Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research最新文献

The Development of Teaching Case Studies to Explore Ethical Issues Associated with Computer Programming: Four Case Studies on Programming Ethics. 发展教学个案研究，探讨与电脑程式设计有关的伦理问题:四个程式设计伦理个案研究。

Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2021-09-02 DOI: 10.1145/3481282.3481293

D. Gordon, M. Collins, D. O’Sullivan

{"title":"The Development of Teaching Case Studies to Explore Ethical Issues Associated with Computer Programming: Four Case Studies on Programming Ethics.","authors":"D. Gordon, M. Collins, D. O’Sullivan","doi":"10.1145/3481282.3481293","DOIUrl":"https://doi.org/10.1145/3481282.3481293","url":null,"abstract":"In the past decade software products have become pervasive in many aspects of people's lives around the world. Unfortunately, the quality of the experience an individual has interacting with that software is dependent on the quality of the software itself, and it is becoming more and more evident that many large software products contain a range of issues and errors, and these issues are not known to the developers of these systems, and they are unaware of the deleterious impacts of those issues on the individuals who use these systems. The authors of this paper are developing a new digital ethics curriculum for the instruction of computer science students. In this paper we present case studies that were explored to demonstrate programming issues to First Year Computer Science students. Each case study outlines key issues associated with a particular scenario and is accompanied by specific questions to be used by the instructor to allow students to begin to reflect on, and evaluate, the implications of these issues. The objective of this teaching content is to ensure that the students are presented with, and engage with, ethical considerations early in their studies and well before they encounter them in an employment setting.","PeriodicalId":201439,"journal":{"name":"Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127329068","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

Investigating Remote Pair Programming In Part-Time Distance Education 兼职远程教育中的远程结对编程研究

Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2021-09-02 DOI: 10.1145/3481282.3481290

Adeola Adeliyi, M. Wermelinger, Karen Kear, J. Rosewell

{"title":"Investigating Remote Pair Programming In Part-Time Distance Education","authors":"Adeola Adeliyi, M. Wermelinger, Karen Kear, J. Rosewell","doi":"10.1145/3481282.3481290","DOIUrl":"https://doi.org/10.1145/3481282.3481290","url":null,"abstract":"Pair programming promotes immediate, informal collaboration over coding activities. The driving developer writes the code and controls the keyboard and mouse; the navigating developer checks the code as it is written by the driver; the developers swap their roles frequently. In agile development, programmers often code in pairs, in order to detect errors faster, produce higher code quality and discover better solutions. There is substantial research providing evidence of enhanced self-confidence and programming and communication skills if pair programming is used in teaching. However, the use of pair programming in higher education is mostly in co-located settings at campus-based universities. Our overall objective is to investigate how the benefits of pair programming can be brought to students learning to program online at a distance. This paper presents two initial studies looking at remote pair programming (RPP) also called distributed pair programming, in a part-time distance education setting, where students typically follow an unscheduled self-study style, have little interaction with each other, and have little time for extra activities. We investigated: whether readily available generic communication tools, instead of purpose-built academic prototypes, were sufficient for RPP; whether student pairs ‘jelled’ (learned to function well together) quickly; whether the ways in which the partners interact, or existing programming experience, affected jelling; and whether students felt positive about, and saw benefits in RPP, despite the overhead on their limited study time. In the paper, after describing particular challenges encountered, we present and discuss our findings and make recommendations for future implementation. The findings support the use of remote pair programming in teaching, with the majority of students considering it to be beneficial.","PeriodicalId":201439,"journal":{"name":"Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126771251","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: 7

Supporting Computing Educators to Create a Cycle of Teaching and Computing Education Research 支持计算机教育工作者创造教学与计算机教育研究的循环

Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2021-09-02 DOI: 10.1145/3481282.3483527

Neil Brown, Q. Cutts, Maria Kallia, Joseph Maguire, Fiona McNeill, Leo Porter

引用次数: 1

Female pupils’ attitudes to computing in early adolescence 青春期早期女生对电脑的态度

Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2021-09-02 DOI: 10.1145/3481282.3481289

H. Leonard, Oliver Quinlan, Sue Sentance

{"title":"Female pupils’ attitudes to computing in early adolescence","authors":"H. Leonard, Oliver Quinlan, Sue Sentance","doi":"10.1145/3481282.3481289","DOIUrl":"https://doi.org/10.1145/3481282.3481289","url":null,"abstract":"Female students are under-represented in optional Computer Science qualifications in England’s schools. We know that educational and career choices are affected by students’ attitudes towards the subject and perceptions of their own ability, as well as societal factors. In the current study, a validated survey was adapted and administered to 960 pupils in 7th Grade (age 12-13; 788 female) and 356 pupils in 5th Grade (age 10-11; 171 female). The survey comprised five scales concerning attitudes towards computing: confidence, interest, feelings of belonging, perceptions of usefulness of the subject, and feelings of encouragement to take the subject. Higher scores represent more positive attitudes. We found a significant difference between female and male pupils, with females scoring lower across all scales of the survey in both year groups. Female pupils in mixed-sex high schools reported lower scores for feelings of belonging compared to those in single-sex schools (a statistically significant difference), but did not differ for any of the other scales. These results suggest that less positive attitudes towards computing are evident in female pupils early in their education, and may be associated with differences in their school environment. This is likely to affect their later engagement with computing and choice of optional Computer Science qualifications. Early interventions focusing on confidence, attitudes and perceptions are therefore of great importance in increasing the representation of female pupils in Computer Science.","PeriodicalId":201439,"journal":{"name":"Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research","volume":"232 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114046793","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: 4

The Synergistic Cycle of Teaching and Computing Education Research 教学与计算机教育研究的协同循环

Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2021-09-02 DOI: 10.1145/3481282.3481283

Leo Porter

引用次数: 0

Forming Community in Computing Science Education with Research in Practice Project Activities 在计算机科学教育实践研究项目活动中形成共同体

Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2021-09-02 DOI: 10.1145/3481282.3481285

Q. Cutts, Joseph Maguire, S. Fincher, Jack Parkinson

引用次数: 2

An online platform for teaching upper secondary school computer science 高中计算机科学在线教学平台

Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2021-09-02 DOI: 10.1145/3481282.3481287

Jane Waite, Andrea Franceschini, Sue Sentance, Mathew Patterson, J. Sharkey

{"title":"An online platform for teaching upper secondary school computer science","authors":"Jane Waite, Andrea Franceschini, Sue Sentance, Mathew Patterson, J. Sharkey","doi":"10.1145/3481282.3481287","DOIUrl":"https://doi.org/10.1145/3481282.3481287","url":null,"abstract":"The teaching of computing in schools is relatively new, with limited research informing what to teach and how in upper secondary contexts. However, computing education has spawned the development of many tools for use in such education settings. Isaac Computer Science is a computer science (CS) learning platform aimed at school students in England aged 16 to 19 years old studying for formal A level CS qualifications. Over 34,000 students and over 2,400 teachers have registered on the platform to date, and over 1 million online questions have been attempted. The platform is pre-populated with CS content and questions. Feedback is tailored to respond to common mistakes. Hints and explanation videos accompany questions. Question sets can be assigned to students by teachers. Question types include Parsons problems, drag and drop, multiple-choice and text-matching answers, including Boolean Algebra responses. Students only see content, questions and notation pertinent to their course of study. Isaac CS has a centrally-organised ongoing provision of support, such as teacher professional development and student events. This tools design paper outlines the development of Isaac CS through a review of design decisions and the effectiveness of its features. The review is informed by literature, platform usage data and teacher and student feedback. The discussion is framed in terms of online learning theories and a knowledge appropriation model. We suggest a new model, a Platform Pedagogy Matrix, which may be of use to other platform developers and researchers.","PeriodicalId":201439,"journal":{"name":"Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117118756","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: 4

Student Perspectives of Peer Assessment in Programming Courses 程序设计课程中同侪评估的学生观点

Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2021-09-02 DOI: 10.1145/3481282.3481292

A. Alkhalifa, M. Devlin

{"title":"Student Perspectives of Peer Assessment in Programming Courses","authors":"A. Alkhalifa, M. Devlin","doi":"10.1145/3481282.3481292","DOIUrl":"https://doi.org/10.1145/3481282.3481292","url":null,"abstract":"Peer assessment is a common form of shared learning in which students provide feedback on each other's work. Despite the crucial role that students play in peer assessment, programming students’ perspectives on such practices are relatively under-researched. Therefore, the first objective of this study was to explore the perspectives of programming students toward peer assessment in programming courses. The second was to discuss the students’ expectations and critical issues during development of the peer assessment system. The third was to evaluate a peer assessment prototype based on programming students’ perspectives. Iterative focus group discussions were conducted with 87 programming students from computing school, which were conducted in the academic years 2019/02, 2019/09, and 2020/09. Thematic analysis was chosen as the data analysis method. The participants reported favourable impressions of peer assessment as a learning tool. They asserted that the clear rubric, self-assessment, and visual feedback of their peer assessments caught their attention. This research also indicates that students must be rewarded for their peer assessment efforts. Students are concerned mainly about the credibility of the assessors giving feedback on their work, but they suggested methods for matching reviewers and authors to reduce such concern. The output was a Peer Programmer prototype website that contains a group of requirements that could be considered in developing a peer assessment system for programming students.","PeriodicalId":201439,"journal":{"name":"Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research","volume":"2009 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127323612","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

A Frame of Mind: Frame-based vs. Text-based Editing 思维框架:基于框架vs基于文本的编辑

Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2021-09-02 DOI: 10.1145/3481282.3481286

Neil C. C. Brown, Charalampos Kyfonidis, Pierre Weill-Tessier, Brett A. Becker, Joe Dillane, Michael Kölling

引用次数: 4

Women’s Sense of Belonging in Computer Science Education: The Need for a Collective Response 计算机科学教育中女性的归属感:需要集体回应

Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2021-09-02 DOI: 10.1145/3481282.3481288

Kelly Widdicks, A. Ashcroft, E. Winter, L. Blair

{"title":"Women’s Sense of Belonging in Computer Science Education: The Need for a Collective Response","authors":"Kelly Widdicks, A. Ashcroft, E. Winter, L. Blair","doi":"10.1145/3481282.3481288","DOIUrl":"https://doi.org/10.1145/3481282.3481288","url":null,"abstract":"The gender imbalance in Computing education continues to be concerning, with women hugely underrepresented in the field. Prior research on improving gender equality in the discipline discusses the need to improve women’s sense of belonging. However, this has seldom included women’s understanding of what a sense of belonging is for them—nor have solutions for fostering belonging been co-created with women. In this paper, we report on the findings of four innovative focus groups with thirteen women, students and staff, in a university Computer Science department—uncovering their experiences of belonging and their proposed solutions to improving it. Through these focus groups, we present the experiences impacting our participants’ sense of belonging, alongside our participants’ solutions for fostering belonging within Computing. From this, we discuss the need for a collective response to fostering a sense of belonging in Computer Science, specifically through having a collective understanding of the barriers to a sense of belonging, applying a collective of solutions to foster belonging, and taking collective responsibility for improving equality.","PeriodicalId":201439,"journal":{"name":"Proceedings of the 2021 Conference on United Kingdom & Ireland Computing Education Research","volume":"279 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122096337","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: 7