Proceedings of the 22nd Koli Calling International Conference on Computing Education Research最新文献

Solve This! K-12 CS Education Teachers’ Problems of Practice 解决这个问题!K-12 CS教育教师的实践问题

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3564738

Michèlle Friend, Monica Mcgill, Anni Reinking

{"title":"Solve This! K-12 CS Education Teachers’ Problems of Practice","authors":"Michèlle Friend, Monica Mcgill, Anni Reinking","doi":"10.1145/3564721.3564738","DOIUrl":"https://doi.org/10.1145/3564721.3564738","url":null,"abstract":"Problem. Educational research identifies answerable questions, but often does not address the problems K-12 teachers identify as important. Further, academic research findings can be difficult for teachers to apply to their practices and unique contexts. Currently, little research exists on the lived experiences of primary and secondary instructors who teach computer science (CS) or computational thinking (CT) and also on the specific problems of practice teachers face when teaching CS. Research Question. What problems of practice do K-12 teachers face when teaching CS/CT? Method. Data for this qualitative study was collected using an online questionnaire distributed to teachers internationally. CS/CT teachers responded to an open-ended prompt asking for problems related to teaching CS. The data was analyzed using descriptive first-round coding and focused second-round coding. Validity was established through collaborative coding. Analysis was theorized using locus of control. Findings. Problems with students encompassed behavioral, cognitive, and attitudinal issues, as well as lack of home support or resources. Teachers identified many problems of policy notably stemming from lack of resources or support from administrators. A smaller number of challenges, such as lack of content knowledge, were situated within teachers themselves. While some problems such as student motivation are general, a number of responses identified unique challenges in CS education compared to other disciplines. Implications. Identifying problems faced by teachers can guide professional development offerings, help researchers develop studies that would result in meaningful improvement to CS education, and suggest policy decisions which would result in better outcomes for students.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122881750","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

Developing a Self-efficacy Scale for Computational Thinking (CT-SES) 计算思维自我效能感量表的编制

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3565954

Imke De Jong, J. Jeuring

引用次数: 1

Informal Learning in Computer Science Museums and Exhibitions: What Visitors’ Long-Term Memories Can Tell Us About Exhibits as Possible Learning Opportunities 计算机科学博物馆和展览中的非正式学习:参观者的长期记忆可以告诉我们展品作为可能的学习机会

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3564737

Fabian Graap

{"title":"Informal Learning in Computer Science Museums and Exhibitions: What Visitors’ Long-Term Memories Can Tell Us About Exhibits as Possible Learning Opportunities","authors":"Fabian Graap","doi":"10.1145/3564721.3564737","DOIUrl":"https://doi.org/10.1145/3564721.3564737","url":null,"abstract":"Museums and exhibitions are recognised as places of informal learning. Visitors with different interests and prior knowledge have access to a variety of learning opportunities provided by exhibits. Empirical findings on possible learning outcomes in comparable environments, such as science centres, exhibitions with themes of natural science, art galleries, or historical sites, are well examined. However, little is known about learning outcomes of visitors to computer science museums and exhibitions (CSME). In order to gain initial insights which aspects, especially computer science related aspects, visitors to CSME remember, we surveyed adult visitors’ long-term memories linked to exhibits in three German CSME. We used an online questionnaire distributed to users of the museums’ communication channels. The written responses refer to visits dating back a few months to several years ago. We used a deductive-inductive coding approach to identify text passages relating to possible learning outcomes and reasons for the vividness of the memories. The results show that participants are able to recall an overview gained of a collection of exhibits as well as concrete information conveyed by the exhibits. In some cases, the reports refer to sensory impressions, emotions, personal evaluations, or to auto-biographical aspects as well as accompanying visitors. As museums provide an environment with a broad variety of mediation approaches and displayed content, the discussion focuses on how long-term memories may offer a new perspective on visits to CSME and computer science related learning opportunities.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131841232","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

A Case Study on Programming in Finnish General Upper Secondary Education 芬兰普通高中教育程序设计个案研究

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3565959

Markus Norrby, N. Palmberg, Ray Pörn

引用次数: 0

With a Rise in Computing Disciplines Comes a Greater Choice of Computing Degrees in Higher Education 随着计算机学科的兴起，高等教育中计算机学位的选择也越来越多

