Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2最新文献_第2页

The "Making at School" Project: Planning Interdisciplinary Activities “在学校制作”项目:策划跨学科活动

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532150

B. Spieler, Tobias M. Schifferle, Manuela Dahinden

引用次数: 0

Making Visible and Modeling the Underrepresented: Teachers' Reflections on Their Role Modeling in Higher Education 展现弱势群体，塑造弱势群体:高等教育中教师角色塑造的思考

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532170

Virginia Grande, P. Kinnunen, Anne-Kathrin Peters, M. Barr, Å. Cajander, M. Daniels, Amari N. Lewis, Mihaela Sabin, M. Sánchez-Peña, Neena Thota

{"title":"Making Visible and Modeling the Underrepresented: Teachers' Reflections on Their Role Modeling in Higher Education","authors":"Virginia Grande, P. Kinnunen, Anne-Kathrin Peters, M. Barr, Å. Cajander, M. Daniels, Amari N. Lewis, Mihaela Sabin, M. Sánchez-Peña, Neena Thota","doi":"10.1145/3502717.3532170","DOIUrl":"https://doi.org/10.1145/3502717.3532170","url":null,"abstract":"This work contributes to a better understanding of computing teachers' perceptions of themselves as role models. Role models are described as important to address under-representation, yet there is little in-depth research on how role modeling works and what university teachers in computing can model to broaden participation in the discipline. We will analyze teachers' reflections on how they may, or want to, be perceived by their students, particularly in terms of professional competencies, emotions and attitudes towards well-being. We will use and further develop an already existing framework on role modeling in computing, and we will relate our findings to existing research on computing and science identities. Modeling aspects outside the computing norm can help provide students with a wider notion of what it means to be a computer scientist. Besides developing the theoretical understanding of computing teachers as role models , our work can support various ways of developing computing teachers' competences and departments' teaching culture. The results are one way to contribute to student diversity and equitable access, and more broadly increase the relevance of computing education for sustainability.","PeriodicalId":274484,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129618977","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: 0

Teachers' Motivations to Learn about ML and AI 教师学习ML和AI的动机

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532148

Ethel Tshukudu, Jane Waite, S. Rizvi, Sue Sentance

引用次数: 0

Soft Skills and Technical Competence: Interdisciplinary Qualification of First-Year Computer Science Students 软技能和技术能力:计算机科学一年级学生的跨学科资格

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532146

A. Fandrich, Nils Pancratz, I. Diethelm

{"title":"Soft Skills and Technical Competence: Interdisciplinary Qualification of First-Year Computer Science Students","authors":"A. Fandrich, Nils Pancratz, I. Diethelm","doi":"10.1145/3502717.3532146","DOIUrl":"https://doi.org/10.1145/3502717.3532146","url":null,"abstract":"In the two-semester course \"Soft Skills and Technical Competence\" at the University of Oldenburg, we support first-year computer science students in testing and applying the theoretical content from their first computer science lectures in a meaningful and practical context. The interdisciplinary lecture content is selected to be directly applied in the further course of studies and prepares the students for their first scientific work. Therefore, the course content includes creative methods for problem-solving and brainstorming, working in groups and projects, scientific writing and presenting with the help of slides and posters, and formulating (peer) feedback. In addition, we teach practical skills such as using (measuring) tools, reading and creating circuit diagrams and circuits, programming microcontrollers, 3D modeling, and soldering electrical components in order to accompany students holistically in the development cycle of their digital artifacts: namely from the first idea in their heads to the solution of an everyday problem to the finished prototype in their hands. The examination is a digital portfolio consisting of an individual web blog for assignments and a learning diary, a smart home group project, a group blog for the project documentation, and a final presentation. In this poster, we describe the structure and content of the course and give an overview of some improvements for the coming semesters.","PeriodicalId":274484,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131212866","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

Comparing the Programming Self-Efficacy of Teachers Using CSLINC to Those Teaching the Formal National Curriculum 使用CSLINC的教师与国家正规课程教师编程自我效能感的比较

