Proceedings of the 2015 ITiCSE on Working Group Reports最新文献

{"title":"Educational Data Mining and Learning Analytics in Programming: Literature Review and Case Studies","authors":"Petri Ihantola, Arto Vihavainen, A. Ahadi, M. Butler, J. Börstler, S. Edwards, Essi Isohanni, A. Korhonen, Andrew Petersen, Kelly Rivers, M. A. Rubio, J. Sheard, Bronius Skupas, Jaime Spacco, Claudia Szabo, Daniel Toll","doi":"10.1145/2858796.2858798","DOIUrl":"https://doi.org/10.1145/2858796.2858798","url":null,"abstract":"Educational data mining and learning analytics promise better understanding of student behavior and knowledge, as well as new information on the tacit factors that contribute to student actions. This knowledge can be used to inform decisions related to course and tool design and pedagogy, and to further engage students and guide those at risk of failure. This working group report provides an overview of the body of knowledge regarding the use of educational data mining and learning analytics focused on the teaching and learning of programming. In a literature survey on mining students' programming processes for 2005-2015, we observe a significant increase in work related to the field. However, the majority of the studies focus on simplistic metric analysis and are conducted within a single institution and a single course. This indicates the existence of further avenues of research and a critical need for validation and replication to better understand the various contributing factors and the reasons why certain results occur. We introduce a novel taxonomy to analyse replicating studies and discuss the importance of replicating and reproducing previous work. We describe what is the state of the art in collecting and sharing programming data. To better understand the challenges involved in replicating or reproducing existing studies, we report our experiences from three case studies using programming data. Finally, we present a discussion of future directions for the education and research community.","PeriodicalId":141200,"journal":{"name":"Proceedings of the 2015 ITiCSE on Working Group Reports","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129676987","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}

{"title":"Multinational Perspectives on Information Technology from Academia and Industry","authors":"Mihaela Sabin, J. Impagliazzo, Hala Alrumaih, B. Byers, D. Gudoniene, M. Hamilton, V. Kotlyarov, B. Lunt, James W. McGuffee, Svetlana Peltsverger, Cara Tang, Barbara Viola, Ming Zhang","doi":"10.1145/2858796.2858802","DOIUrl":"https://doi.org/10.1145/2858796.2858802","url":null,"abstract":"As the term 'information technology' has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor's degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates' preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025.","PeriodicalId":141200,"journal":{"name":"Proceedings of the 2015 ITiCSE on Working Group Reports","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121009208","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}

{"title":"Concepts in K-9 Computer Science Education","authors":"E. Barendsen, Linda Mannila, B. Demo, Nataša Grgurina, C. Izu, C. Mirolo, Sue Sentance, Amber Settle, G. Stupurienė","doi":"10.1145/2858796.2858800","DOIUrl":"https://doi.org/10.1145/2858796.2858800","url":null,"abstract":"This exploratory study focuses on concepts and their assessment in K-9 computer science (CS) education. We analyzed concepts in local curriculum documents and guidelines, as well as interviewed K-9 teachers in two countries about their teaching and assessment practices. Moreover, we investigated the 'task based assessment' approach of the international Bebras contest by classifying the conceptual content and question structure of Bebras tasks spanning five years. Our results show a variety in breadth and focus in curriculum documents, with the notion of algorithm as a significant common concept. Teachers' practice appears to vary, depending on their respective backgrounds. Informal assessment practices are predominant, especially in the case of younger students. In the Bebras tasks, algorithms and data representation were found to be the main concept categories. The question structure follows specific patterns, but the relative frequencies of the patterns employed in the tasks vary over the years. Our analysis methods appear to be interesting in themselves, and the results of our study give rise to suggestions for follow-up research.","PeriodicalId":141200,"journal":{"name":"Proceedings of the 2015 ITiCSE on Working Group Reports","volume":"168 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114237548","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}

{"title":"New Horizons in the Assessment of Computer Science at School and Beyond: Leveraging on the ViVA Platform","authors":"D. Giordano, F. Maiorana, A. Csizmadia, S. Marsden, Charles Riedesel, Shitanshu Mishra, Lina Vinikiene","doi":"10.1145/2858796.2858801","DOIUrl":"https://doi.org/10.1145/2858796.2858801","url":null,"abstract":"A revolution is taking place across Europe and worldwide in how we teach our children about computing, in primary and secondary school. Out goes ICT and how to use Microsoft Office; in comes coding and computer science. Assessment has a crucial role to play in this revolution. If teachers use low-quality assessment instruments we will end-up teaching the wrong subject; and viceversa. This paper reviews the state of the field, and makes concrete, achievable proposals for developing shared, high quality assessments for computer science. Central to this proposal is the collaborative platform VIVA (the Vilnius collaboratively coded and Validated computer science questions/tasks for Assess- ment). Two requirements are key to VIVA: 1) support for multiple competency frameworks, so that the contributors can meta-tag resources with respect to the framework they are most familiar with; and 2) support for crowdsourcing the validation of each question/task and its mapping to competencies. The use of a taxonomy of questions/tasks type that has been mapped to computational thinking concepts and to a competency framework is proposed. Some seed questions are already available in the online platform prototype, and various supporters have granted permission to use large questions banks. The design requirements of a full implementation of the VIVA platform for a modern and effective approach to assessment including support for digital badges, are outlined; and some preliminary results from a survey administered to the initial contributors to VIVA are presented.","PeriodicalId":141200,"journal":{"name":"Proceedings of the 2015 ITiCSE on Working Group Reports","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128632797","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}

