Proceedings of the 24th Australasian Computing Education Conference最新文献

Why Embedding Indigenous Cultural Awareness in ICT Curriculum is an Imperative 为什么在ICT课程中嵌入土著文化意识势在必行

Proceedings of the 24th Australasian Computing Education Conference Pub Date : 2022-02-14 DOI: 10.1145/3511861.3511882

Nicole Herbert, Matthew Springer, Pratik Pratik, Zhixi Lin

{"title":"Why Embedding Indigenous Cultural Awareness in ICT Curriculum is an Imperative","authors":"Nicole Herbert, Matthew Springer, Pratik Pratik, Zhixi Lin","doi":"10.1145/3511861.3511882","DOIUrl":"https://doi.org/10.1145/3511861.3511882","url":null,"abstract":"Aboriginal and Torres Strait Islander disadvantage is widely acknowledged, and Information and Communication Technology (ICT) is increasingly recognised as a significant contributor to Aboriginal and Torres Strait Islander disadvantage. In 2017, all Australian universities committed to ensuring all students engage with Aboriginal and Torres Strait Islander cultural content as integral parts of their curriculum. ICT curricula across Australia have mostly not engaged in the processes of extensive curriculum indigenisation which focus on embedding cultural content throughout a course. This study seeks to uncover the issues that arise for Indigenous peoples from the prevalence of ICT, by exploring relevant academic research papers and government reports. This knowledge will be used to identify why cultural content should be embedded within ICT curricula. The study concludes that it is imperative for graduating ICT professionals to have an awareness of Aboriginal and Torres Strait Islander knowledges and perspectives to reduce the impact of Aboriginal and Torres Strait Islander disadvantage caused by ICT. The findings are a major contribution to the growing area of research on why and how to embed Aboriginal and Torres Strait Islander cultural knowledges and perspectives within an ICT curriculum.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115768484","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

Music, Stories, and Progress Clickers: Experiences Improving Classroom Climate with “Small” Socio-emotional Activities 音乐、故事和进度点击器:用“小的”社会情感活动改善课堂气氛的经验

Proceedings of the 24th Australasian Computing Education Conference Pub Date : 2022-02-14 DOI: 10.1145/3511861.3511880

Oluwakemi Ola

{"title":"Music, Stories, and Progress Clickers: Experiences Improving Classroom Climate with “Small” Socio-emotional Activities","authors":"Oluwakemi Ola","doi":"10.1145/3511861.3511880","DOIUrl":"https://doi.org/10.1145/3511861.3511880","url":null,"abstract":"Online learning is typically viewed as demotivating, and, for some students, isolating. These same characterizations have been used to describe large undergraduate courses in which student individuality is less expressed. There is a need to improve the classroom climate, as learning is influenced by the environment in which it occurs. Developing a positive, centralizing, and supportive classroom climate requires an intentional approach. Socio-emotional activities that are “small” (i.e., lightweight, brief, or require little preparation) can be key to such an approach and easy to adopt in various contexts. This paper describes my experiences of incorporating music, stories, and progress clickers into an introductory computer science course. Analysis of students’ responses on both the instructor-administered and the university-administered surveys reveals that students mostly found the practices beneficial to improving classroom climate. In this experience report, I outline the interventions, share students’ perceptions of them, explore the resulting impact on the classroom atmosphere, and provide insights for instructors seeking to adopt such practices.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130308974","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

Online Examinations in a Large Australian CS1 Course 大型澳大利亚CS1课程的在线考试

Proceedings of the 24th Australasian Computing Education Conference Pub Date : 2022-02-14 DOI: 10.1145/3511861.3511864

Bryn Jeffries, Timothy Baldwin, Marion Zalk

引用次数: 1

Why are 3D Transformations in Computer Graphics Difficult? An Analysis of a Decade of Exam Questions 为什么计算机图形中的3D转换很困难?十年考题分析

Proceedings of the 24th Australasian Computing Education Conference Pub Date : 2022-02-14 DOI: 10.1145/3511861.3511881

