Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education最新文献

Teaching through a Global Pandemic: Educational Landscapes Before, During and After COVID-19 全球大流行时期的教学:2019冠状病毒病之前、期间和之后的教育格局

Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education Pub Date : 2021-12-28 DOI: 10.1145/3502870.3506565

A. Siegel, Mark Zarb, B. Alshaigy, Jeremiah J. Blanchard, T. Crick, R. Glassey, J. R. Hott, C. Latulipe, Charles Riedesel, Mali Senapathi, Simon, David Williams

{"title":"Teaching through a Global Pandemic: Educational Landscapes Before, During and After COVID-19","authors":"A. Siegel, Mark Zarb, B. Alshaigy, Jeremiah J. Blanchard, T. Crick, R. Glassey, J. R. Hott, C. Latulipe, Charles Riedesel, Mali Senapathi, Simon, David Williams","doi":"10.1145/3502870.3506565","DOIUrl":"https://doi.org/10.1145/3502870.3506565","url":null,"abstract":"The coronavirus (COVID-19) pandemic has forced an unprecedented global shift within higher education in how instructors communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing education traditionally focuses on experiential, in-person activities. The pandemic has mandated that educators reconsider their use of student time and has catalysed overnight innovations in the educational setting. Even in the unlikely event that we return entirely to pre-pandemic norms, many new practices have emerged that offer valuable lessons to be carried forward into our post-COVID-19 teaching. This working group will explore what the post-COVID-19 academic landscape might look like, and how we can use lessons learned during this educational shift to improve our subsequent practice. Following a multinational study of computing faculty, this exploratory stage will identify practices within computing that appear to have been improved through exposure to online tools and technologies, and that should therefore continue to be used in the online space. In the broadest sense, our motivation is to explore what the post-COVID-19 educational landscape will look like for computing education.","PeriodicalId":166638,"journal":{"name":"Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125444582","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: 32

Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education 2021年计算机科学教育创新与技术工作组报告论文集

Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education Pub Date : 2021-12-28 DOI: 10.1145/3502870

引用次数: 0

Evidence for Teaching Practices that Broaden Participation for Women in Computing 扩大女性计算机参与的教学实践证据

Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education Pub Date : 2021-12-28 DOI: 10.1145/3502870.3506568

Briana B. Morrison, Beth A. Quinn, Steven Bradley, K. Buffardi, Brian Harrington, Helen H. Hu, Maria Kallia, Fiona McNeill, Oluwakemi Ola, M. Parker, J. Rosato, Jane Waite

{"title":"Evidence for Teaching Practices that Broaden Participation for Women in Computing","authors":"Briana B. Morrison, Beth A. Quinn, Steven Bradley, K. Buffardi, Brian Harrington, Helen H. Hu, Maria Kallia, Fiona McNeill, Oluwakemi Ola, M. Parker, J. Rosato, Jane Waite","doi":"10.1145/3502870.3506568","DOIUrl":"https://doi.org/10.1145/3502870.3506568","url":null,"abstract":"Computing has, for many years, been one of the least demographically diverse STEM fields, particularly in terms of women's participation [12, 36]. The last decade has seen a proliferation of research exploring new teaching techniques and their effect on the retention of students who have historically been excluded from computing. This research suggests interventions and practices that can affect the inclusiveness of the computer science classroom and potentially improve learning outcomes for all students. But research needs to be translated into practice, and practices need to be taken up in real classrooms. The current paper reports on the results of a focused systematic \"state-of-the-art\" review of recent empirical studies of teaching practices that have some explicit test of the impact on women in computing. Using the NCWIT Engagement Practices Framework as a means of organization, we summarize this research, outline the practices that have the most empirical support, and suggest where additional research is needed.","PeriodicalId":166638,"journal":{"name":"Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123238280","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: 12

Foundations for Esports Curricula in Higher Education 高等教育电子竞技课程的基础

Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education Pub Date : 2021-12-28 DOI: 10.1145/3502870.3506566

M. Scott, Rory Summerley, Nicolas Besombes, C. Connolly, Joey Gawrysiak, Tzipora Halevi, Seth E. Jenny, Michael A. Miljanovic, Melissa C. Stange, Toni Taipalus, J. Williams