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3565946

Fiona Redmond

{"title":"With a Rise in Computing Disciplines Comes a Greater Choice of Computing Degrees in Higher Education","authors":"Fiona Redmond","doi":"10.1145/3564721.3565946","DOIUrl":"https://doi.org/10.1145/3564721.3565946","url":null,"abstract":"Higher education institutions (HEIs) internationally are increasingly recognising the importance of understanding student study choices. This is especially true in the field of computing in which skills shortages in the labour market are high but so too are student dropout rates. Loss of interest in the computing field has been reported among the reasons for students dropping out. The aim of this study is to offer a fresh perspective of the factors influencing undergraduate student’s interest and choice of specialisation in computing. Previous studies have mainly focused on five ACM-identified computing disciplines: Computer Science, Information Systems, Information Technology, Computer Engineering and Software Engineering. With the ever-growing nature of computing, two more disciplines recently emerged: Cybersecurity and Data Science. HEIs continuously endeavour to expand computing programmes into specialist areas within these disciplines such as machine learning, artificial intelligence, gaming, robotics and creative computing. For prospective students, this maze of options can make for a difficult decision. 137 first-year computing students were invited to participate in a mixed-methods survey to explore their choices around cybersecurity and other newer specialisations. The results of the survey were matched with findings from recent literature, and show that personal interest, family, media, career prospects and prior experiences still influence student choices, with media appearing to have a greater impact compared to earlier studies. HEIs can use this when developing effective recruitment strategies in computing.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114879003","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

Making Hay from Wheats: A Classsourcing Method to Identify Misconceptions 从小麦中提取干草:一种识别误解的类源方法

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3564726

Siddharth Prasad, B. Greenman, Tim Nelson, J. Wrenn, S. Krishnamurthi

{"title":"Making Hay from Wheats: A Classsourcing Method to Identify Misconceptions","authors":"Siddharth Prasad, B. Greenman, Tim Nelson, J. Wrenn, S. Krishnamurthi","doi":"10.1145/3564721.3564726","DOIUrl":"https://doi.org/10.1145/3564721.3564726","url":null,"abstract":"Novice programmers often begin coding with a poor understanding of the task at hand and end up solving the wrong problem. A promising way to put novices on the right track is to have them write examples first, before coding, and provide them with feedback by evaluating the examples on a suite of chaff implementations that are flawed in subtle ways. This feedback, however, is only as good as the chaffs themselves. Instructors must anticipate misconceptions and avoid expert blind spots to make a useful suite of chaffs. This paper conjectures that novices’ incorrect examples are a rich source of insight and presents a classsourcing method for identifying misconceptions. First off, we identify incorrect examples using known, correct wheat implementations. The method is to manually cluster incorrect examples by semantic similarity, summarize each cluster with a potential misconception, and use the analysis to generate chaffs—thereby deriving a useful by-product (hay) from examples that fail the wheats. Classsourced misconceptions have revealed expert blind spots and drawn attention to chaffs that seldom arose in practice, one of which had an undiscovered bug.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116900765","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

Unison Live: Automated Feedback, Grading, and Analytics LTI Application Unison Live:自动反馈，评分和分析LTI应用程序

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3565960

Ashish Aggarwal, Aeyzechiah Vasquez

{"title":"Unison Live: Automated Feedback, Grading, and Analytics LTI Application","authors":"Ashish Aggarwal, Aeyzechiah Vasquez","doi":"10.1145/3564721.3565960","DOIUrl":"https://doi.org/10.1145/3564721.3565960","url":null,"abstract":"As the enrollments in CS courses continue to increase, the need to grade students’ submissions and provide effective feedback promptly at scale is a growing challenge for CS educators. Many autograding solutions have been introduced to address this issue. However, there are multiple barriers to adopting these solutions, including requiring significant changes in a course’s workflow, setup processes requiring extensive IT support, and, more importantly, the learning curve for instructors. These inhibit instructors’ ability to use autograding solutions effectively. In this demo, we present Unison Live, an automated feedback and grading web application that integrates with LTI (learning-tools-interoperability) compliant learning management systems (LMSs) like Canvas. With its use, instructors can enable autograding instructions on their existing assignments in their CS1/2 courses through an intuitive user interface without changing course specifications. Students submit their program files on the LMS and receive instant feedback and grade reports. Unison Live currently supports programming languages like Python, C++, and MATLAB. After the submission deadline, instructors receive auto-generated code similarity reports and aggregate behavioral analytics on student submissions. We believe that an app like this will not only address the logistical issues related to grading but also pedagogically support the integration of formative & optional programming assignments that students can practice at their own pace and receive feedback. More details on Unison Live are available on https://www.unisonlive.io/","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128927518","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