T. Suselo, B. Wünsche, Andrew Luxton-Reilly

{"title":"Why are 3D Transformations in Computer Graphics Difficult? An Analysis of a Decade of Exam Questions","authors":"T. Suselo, B. Wünsche, Andrew Luxton-Reilly","doi":"10.1145/3511861.3511881","DOIUrl":"https://doi.org/10.1145/3511861.3511881","url":null,"abstract":"Three-dimensional (3D) transformations are a fundamental concept in Computer Graphics and are used for modelling, view transformations, animation, and efficient rendering. Understanding 3D transformations can be difficult, since they typically involve geometric concepts, mathematics, specific programming constructs (e.g. using graphics APIs), and visuospatial skills. While previous research investigated students’ problems with geometry in mathematics courses, we did not find any research investigating teaching and learning of 3D transformations in computer graphics. In this paper, we use historical data from eleven years of exam results to analyse the relationship between question difficulty and the dimension, representation, and complexity of a transformation. Our results suggest that the difficulty of a question is predominantly determined by the way students need to apply concepts to find a solution, rather than the concepts tested. We did not find a statistically significant difference for the spatial dimension used in a question (2D vs. 3D). However, we observed that the representation used for formulating the question did matter and many students seemed to struggle with interpreting images of 3D scenes. We suggest that many students lack spatial reasoning skills to interpret images of 3D transformations and to make suitable mental models. This is likely to impede learning and might produce inequities in the assessment. We discuss implications of our research on teaching and assessment of 3D transformations in computer graphics.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133400308","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

Risks in Student Projects 学生项目的风险

Proceedings of the 24th Australasian Computing Education Conference Pub Date : 2022-02-14 DOI: 10.1145/3511861.3511877

Diana Kirk, Andrew Luxton-Reilly, E. Tempero

{"title":"Risks in Student Projects","authors":"Diana Kirk, Andrew Luxton-Reilly, E. Tempero","doi":"10.1145/3511861.3511877","DOIUrl":"https://doi.org/10.1145/3511861.3511877","url":null,"abstract":"Anecdotally, tertiary educators in software related topics experience challenges during project-based group assessments. To address the range of issues experienced, some educators have introduced aspects of project management (PM) into their course. However, the key focus for software courses is not project management and time spent teaching PM techniques means less time is available for addressing course objectives. In this paper, we describe a study to investigate the use of PM reference models to identify the main areas of risk for student projects. We evaluated some common reference models and selected the Project Management Body of Knowledge (PMBOK®) as being the most suitable. We mapped the issues as reported in the computer science education (CSE) literature on group projects to the PMBOK® Knowledge Areas (KAs) and found that only a subset of the KAs was relevant. We used these KAs to categorise the key risks for student projects. Our contributions are the exposure of a gap in the literature on student project risk and the identification of the main sources of risk. There is a need for researchers to further investigate project risk in tertiary group projects in order to help instructors introduce appropriate PM concepts to support their projects.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133407385","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

Learning Computational Thinking Efficiently: How Parsons Programming Puzzles within Scratch Might Help 学习计算思维有效:如何帕森斯编程谜题在Scratch可能会有所帮助

Proceedings of the 24th Australasian Computing Education Conference Pub Date : 2022-02-14 DOI: 10.1145/3511861.3511869

Jeff Bender, Bingpu Zhao, Alex Dziena, G. Kaiser

引用次数: 1

Methodological Considerations for Predicting At-risk Students 预测高危学生的方法学考虑

Proceedings of the 24th Australasian Computing Education Conference Pub Date : 2022-02-14 DOI: 10.1145/3511861.3511873

Charles Koutcheme, Sami Sarsa, Arto Hellas, Lassi Haaranen, Juho Leinonen

{"title":"Methodological Considerations for Predicting At-risk Students","authors":"Charles Koutcheme, Sami Sarsa, Arto Hellas, Lassi Haaranen, Juho Leinonen","doi":"10.1145/3511861.3511873","DOIUrl":"https://doi.org/10.1145/3511861.3511873","url":null,"abstract":"Educational researchers have long sought to increase student retention. One stream of research focusing on this seeks to automatically identify students who are at risk of dropping out. Studies tend to agree that earlier identification of at-risk students is better, providing more room for targeted interventions. We looked at the interplay of data and predictive power of machine learning models used to identify at-risk students. We critically examine the often used approach where data collected from weeks 1, 2,..., n is used to predict whether a student becomes inactive in the subsequent weeks w, w ≥ n + 1, pointing out issues with this approach that may inflate models’ predictive power. Specifically, our empirical analysis highlights that including students who have become inactive on week n or before, where n > 1, to the data used to identify students who are inactive on the following weeks is a significant cause of bias. Including students who dropped out during the first week makes the problem significantly easier, since they have no data in the subsequent weeks. Based on our results, we recommend including only active students until week n when building and evaluating models for predicting dropouts in subsequent weeks and evaluating and reporting the particularities of the respective course contexts.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122962217","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

