Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education最新文献

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education 第23届ACM计算机科学教育创新与技术年会论文集

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2018-07-02 DOI: 10.1145/3293881

引用次数: 1

Global perspectives on cybersecurity education for 2030: a case for a meta-discipline 2030年网络安全教育的全球视角:一个元学科的案例

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2018-07-02 DOI: 10.1145/3293881.3295778

Allen S. Parrish, J. Impagliazzo, R. Raj, Henrique M. Dinis Santos, M. R. Asghar, A. Jøsang, T. Pereira, Eliana Stavrou

{"title":"Global perspectives on cybersecurity education for 2030: a case for a meta-discipline","authors":"Allen S. Parrish, J. Impagliazzo, R. Raj, Henrique M. Dinis Santos, M. R. Asghar, A. Jøsang, T. Pereira, Eliana Stavrou","doi":"10.1145/3293881.3295778","DOIUrl":"https://doi.org/10.1145/3293881.3295778","url":null,"abstract":"Information security has been an area of research and teaching within various computing disciplines in higher education almost since the beginnings of modern computers. The need for security in computing curricula has steadily grown over this period. Recently, with an emerging global crisis, because of the limitations of security within the nascent information technology infrastructure, the field of \"cybersecurity\" is emerging with international interest and support. Recent evolution of cybersecurity shows that it has begun to take shape as a true academic perspective, as opposed to simply being a training domain for certain specialized jobs. This report starts from the premise that cybersecurity is a \"meta-discipline.\" That is, cybersecurity is used as an aggregate label for a wide variety of similar disciplines, much in the same way that the terms \"engineering\" and \"computing\" are commonly used. Thus, cybersecurity should be formally interpreted as a meta-discipline with a variety of disciplinary variants, also characterized through a generic competency model. The intention is that this simple organizational concept will improve the clarity with which the field matures, resulting in improved standards and goals for many different types of cybersecurity programs.","PeriodicalId":224076,"journal":{"name":"Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124454528","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: 45

Contrasting CS student and academic perspectives and experiences of student engagement 对比CS学生和学术的观点和学生参与的经验

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2018-07-02 DOI: 10.1145/3293881.3295777

Michael Morgan, M. Butler, J. Sinclair, Christabel Gonsalvez, Neena Thota

{"title":"Contrasting CS student and academic perspectives and experiences of student engagement","authors":"Michael Morgan, M. Butler, J. Sinclair, Christabel Gonsalvez, Neena Thota","doi":"10.1145/3293881.3295777","DOIUrl":"https://doi.org/10.1145/3293881.3295777","url":null,"abstract":"There is widespread acceptance of the use of national benchmarks to measure student engagement, including the North American National Survey of Student Engagement (NSSE) in the USA and Canada, the Student Experience Survey (SES) in Australia, and the United Kingdom Engagement Survey (UKES). The performance of Computer Science (CS) on these benchmarks has generally been poor over a number of years and is consistently low across a range of instruments with little sign of improvement. It is difficult to argue that the technical nature of the CS discipline is the issue as related STEM disciplines consistently rate higher on many measures. Given the deteriorating performance of CS across multiple student engagement instruments, the urgency of addressing this issue is increasing. Missing from computing education research on this issue to date is the CS student voice and a deeper understanding of why CS students rate their experience so poorly. It is essential to seek the perspectives of both sides of the dialogue primarily responsible for creating the student experience. We carried out an in-depth analysis of student perspectives and experiences relating to their engagement in CS courses and compared it to the perspectives and experiences of CS academics. The outcome of this Working Group was a better understanding of areas of difference between CS students and academics on: what constitutes student engagement; who is responsible for student engagement; examples of both positive and negative engagement experiences in the classroom; and current initiatives to improve student engagement in their CS courses.","PeriodicalId":224076,"journal":{"name":"Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127964581","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: 6

Cloud computing: developing contemporary computer science curriculum for a cloud-first future 云计算:为云优先的未来发展当代计算机科学课程

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2018-07-02 DOI: 10.1145/3293881.3295781

Derek Foster, Laurie White, Joshua Adams, D. C. Erdil, Harvey S. Hyman, S. Kurkovsky, M. Sakr, Lee Stott