Comparing estimates of difficulty of programming constructs 比较编程结构的难度估计

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3565950

M. Bastian, A. Mühling

引用次数: 0

Teachers’ Views on the Implementation of a New High School Computing Curriculum 教师对高中计算机新课程实施的看法

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3564732

Chamindi K. Samarasekara, Claudia Ott, A. Robins

{"title":"Teachers’ Views on the Implementation of a New High School Computing Curriculum","authors":"Chamindi K. Samarasekara, Claudia Ott, A. Robins","doi":"10.1145/3564721.3564732","DOIUrl":"https://doi.org/10.1145/3564721.3564732","url":null,"abstract":"Computer science and programming achievement standards for the three final years of high school were introduced in New Zealand in 2011. More than a decade after the introduction, the experiences of teachers who play a key role in the successful implementation have been largely overlooked. However, listening to teachers’ experiences with preparing, teaching and assessing these standards enables us to discover barriers and challenges, along with solutions suggested to overcome them. We conducted an online survey in 2021 and received responses from 91 teachers in New Zealand who have been involved with the new standards. Our analysis identified barriers and related challenges for both teachers and students, falling in to five main categories: standard content, resources, support, assessment, and student centered factors. In many cases these barriers hinder successful implementation and student participation. From the suggestions made we deduce actions which could be taken by schools as well as factors beyond the schools’ control to address these barriers. The survey showed that the majority of the teachers were not satisfied with the time available for upskilling, and the guidance available on marking assessments. Lack of support materials was also considered to be a pressing issue. The key suggestions that emerged were inclusion of more practical work instead of theory and writing, and more time for teachers to practise the subject. With this study we provide a subjective evaluation of the current situation in New Zealand suggesting some improvements for the future which we trust will be valuable to researchers in other countries undergoing similar implementations.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133155274","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

A System to Motivate Sustained Lecture Video Engagement in Small Private Online Courses 在小型私人在线课程中激励持续讲座视频参与的系统

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3564735

Ryan Hardt

{"title":"A System to Motivate Sustained Lecture Video Engagement in Small Private Online Courses","authors":"Ryan Hardt","doi":"10.1145/3564721.3564735","DOIUrl":"https://doi.org/10.1145/3564721.3564735","url":null,"abstract":"While recent research has explored how to keep learners engaged in massive open online courses (MOOCs), motivating sustained engagement in small private online courses (SPOCs) has received less attention. The recent rise in SPOC offerings by academic institutions significantly increases the need to better understand how best to motivate and support learners in these communities, which can be differentiated from those in MOOCs by their smaller size, fixed timeframe, instructor presence, and more predictable learning paths. This paper describes a system, “Small Private Online Course Keeper” (SPOCK), designed to support communities of learners in SPOCs and presents an experience report detailing its usage in five SPOCs taught over two semesters. This report focuses on the ability of SPOCK to motivate sustained lecture video engagement through two primary features: 1) a credit and reward system, and 2) timeline-anchored, “pseudo-anonymous” comments and replies. The credit and reward feature motivated system usage by 77% of survey respondents, and its pseudo-anonymity feature motivated system usage by 63% of respondents. Usage data reflects these reported levels of motivation, with 82% of students earning more than the minimum number of credits expected and over 63% of students voluntarily submitting comments or replies, 72% of which were posted anonymously. Further analysis showed that students earned credits steadily throughout the semesters through a variety of means, and their posts were found to be positive in tone and on-topic.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115224725","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