{"title":"Foundations for Esports Curricula in Higher Education","authors":"M. Scott, Rory Summerley, Nicolas Besombes, C. Connolly, Joey Gawrysiak, Tzipora Halevi, Seth E. Jenny, Michael A. Miljanovic, Melissa C. Stange, Toni Taipalus, J. Williams","doi":"10.1145/3502870.3506566","DOIUrl":"https://doi.org/10.1145/3502870.3506566","url":null,"abstract":"Esports has generated an industry of increasing economic and cultural importance. In recent years, universities and other higher education institutions have responded to its growth by establishing programmes of study which aim to satisfy the needs of innovators operating in the area. However, there is not yet consensus on what an esports curriculum should include. Despite being a technology-driven sector with ethical and professional dimensions that intersect computing, current ACM and IEEE curricula do not mention esports. Furthermore, existing courses tend to provide teaching and training on a wide variety of topics aside from those traditionally in computer science. These include: live events management; psychological research; sports science; marketing; public relations; video (livestream) production; and community management; in addition to coaching and communication. This working group examined the requirements for developing esports studies at universities with a focus on understanding career prospects in esports and on the challenges presented by its interdisciplinary complexity. Thereby, paving the way for a framework to support the design of esports curricula in higher education.","PeriodicalId":166638,"journal":{"name":"Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127042152","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: 8

Designing Dissemination and Validation of a Framework for Teaching Cloud Fundamentals 云基础教学框架的设计、传播与验证

Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education Pub Date : 2021-12-28 DOI: 10.1145/3502870.3506569

James H. Paterson, Joshua Adams, Laurie White, A. Csizmadia, D. C. Erdil, Derek Foster, M. Hills, Zain Kazmi, Karthik Kuber, S. Nazir, M. Sakr, Lee Stott

{"title":"Designing Dissemination and Validation of a Framework for Teaching Cloud Fundamentals","authors":"James H. Paterson, Joshua Adams, Laurie White, A. Csizmadia, D. C. Erdil, Derek Foster, M. Hills, Zain Kazmi, Karthik Kuber, S. Nazir, M. Sakr, Lee Stott","doi":"10.1145/3502870.3506569","DOIUrl":"https://doi.org/10.1145/3502870.3506569","url":null,"abstract":"Three previous Working Groups (WGs) met at ITiCSE conferences to explore ways to help educators incorporate cloud computing into their courses and curricula by mapping industry job skills to knowledge areas (KAs). These WGs identified, organized, and grouped together student learning objectives (LOs) and developed these KAs and LOs in a repository of learning materials and course exemplars. This WG focused on the sustainability of the work of its predecessors through dissemination, community building and validation of the framework of KAs and LOs and its contribution to curriculum development. Firstly, a case study is presented which analyzed the implementation of a new Masters program which was based on the KAs and LOs. It was found that these provide a useful basis for program development and approval and demonstrate that successful program development of this nature can provide a valuable opportunity to communicate the work of the previous WGs. Thereafter, a plan was formulated for dissemination of the work done in order to drive adoption and to encourage instructors with an interest in teaching cloud computing to participate and grow the community. While the strategy included a range of dissemination methods, the importance of interaction with users was a guiding principle. Initial pilots of webinar and workshop activities have been implemented. Approaches to validating that a cloud computing course designed around the KAs and LOs can meet the needs of industry have been outlined with further iterations being considered. A research plan has been designed for a study to be implemented over the coming year in order to perform this validation.","PeriodicalId":166638,"journal":{"name":"Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115322176","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

Professional Competencies in Computing Education: Pedagogies and Assessment 计算机教育的专业能力:教学法与评估

Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education Pub Date : 2021-12-28 DOI: 10.1145/3502870.3506570

R. Raj, Mihaela Sabin, J. Impagliazzo, D. Bowers, M. Daniels, F. Hermans, Natalie Kiesler, Amruth N. Kumar, Bonnie K. MacKellar, R. McCauley, Syedali Nabi, M. Oudshoorn

{"title":"Professional Competencies in Computing Education: Pedagogies and Assessment","authors":"R. Raj, Mihaela Sabin, J. Impagliazzo, D. Bowers, M. Daniels, F. Hermans, Natalie Kiesler, Amruth N. Kumar, Bonnie K. MacKellar, R. McCauley, Syedali Nabi, M. Oudshoorn","doi":"10.1145/3502870.3506570","DOIUrl":"https://doi.org/10.1145/3502870.3506570","url":null,"abstract":"Competency-based learning has been a successful pedagogical approach for centuries, but only recently has it gained traction within computing. Competencies, as defined in Computing Curricula 2020, comprise knowledge, skills, and professional dispositions. Building on recent developments in competency and computing education, this working group examined relevant pedagogical theories, investigates various skill frameworks, reviewed competencies and standard practices in other professional disciplines such as medicine and law. It also investigated the integrative nature of content knowledge, skills, and professional dispositions in defining professional competencies in computing education. In addition, the group explored appropriate pedagogies and competency assessment approaches. It also developed guidelines for evaluating student achievement against relevant professional competency frameworks and explores partnering with employers to offer students genuine professional experience. Finally, possible challenges and opportunities in moving from traditional knowledge-based to competency-based education were also examined. This report makes recommendations to inspire educators of future computing professionals and smooth students' transition from academia to employment.","PeriodicalId":166638,"journal":{"name":"Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115120260","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: 28