded Java programs into a sequence of explicit, manageable steps: the Steps Plan. We present our experiences with applying the Steps Plan in an introductory course on object-oriented programming, with multithreading. The main questions addressed are: \"What problems did the students encounter in direct relation to the Steps Plan?\", and \"What general problems surfaced?\" As to the first question, two important issues were that using a relatively far developed sequential solution as a stepping stone towards a multi-threaded solution wrong-footed some students, and that remedying race condition situations turned out to be supported at a too high level of abstraction. As to the second question, two notable issues were that deciding on the right amount and type of concurrency by themselves is maybe too difficult for students at this level, and that the notion of (establishing) correctness or quality of a solution is, different from the sequential case, not intuitively clear to students. For these issues, the paper recommends remedies and indicates directions for future work. We discuss the consequences for education as regards teaching materials and forms of teaching.","PeriodicalId":120434,"journal":{"name":"Proceedings of the 8th Computer Science Education Research Conference","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127908988","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}

引用次数: 1