{"title":"Cloud computing: developing contemporary computer science curriculum for a cloud-first future","authors":"Derek Foster, Laurie White, Joshua Adams, D. C. Erdil, Harvey S. Hyman, S. Kurkovsky, M. Sakr, Lee Stott","doi":"10.1145/3293881.3295781","DOIUrl":"https://doi.org/10.1145/3293881.3295781","url":null,"abstract":"Cloud Computing adoption has seen significant growth over the last five years. It offers a diverse range of scalable and redundant service deployment models, including Infrastructure-as-a-Service (IaaS), Platform-as-a-Service (PaaS), Software-as-a-Service (SaaS), and Containers-as-a-Service (CaaS). These models are applied to areas such as IoT, Cyber-Physical Systems, Social Media, Data Science, Media Streaming, Ecommerce, and Health Informatics. The growth in cloud presents challenges for companies to source cloud expertise to support their business, particularly small and medium-sized enterprises with limited resources. The UK Government recently published the Digital Skills Crisis report, identifying skill-set challenges facing industry, with a shortage in cloud skills negatively impacting business. While cloud technologies have evolved at significant pace, the development of Computer Science curriculum in the further and higher education sector has lagged behind. The challenges faced in the sector includes the training of educators, institutional gaps (software and hardware policies), regulatory constraints, and access to cloud platforms. By embedding fundamental cloud skills throughout the educator and student journey, both stakeholders will be better positioned to understand and practically apply the use of appropriate cloud services, and produce graduates to support the needs of industry. This working group has carried out work to: i) assess current cloud computing curricula in CS and similar programs, ii) document industry needs for in-demand cloud skills, iii) identify issues and gaps around cloud curriculum uptake, and iv) develop solutions to meet the skill demands on core Cloud Computing topics, technical skills exercises, and modules for integration with contemporary Computer Science curricula.","PeriodicalId":224076,"journal":{"name":"Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116720883","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: 21

The internet of things in undergraduate computer and information science education: exploring curricula and pedagogy 物联网在计算机与信息科学本科教育中的应用:课程设置与教学方法探索

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2018-07-02 DOI: 10.1145/3293881.3295784

Barry Burd, L. Barker, Félix Armando Fermín Pérez, I. Russell, Bill Siever, Liviana Tudor, Michael McCarthy, Ian Pollock

{"title":"The internet of things in undergraduate computer and information science education: exploring curricula and pedagogy","authors":"Barry Burd, L. Barker, Félix Armando Fermín Pérez, I. Russell, Bill Siever, Liviana Tudor, Michael McCarthy, Ian Pollock","doi":"10.1145/3293881.3295784","DOIUrl":"https://doi.org/10.1145/3293881.3295784","url":null,"abstract":"As the Internet of Things (IoT) continues its expansion into homes, businesses, government, and industries, the impact for computer science educators is amplified. In 2017, the ITiCSE IoT working group identified relevant content, tools for teaching, and four IoT course types. The resulting report provided an entry point for educators challenged with setting up a new IoT course, but did not consider the curricular content of a standalone specialization nor effective teaching approaches for this interdisciplinary field. In this report, the 2018 working group builds on its prior work through an updated review of literature and interviews with IoT instructors. The report addresses two research questions. First, what should a curriculum intended to produce IoT specialists include? We propose here a transdisciplinary curriculum that integrates threads from several disciplines on a single campus and we relate it to the ACM/IEEE 2013 Computing Curricula Knowledge Areas. Second, what pedagogical practices should be used to teach IoT? We found very little scholarship describing actual teaching practices, but our interviewees described their approaches and challenges in teaching. We present these as well as descriptions of several relevant teaching approaches in the report.","PeriodicalId":224076,"journal":{"name":"Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125630150","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: 24

Propagating the adoption of CS educational innovations 宣传采用计算机科学教育创新

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2018-07-02 DOI: 10.1145/3293881.3295785

C. Taylor, Jaime Spacco, David P. Bunde, Z. Butler, Heather Bort, C. L. Hovey, F. Maiorana, T. Zeume

引用次数: 23

Predicting academic performance: a systematic literature review 预测学习成绩:系统的文献综述

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2018-07-02 DOI: 10.1145/3293881.3295783

