{"title":"English versus Native Language for Higher Education in Computer Science: A Pilot Study","authors":"Taj Muhammad Khan, Syedali Nabi","doi":"10.1145/3488042.3488070","DOIUrl":"https://doi.org/10.1145/3488042.3488070","url":null,"abstract":"While the official language of instruction for higher education programs in Pakistan is English, in practice it can vary from English-only, to some combination of English and a native language, to native language only. There is a lack of consistency not just across institutions, but also across classrooms in the same institution. We have conducted a pilot study based on a small cohort of computer science students, who happened to have some of the lectures of the same course delivered in Urdu, and the others in English. Based on a questionnaire response with both quantitative and free text questions, we investigated students’ self reported oral and written communication skills, as well as their preference of language for lectures. We found, albeit based on a limited, pilot study, that using Urdu, the first language of most of our students, as the medium of oral communication (lectures, general classroom communication) should be preferred, whereas English should remain the language of choice for written communication. We expect to expand this study to multiple classrooms across institutions in Pakistan and other countries operating in a similar context, so that more definitive conclusions can be derived, potentially leading to better informed, evidence-based policies and practices in the future.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116198670","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}
{"title":"Elements of AI: Busting AI Myths on a Global Scale","authors":"Ioanna Bouri, Sanna Reponen","doi":"10.1145/3488042.3490513","DOIUrl":"https://doi.org/10.1145/3488042.3490513","url":null,"abstract":"Considering the quick technological development in our society, as well as the continuous demand for workforce equipped with sufficient technology skills, self-paced online learning materials on hot topics like artificial intelligence (AI) play an important role in filling knowledge gaps and supporting life-long learning. In addition to technology professionals, citizens with all kinds of backgrounds have the right to gain a basic understanding in ground-breaking technologies, in order to have an equal and balanced say in what kind of technological solutions we should have in the future. Furthermore, the need for quality distance learning has been accelerated by the COVID-19 pandemic, and massive, open online courses (MOOCs) have the capability to cater for both academic students and the general public searching for reskilling and upskilling opportunities.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124116182","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}
{"title":"Tool for enhancing Artificial Neural Network education","authors":"Salseng Mrong","doi":"10.1145/3488042.3490512","DOIUrl":"https://doi.org/10.1145/3488042.3490512","url":null,"abstract":"","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126584855","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}
{"title":"Open Source Software Practices in CS2","authors":"Emma Choi, Lisa Meng, J. R. Hott","doi":"10.1145/3488042.3488047","DOIUrl":"https://doi.org/10.1145/3488042.3488047","url":null,"abstract":"By contributing to open source software (OSS), students can gain professional software development experience and learn about applications of computer science (CS) concepts in pragmatic contexts. However, integrating such projects in classrooms requires substantial logistical planning by instructors as well as adequate programming skills from students. To mitigate these challenges, we propose four model curricula to serve as accessible strategies of integrating practicable learning opportunities in lower-level CS classes. Depending on classroom circumstances, instructors can assign projects that involve student contributions to OSS, custom plug-ins, simulated open source communities, or practical code excerpts. As a result, students will be able to explore the utility of CS and discover an exciting future in computing.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128991995","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}
{"title":"Patterns of Academic Help-Seeking in Undergraduate Computing Students","authors":"Augie Doebling, Ayaan M. Kazerouni","doi":"10.1145/3488042.3488052","DOIUrl":"https://doi.org/10.1145/3488042.3488052","url":null,"abstract":"Knowing when and how to seek academic help is crucial to the success of undergraduate computing students. While individual help-seeking resources have been studied, little is understood about the factors influencing students to use or avoid certain resources. Understanding students’ patterns of help-seeking can help identify factors contributing to utilization or avoidance of help resources by different groups, an important step toward improving the quality of resources. We present a mixed-methods study investigating the help-seeking behavior of undergraduate computing students. We collected survey data (n=138) about students’ frequency of using several resources followed by one-on-one student interviews (n=15) to better understand why they use those resources. Several notable patterns were found. Women sought help in office hours more frequently then men did and computing majors sought help from their peers more often than non-computing majors. Additionally, interview data revealed a common progression in which students started from easily accessible but low utility resources (online sources and peers) before moving on to less easily accessible, high utility resources (like instructor office hours).","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"52 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114044122","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}
{"title":"Challenging but Full of Opportunities: Teachers’ Perspectives on Programming in Primary Schools","authors":"Luisa Greifenstein, Isabella Graßl, G. Fraser","doi":"10.1145/3488042.3488048","DOIUrl":"https://doi.org/10.1145/3488042.3488048","url":null,"abstract":"The widespread establishment of computational thinking in school curricula requires teachers to introduce children to programming already at primary school level. As this is a recent development, primary school teachers may neither be adequately prepared for how to best teach programming, nor may they be fully aware why they have to do so. In order to gain a better understanding of these questions, we contrast insights taken from practical experiences with the anticipations of teachers in training. By surveying 200 teachers who have taught programming at primary schools and 97 teachers in training, we identify relevant challenges when teaching programming, opportunities that arise when children learn programming, and strategies how to address both of these in practice. While many challenges and opportunities are correctly anticipated, we find several disagreements that can inform revisions of the curricula in teaching studies to better prepare primary school teachers for teaching programming at primary schools.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132984656","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}
{"title":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","authors":"Carsten Schulte, Jarkko Suhonen","doi":"10.1145/1930464","DOIUrl":"https://doi.org/10.1145/1930464","url":null,"abstract":"This volume collects together the papers presented and discussed at the 2010 Koli Calling International Conference on Computing Education Research. \u0000 \u0000The conference covered a range of different perspectives, approaches and results within a scholarly approach to computing education research. This includes methodological, empirical, curricular and tools-oriented interventions and reflections. \u0000 \u0000To celebrate the 10th Anniversary of the conference, there were two inspiring keynote addresses: Prof. Michael Kolling (University of Kent) shared his perspectives to the theme \"What's Next for Programming Teaching Tools - Thoughts and Speculations\". The conference ended with a keynote address that looked at the history of Koli Calling and provides visions for the future of the conference. It was given by three professors who are considered to be the founding fathers of Koli Calling: Prof. Erkki Sutinen (University of Eastern Finland), Prof. Lauri Malmi (Aalto University) and Prof. Tapio Salakoski (University of Turku). The programme of the 10th Koli Calling also included a Koli Doctoral Consortium chaired by Maria Knobelsdorf (Freie Universitat Berlin/Universitat Potsdam).","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116056308","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}