The Robots Are Coming: Exploring the Implications of OpenAI Codex on Introductory Programming 机器人来了:探索OpenAI法典对入门编程的影响

Proceedings of the 24th Australasian Computing Education Conference Pub Date : 2022-02-14 DOI: 10.1145/3511861.3511863

James Finnie-Ansley, Paul Denny, Brett A. Becker, Andrew Luxton-Reilly, J. Prather

{"title":"The Robots Are Coming: Exploring the Implications of OpenAI Codex on Introductory Programming","authors":"James Finnie-Ansley, Paul Denny, Brett A. Becker, Andrew Luxton-Reilly, J. Prather","doi":"10.1145/3511861.3511863","DOIUrl":"https://doi.org/10.1145/3511861.3511863","url":null,"abstract":"Recent advances in artificial intelligence have been driven by an exponential growth in digitised data. Natural language processing, in particular, has been transformed by machine learning models such as OpenAI’s GPT-3 which generates human-like text so realistic that its developers have warned of the dangers of its misuse. In recent months OpenAI released Codex, a new deep learning model trained on Python code from more than 50 million GitHub repositories. Provided with a natural language description of a programming problem as input, Codex generates solution code as output. It can also explain (in English) input code, translate code between programming languages, and more. In this work, we explore how Codex performs on typical introductory programming problems. We report its performance on real questions taken from introductory programming exams and compare it to results from students who took these same exams under normal conditions, demonstrating that Codex outscores most students. We then explore how Codex handles subtle variations in problem wording using several published variants of the well-known “Rainfall Problem” along with one unpublished variant we have used in our teaching. We find the model passes many test cases for all variants. We also explore how much variation there is in the Codex generated solutions, observing that an identical input prompt frequently leads to very different solutions in terms of algorithmic approach and code length. Finally, we discuss the implications that such technology will have for computing education as it continues to evolve, including both challenges and opportunities.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126310943","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: 129

Primary School Students Programming with Real-Time Environmental Sensor Data 小学生利用实时环境传感器数据编程

Proceedings of the 24th Australasian Computing Education Conference Pub Date : 2022-02-14 DOI: 10.1145/3511861.3511871

Hussel Suriyaarachchi, Paul Denny, J. P. F. Cortés, Chamod Weerasinghe, Suranga Nanayakkara

{"title":"Primary School Students Programming with Real-Time Environmental Sensor Data","authors":"Hussel Suriyaarachchi, Paul Denny, J. P. F. Cortés, Chamod Weerasinghe, Suranga Nanayakkara","doi":"10.1145/3511861.3511871","DOIUrl":"https://doi.org/10.1145/3511861.3511871","url":null,"abstract":"Programming is now introduced as an essential skill at a very young age, often through block-based programming environments. Interaction with programs created using such platforms typically occurs through the use of keyboard and mouse. Incorporating environmental data as real-time input to programs through physical computing devices can deliver an engaging programming experience that fosters creativity. However, using such devices with block-based environments often requires significant technical configuration, which can be challenging in the classroom, especially for very young learners. In this paper, we describe our design, development and use of a sensor toolkit and a companion Scratch extension that is very easy for young students to use. The toolkit allows students to focus on constructive exploration while providing teachers with an easy way to incorporate sensor-driven programming lessons in a time-constrained classroom setting. We deployed our toolkit in a primary school classroom with 19 students aged between 7 and 9, and two teachers who were introducing sensor-driven programming for the first time. We report how these young students used our toolkit to control actions in their programs, their post-session views of programming as an interesting and creative task, and the teachers’ perspectives of using the toolkit with young learners.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124652353","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

GitHub in the Classroom: Lessons Learnt GitHub在课堂上:吸取教训

Proceedings of the 24th Australasian Computing Education Conference Pub Date : 2022-02-14 DOI: 10.1145/3511861.3511879

Yu-Cheng Tu, Valerio Terragni, E. Tempero, Asma Shakil, A. Meads, Nasser Giacaman, A. Fowler, Kelly Blincoe

引用次数: 5