Proceedings of the 22nd Koli Calling International Conference on Computing Education Research最新文献_第3页

Deriving Competency-Based Evaluation Criteria for Ethics Assignments in Computer Science 基于能力的计算机科学伦理作业评价标准的推导

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3564744

Marie Schröder, Gregor Große-Bölting, A. Mühling

引用次数: 1

Problematic and Persistent Post-Secondary Program Performance Preconceptions 有问题和持久的中学后课程表现先入为主的观念

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3564722

S. Krishnamurthi, Anika Bahl, Benjamin Lee, S. Sloman

引用次数: 1

Network Packet Analysis as a Unit of Assessment: Identifying Emotet 作为评估单位的网络包分析:识别表情符号

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3565952

J. Allison

引用次数: 0

On the Effect of Onboarding Computing Students without Programming-Confidence or -Experience 论没有编程信心或编程经验的计算机专业学生入职的影响

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3564724

P. Grabarczyk, Sebastian Mateos Nicolajsen, Claus Brabrand

{"title":"On the Effect of Onboarding Computing Students without Programming-Confidence or -Experience","authors":"P. Grabarczyk, Sebastian Mateos Nicolajsen, Claus Brabrand","doi":"10.1145/3564721.3564724","DOIUrl":"https://doi.org/10.1145/3564721.3564724","url":null,"abstract":"Previous work demonstrates that students without prior programming experience are worse off than their programming experienced peers in terms of both Introductory Programming (CS1) grades and dropout rates. Many universities, therefore, offer an onboarding (CS0) course aimed at bridging the programming experience gap by teaching the basics of programming to inexperienced students. This paper reports on the effects of providing a three-day elective onboarding course over a period of five years (2016–2020), involving a total of N=798 software development students at the IT University of Copenhagen. The paper compares 271 students who attended versus a baseline of 527 who did not attend the onboarding course. The results show that programming inexperienced students are indeed able to “catch up” to the level of their experienced peers both in terms of CS1 grades and dropout rates. Aside from objectively increasing competence, the onboarding also increases confidence, self-efficacy and diminishes insecurities, according to onboarded participants. Finally, the results suggest that onboarding has the potential to increase the diversity of students.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"10 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":"131803082","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

Trends From Computing Education Research Conferences: Increasing Submissions and Decreasing Acceptance Rates 从计算机教育研究会议的趋势:增加提交和降低录取率

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3565956

Juho Leinonen, Nea Pirttinen, Arto Hellas

引用次数: 0

Refining a Risk Framework for Student Group Projects 改进学生小组项目的风险框架

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3564730

Diana Kirk, Andrew Luxton-Reilly, E. Tempero

{"title":"Refining a Risk Framework for Student Group Projects","authors":"Diana Kirk, Andrew Luxton-Reilly, E. Tempero","doi":"10.1145/3564721.3564730","DOIUrl":"https://doi.org/10.1145/3564721.3564730","url":null,"abstract":"Tertiary educators in software related topics experience issues during project-based group assessments. Our long term goal is to help educators manage the challenges that inevitably occur by providing a risk planning mechanism for students that suits the needs of the course. In this paper, we describe the first iteration of an action research study to trial a risk framework for academic group projects. Our aims were to understand how educators appropriate the framework to suit their course, gain insight into students’ understanding of risk concepts and refine the framework. A questionnaire based on the framework was distributed to students in three 12-week computer science (CS) courses. We found that most students reported few issues. Participating courses used the framework in different ways. Students lacked a holistic understanding of risk management concepts, implying the need to formally introduce these. Our study progresses the understanding of the issues experienced in academic group projects and contributes a revised framework to help manage these. In future iterations, we will investigate links between issues and project characteristics and establish a repository of mitigation strategies that is project-specific.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"7 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":"125836216","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

An Algorithm for Generating Explainable Corrections to Student Code 生成可解释的学生代码更正的算法

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3564731

Yana Malysheva, Caitlin L. Kelleher

引用次数: 1

Is Computational Empowerment Promoted in the Hour of Code? Analyzing Opportunities for Conceptual, Creative, and Critical Engagement in the Design of Introductory Computing Activities “编程一小时”促进了计算赋权吗?分析在计算机入门活动设计中概念性、创造性和批判性参与的机会

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3565949

Luis Morales-Navarro, Y. Kafai, Katherine T. Gregory

{"title":"Is Computational Empowerment Promoted in the Hour of Code? Analyzing Opportunities for Conceptual, Creative, and Critical Engagement in the Design of Introductory Computing Activities","authors":"Luis Morales-Navarro, Y. Kafai, Katherine T. Gregory","doi":"10.1145/3564721.3565949","DOIUrl":"https://doi.org/10.1145/3564721.3565949","url":null,"abstract":"Recently, computing education research has foregrounded the need to design activities to promote computational empowerment by engaging learners creatively in the development of technology, fostering critical reflection about computing, and their understanding of the role of computing in society and their own lives. In this paper, we focus on introductory computing activities that are part of the Hour of Code, an event that has successfully reached hundreds of millions of youth. We examine the conceptual, critical, and creative engagement opportunities in 340+ Hour of Code activities offered to youth during the 2021 CS Education Week. Our analysis shows that while most activities (90.26%) were designed for conceptual engagement with computing, only 11.46% provided opportunities for creative engagement, while only 1.15% promoted critical engagement with the discipline. We discuss future directions for designing, curating, and implementing Hour of Code activities that promote computational empowerment among youth.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"29 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":"126456532","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

Improving Interactive Instruction: Faculty Engagement Requires Starting Small and Telling All 改进互动式教学:教师参与要求从小处着手，告诉所有人

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3564739

Bailey Kacsmar

{"title":"Improving Interactive Instruction: Faculty Engagement Requires Starting Small and Telling All","authors":"Bailey Kacsmar","doi":"10.1145/3564721.3564739","DOIUrl":"https://doi.org/10.1145/3564721.3564739","url":null,"abstract":"Interactive instruction, such as student-centered learning or active learning, is known to benefit student success as well as diversity in computer science. However, there is a persistent and substantial dissonance between research and practice of computer science education techniques. Current research on computer science education, while extensive, sees limited adoption beyond the original researchers. The developed educational technologies can lack sufficient detail for replication or be too specific and require extensive reworking to be employable by other instructors. Furthermore, instructors face barriers to adopting interactive techniques within their classroom due to student reception, resources, and awareness. We argue that the advancement of computer science education, in terms of propagation and sustainability of student-centered teaching, requires guided approaches for incremental instructional changes as opposed to revolutionary pedagogy. This requires the prioritization of lightweight techniques that can fit within existing lecture formats to enable instructors to overcome barriers hindering the adoption of interactive techniques. Furthermore, such techniques and innovations must be documented in the form of computing education research artifacts, building upon the practices of software artifacts.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"119 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":"122620895","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

Pre-Service Computer Science Teachers’ Computational Thinking Attitudes and Performance on Python Tasks 职前计算机科学教师计算思维态度与Python任务表现

Proceedings of the 22nd Koli Calling International Conference on Computing Education Research Pub Date : 2022-11-17 DOI: 10.1145/3564721.3565963

Bernhard Standl

引用次数: 0