{"title":"Challenges and Recommendations for the Design and Conduct of Global Software Engineering Courses: A Systematic Review","authors":"T. Clear, Sarah Beecham, J. Barr, M. Daniels, R. Mcdermott, M. Oudshoorn, Airina Savickaite, J. Noll","doi":"10.1145/2858796.2858797","DOIUrl":"https://doi.org/10.1145/2858796.2858797","url":null,"abstract":"Context: Global Software Engineering (GSE) has become the predominant form of software development for global companies and has given rise to a demand for students trained in GSE. In response, universities are developing courses and curricula around GSE and researchers have begun to disseminate studies of these new approaches. Problem: GSE differs from most other computer science fields, however, in that practice is inseparable from theory. As a result, educators looking to create GSE courses face a daunting task: integrating global practice into the local classroom. Aim: This study aims to ameliorate the very difficult task of teaching GSE by delineating the challenges and providing some recommendations for overcoming them. Method: To meet our aims we pose two research questions (\"When teaching GSE to students in Higher Education, what are the (a) challenges, and (b) recommendations for addressing them\") and then conduct a systematic literature review (SLR) to determine the answers to these questions. Our SLR follows a carefully designed and validated protocol. Results: We found 82 papers that addressed our research questions. Our findings indicate that in addition to the challenges posed by GSE in general, particular problems arise in educational situations. The majority of these challenges fall into the \"global distance\" category, though teamwork challenges and people issues (such as trust) also commonly arise. Organizational differences between institutions, differing skill sets between students in different locations, and varying cultural work norms, for example, all operate within educational settings in quite different ways than in professional development teams. Integrating cultural training, conducting teamwork exercises to build trust, and instructor monitoring of team communication are all examples of techniques that have been used successfully by educators according to our review Conclusion: Despite the severity of the challenges in GSE education, many institutions have successfully developed courses and curricula targeting GSE. Indeed, for each of the challenges we have identified in the literature there are numerous recommendations for overcoming them. Instructors can use the recommendations given in this study as a starting point to running successful GSE courses.","PeriodicalId":141200,"journal":{"name":"Proceedings of the 2015 ITiCSE on Working Group Reports","volume":"111 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114131105","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}

{"title":"A Global Snapshot of Computer Science Education in K-12 Schools","authors":"Peter Hubwieser, M. Giannakos, Marc Berges, T. Brinda, I. Diethelm, J. Magenheim, Yogendra Pal, J. Jacková, Egle Jasute","doi":"10.1145/2858796.2858799","DOIUrl":"https://doi.org/10.1145/2858796.2858799","url":null,"abstract":"In two special issues of the ACM journal \"Transactions on Computing Education\" (TOCE), 14 extensive case studies about the various situations of Computer Science Education (CSE) in K-12 schools in 12 countries (respectively states) were collected. During the work at the ITiCSE 2015, we have performed a deductive qualitative text analysis on these case studies in order to extract the most useful information. As a category system, we applied some selected categories of the Darmstadt Model that was developed by the working group \"Computer Science/Informatics in Secondary Schools\" at the ITiCSE 2011. Based on the coding results, we summarized information about the different fields of Computing Education at schools, the intended goals and competencies, the taught content, the applied programming languages and tools and the different forms of assessment and teacher education. Despite the limitations of the analyzed articles, representing just snapshots of complex situations from the specific viewpoint of the respective authors, we were able to collect some interesting results.","PeriodicalId":141200,"journal":{"name":"Proceedings of the 2015 ITiCSE on Working Group Reports","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131111216","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}

{"title":"What's in a Name?: International Interpretations of Computing Education Terminology","authors":"Simon, A. Clear, J. Carter, G. Cross, A. Radenski, Liviana Tudor, Eno Tõnisson","doi":"10.1145/2858796.2858803","DOIUrl":"https://doi.org/10.1145/2858796.2858803","url":null,"abstract":"The ACM, the AIS, and the IEEE Computer Society have jointly defined five computing disciplines: computer engineering, computer science, information systems, information technology, and software engineering. These terms and many others are used as the names of educational programmes. Across the world, the same name may be used for quite different programmes and different names for similar programmes. This makes it difficult for potential students, employers, and educators to determine the nature of a particular programme and how it compares to others. Because computing is global, greater clarity in terminology is required. We have surveyed academics and literature internationally to determine the scale of the nomenclature issue across the globe. A consistent naming scheme would be ideal, but the different terminologies are now entrenched in different countries, so this paper provides the next best option, a taxonomy of the principal terms and their meanings.","PeriodicalId":141200,"journal":{"name":"Proceedings of the 2015 ITiCSE on Working Group Reports","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121433600","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}