Arto Hellas, Petri Ihantola, Andrew Petersen, V. V. Ajanovski, Mirela Gutica, Timo Hynninen, Antti Knutas, Juho Leinonen, C. Messom, Soohyun Nam Liao

{"title":"Predicting academic performance: a systematic literature review","authors":"Arto Hellas, Petri Ihantola, Andrew Petersen, V. V. Ajanovski, Mirela Gutica, Timo Hynninen, Antti Knutas, Juho Leinonen, C. Messom, Soohyun Nam Liao","doi":"10.1145/3293881.3295783","DOIUrl":"https://doi.org/10.1145/3293881.3295783","url":null,"abstract":"The ability to predict student performance in a course or program creates opportunities to improve educational outcomes. With effective performance prediction approaches, instructors can allocate resources and instruction more accurately. Research in this area seeks to identify features that can be used to make predictions, to identify algorithms that can improve predictions, and to quantify aspects of student performance. Moreover, research in predicting student performance seeks to determine interrelated features and to identify the underlying reasons why certain features work better than others. This working group report presents a systematic literature review of work in the area of predicting student performance. Our analysis shows a clearly increasing amount of research in this area, as well as an increasing variety of techniques used. At the same time, the review uncovered a number of issues with research quality that drives a need for the community to provide more detailed reporting of methods and results and to increase efforts to validate and replicate work.","PeriodicalId":224076,"journal":{"name":"Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124621176","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: 183

Modelling competencies for computing education beyond 2020: a research based approach to defining competencies in the computing disciplines 2020年以后计算机教育能力建模:一种基于研究的方法来定义计算机学科的能力

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2018-07-02 DOI: 10.1145/3293881.3295782

S. Frezza, M. Daniels, A. Pears, Å. Cajander, V. Kann, A. Kapoor, R. Mcdermott, Anne-Kathrin Peters, Mihaela Sabin, C. Wallace

{"title":"Modelling competencies for computing education beyond 2020: a research based approach to defining competencies in the computing disciplines","authors":"S. Frezza, M. Daniels, A. Pears, Å. Cajander, V. Kann, A. Kapoor, R. Mcdermott, Anne-Kathrin Peters, Mihaela Sabin, C. Wallace","doi":"10.1145/3293881.3295782","DOIUrl":"https://doi.org/10.1145/3293881.3295782","url":null,"abstract":"How might the content and outcomes of tertiary education programmes be described and analysed in order to understand how they are structured and function? To address this question we develop a framework for modelling graduate competencies linked to tertiary degree programmes in the computing disciplines. While the focus of our work is computing the framework is applicable to education more broadly. The work presented here draws upon the pioneering curricular document for information technology (IT2017), curricular competency frameworks, other related documents such as the software engineering competency model (SWECOM), the Skills Framework for the Information Age (SFIA), current research in competency models, and elicitation workshop results from recent computing conferences. The aim is to inform the ongoing Computing Curricula (CC2020) project, an endeavour supported by the Association for Computing Machinery (ACM) and the IEEE Computer Society. We develop the Competency Learning Framework (CoLeaF), providing an internationally relevant tool for describing competencies. We argue that this competency based approach is well suited for constructing learning environments and assists degree programme architects in dealing with the challenge of developing, describing and including competencies relevant to computer and IT professionals. In this paper we demonstrate how the CoLeaF competency framework can be applied in practice, and though a series of case studies demonstrate its effectiveness and analytical power as a tool for describing and comparing degree programmes in the international higher education landscape.","PeriodicalId":224076,"journal":{"name":"Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133766492","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: 61

An international investigation into student concerns regarding transition into higher education computing 一项关于学生转入高等计算机教育的国际调查

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2018-07-02 DOI: 10.1145/3293881.3295780

Mark Zarb, B. Alshaigy, D. Bouvier, R. Glassey, J. Hughes, Charles Riedesel

引用次数: 11

Introductory programming: a systematic literature review 程序设计入门:系统的文献综述

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2018-07-02 DOI: 10.1145/3293881.3295779

Andrew Luxton-Reilly, Simon, Ibrahim Albluwi, Brett A. Becker, M. Giannakos, Amruth N. Kumar, Linda M. Ott, James H. Paterson, M. A. Scott, Judithe Sheard, Claudia Szabo

引用次数: 301