Computer Science Education Research Conference最新文献

Strategy-based feedback in a programming tutor 编程导师中基于策略的反馈

Computer Science Education Research Conference Pub Date : 2014-11-05 DOI: 10.1145/2691352.2691356

H. Keuning, B. Heeren, J. Jeuring

{"title":"Strategy-based feedback in a programming tutor","authors":"H. Keuning, B. Heeren, J. Jeuring","doi":"10.1145/2691352.2691356","DOIUrl":"https://doi.org/10.1145/2691352.2691356","url":null,"abstract":"More and more people take up learning how to program: in schools and universities, in large open online courses or by learning it by themselves. A large number of tools have been developed over the years to support learners with the difficult task of building programs. Many of these tools focus on the resulting program and not on the process: they fail to help the student to take the necessary steps towards the final program.\u0000 We have developed a prototype of a programming tutor to help students with feedback and hints to progress towards a solution for an introductory imperative programming problem. We draw upon the ideas of a similar tutor for functional programming and translate these ideas to a different paradigm. Our tutor is based on model solutions from which a programming strategy is derived, capturing the different paths to these solutions. We allow for variation by expanding the strategy with alternatives and using program transformations. The instructor is able to adapt the behaviour of the tutor by annotating the model solutions.\u0000 We show a tutoring session to demonstrate that a student can arrive at a solution by following the generated hints. We have found that we can recognise between 33% and 75% of student solutions to three programming exercises that are similar to a model solution, which we can increase by incorporating more variations.","PeriodicalId":131223,"journal":{"name":"Computer Science Education Research Conference","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123486618","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: 21

Beautiful JavaScript: how to guide students to create good and elegant code 美丽的JavaScript:如何引导学生创建良好和优雅的代码

Computer Science Education Research Conference Pub Date : 2014-11-05 DOI: 10.1145/2691352.2691358

H. Passier, Sylvia Stuurman, H. Pootjes

{"title":"Beautiful JavaScript: how to guide students to create good and elegant code","authors":"H. Passier, Sylvia Stuurman, H. Pootjes","doi":"10.1145/2691352.2691358","DOIUrl":"https://doi.org/10.1145/2691352.2691358","url":null,"abstract":"Programming is a complex task, which should be taught using authentic exercises, with supportive information and procedural information. Within the field of Computer Science, there are few examples of procedural information that guide students in how to proceed while solving a problem. We developed such guidelines for programming tasks in JavaScript, for students who have already learned to program using an object oriented language.\u0000 Teaching JavaScript in an academic setting has advantages and disadvantages. The disadvantages are that the language is interpreted so there is no compiler to check for type errors, and that the language allows many 'awful' constructs. The advantage is that, because of those disadvantages, programmers should consciously apply rules for 'good' programs, instead of being able to rely on the errors and warnings that a compiler will raise.\u0000 In this article, we show how we guide students to develop elegant code in JavaScript, by giving them a set of guidelines, and by advising a process of repeated refactoring until a program fulfills all requirements. To show that these guidelines work, we describe the development of a generic module for client-side form validation. The process followed and the resulting module both are valuable in an educational setting. As an example, it shows and explains precisely to students how such a module can be developed by following our guidelines, step by step.","PeriodicalId":131223,"journal":{"name":"Computer Science Education Research Conference","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128686359","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: 5

Improving students' learning in software engineering education through multi-level assignments 通过分层作业促进学生在软件工程教育中的学习

Computer Science Education Research Conference Pub Date : 2014-11-05 DOI: 10.1145/2691352.2691357

C. Köppe, Leo Pruijt

引用次数: 8

The design of mobile apps: what and how to teach? 手机应用的设计:教什么，怎么教?

Computer Science Education Research Conference Pub Date : 2014-11-05 DOI: 10.1145/2691352.2691360

Sylvia Stuurman, B. V. Gastel, H. Passier

引用次数: 8

Managing a large tertiary computer science class 管理一个大型的大专计算机科学班

Computer Science Education Research Conference Pub Date : 2014-11-05 DOI: 10.1145/2691352.2691359

V. Pieterse, C. Stallmann

引用次数: 3

Reviewing the flipped classroom research: reflections for computer science education 翻转课堂研究述评:对计算机科学教育的思考

Computer Science Education Research Conference Pub Date : 2014-11-05 DOI: 10.1145/2691352.2691354

M. Giannakos, J. Krogstie, N. Chrisochoides

{"title":"Reviewing the flipped classroom research: reflections for computer science education","authors":"M. Giannakos, J. Krogstie, N. Chrisochoides","doi":"10.1145/2691352.2691354","DOIUrl":"https://doi.org/10.1145/2691352.2691354","url":null,"abstract":"Recent technical and infrastructural developments posit flipped (or inverted) classroom approaches ripe for exploration. Flipped classroom approaches have students use technology to access the lecture and other instructional resources outside the classroom in order to engage them in active learning during in-class time. Scholars and educators have reported a variety of outcomes of a flipped approach to instruction; however, the lack of a summary from these empirical studies prevents stakeholders from having a clear view of the benefits and challenges of this style of instruction. The purpose of this article is to provide a review of the flipped classroom approach in order to summarize the findings, to guide future studies, and to reflect the major achievements in the area of Computer Science (CS) education. 32 peer-reviewed articles were collected from a systematic literature search and analyzed based on a categorization of their main elements. The results of this survey show the direction of flipped classroom research during recent years and summarize the benefits and challenges of adopting a flipped approach in the classroom. Suggestions for future research include: describing in-detail the flipped approach; performing controlled experiments; and triangulating data from diverse sources. These future research efforts will reveal which aspects of a flipped classroom work better and under which circumstances and student groups. The findings will ultimately allow us to form best practices and a unified framework for guiding/assisting educators who want to adopt this teaching style.","PeriodicalId":131223,"journal":{"name":"Computer Science Education Research Conference","volume":"254 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130114400","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: 160

Gamification in educational software development 教育软件开发中的游戏化

Computer Science Education Research Conference Pub Date : 2014-11-05 DOI: 10.1145/2691352.2691353

Achilleas L. D. Buisman, M. V. Eekelen

引用次数: 26

Model solutions and properties for diagnosing student programs in Ask-Elle 在Ask-Elle中诊断学生项目的模型解决方案和属性

Computer Science Education Research Conference Pub Date : 2014-11-05 DOI: 10.1145/2691352.2691355

J. Jeuring, L. T. V. Binsbergen, Alex Gerdes, B. Heeren

引用次数: 12

An essential language for declarative business rules 用于声明性业务规则的基本语言

Computer Science Education Research Conference Pub Date : 2013-04-04 DOI: 10.5555/2541917.2541922

L. Wedemeijer

引用次数: 0

Jumpstart sustainability in seminars: hands-on experiences in class 在研讨会上快速启动可持续发展:课堂上的实践经验

Computer Science Education Research Conference Pub Date : 2012-09-09 DOI: 10.1145/2421277.2421282

B. Penzenstadler, V. Bauer

引用次数: 8