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532130

Roisin Faherty, Keith Quille, Brett A. Becker

{"title":"Comparing the Programming Self-Efficacy of Teachers Using CSLINC to Those Teaching the Formal National Curriculum","authors":"Roisin Faherty, Keith Quille, Brett A. Becker","doi":"10.1145/3502717.3532130","DOIUrl":"https://doi.org/10.1145/3502717.3532130","url":null,"abstract":"In 2021 CSINC (a TU Dublin research group) launched their online Computer Science MOOC called CSLINC(Computer Science Inclusive Learning Environment). CSLINC provides a suite of eight week courses in computer science (CS) which are scaffolded for teachers to support their delivery in the classroom Quille22. The uptake for CSLINC was significant with 230 teachers delivering material to 12,000 students. The goals of CSLINC are to attempt to change CS perceptions and increase the number of students choosing Leaving Certificate Computer Science (LCCS) and also to increase teacher programming self-efficacy in the delivery of CS materials, thus leading to more teachers considering to deliver the formal curricula. Previous research conducted in the area of teacher programming self-efficacy found that programming self-efficacy is lower for formal-curricula second-level CS teachers compared to CS1 Students Faherty21. In the study teachers were attending CPD aimed at those teaching or planning to teach the LCCS subject at upper second level. The purpose of this pilot study is to do an initial comparison between the programming self-efficacy of teachers who have used CSLINC (who do not deliver formal CS curricula) in the classroom compared to the teachers who are or were planning to deliver LCCS (formal curricula).","PeriodicalId":274484,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133485440","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: 0

A National Mentoring and Buddying Pilot Scheme for UK Early Career CS Academics 英国早期职业计算机科学学者的国家指导和伙伴试点计划

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532123

T. Crick, J. Davenport, Alan Hayes, Alastair Irons, T. Prickett, Simon Payne

引用次数: 0

COVID-19, Students and the New Educational Landscape 2019冠状病毒病，学生和新的教育格局

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532167

A. Siegel, Mark Zarb, E. Anderson, Brent Crane, Alice Gao, C. Latulipe, Ellie Lovellette, Fiona McNeill, Debbie Meharg

{"title":"COVID-19, Students and the New Educational Landscape","authors":"A. Siegel, Mark Zarb, E. Anderson, Brent Crane, Alice Gao, C. Latulipe, Ellie Lovellette, Fiona McNeill, Debbie Meharg","doi":"10.1145/3502717.3532167","DOIUrl":"https://doi.org/10.1145/3502717.3532167","url":null,"abstract":"Students have experienced incredible shifts in the in their learning environments, brought about by the response of universities to the ever-changing public health mandates driven by waves and stages of the coronavirus pandemic (COVID-19). Initially, these shifts in learning (mode of course delivery, course availability, etc.) were considered emergency responses. However, as the pandemic presses on, students have had to repeatedly adapt to the continuously evolving educational landscape as this global health crisis forced an \"unprecedented global shift within higher education in the ways that we communicate with and educate students\". This working group builds upon foundations and structure created by a 2021 ITICSE Working Group exploring the effects of COVID-19 on teaching and learning from a faculty perspective. That Working Group identified the incorporation of some pandemic-induced changes into future teaching practices. In this Working Group, we explore existing literature regarding the student experience in response to the evolving teaching practices catalyzed by COVID-19). Traditionally, computing is a subject full of experiential learning opportunities, rich with in-person labs and exercises. We explore how the changes within the COVID-affected academic landscape have altered that student experience. The current group of computing students will have had experiences under both typical (i.e. pre-pandemic) and COVID-affected teaching practices. It is, therefore, timely that we understand how each has impacted how they perceive their learning environment and educational experience. In turn, identifying those practices that have most benefited the student learning experience will help computing faculty improve their practices going forward.","PeriodicalId":274484,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128201605","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: 0

Computer Science Education in Ireland: Capacity, Access and Participation 爱尔兰的计算机科学教育:能力、获取和参与

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532127

Colette Kirwan, C. Connolly

{"title":"Computer Science Education in Ireland: Capacity, Access and Participation","authors":"Colette Kirwan, C. Connolly","doi":"10.1145/3502717.3532127","DOIUrl":"https://doi.org/10.1145/3502717.3532127","url":null,"abstract":"Our world is both physical and digital. Students would benefit from understanding how this digital world works, and how algorithms drive it [2]. Students would also benefit from learning computational thinking, and becoming creators and designers of computer systems and applications. These are invaluable skills; not just a means to ensure a skilled workforce [1]. However, diversity, gender balance, and equality are recognized globally as challenges in this field. Looking through a lens filtered on four components: diversity, inclusion, teacher education and professional development, this study will evaluate current Computer Science (CS) learning opportunities in the Irish primary and post-primary curriculum. It aims to identify the opportunities and key factors for the growth and development of CS in Ireland. This research is divided into three phases, influenced by the three components of the CAPE model [3] that underpins this study: Capacity for, Access to, and Participation in CS education. Data will be gathered using various means: focus groups (students, teachers, principals and policymakers), and student questionnaires. The analytic approach is mixed, it involves document, thematic and content analysis. Findings from this study will provide a detailed view of the current landscape relating to CS education in Ireland, particularly its diversity and inclusion. Recommendations on the equitable integration of Computational Thinking/Coding/CS education across the formal education system in Ireland will be provided. This will have implications for educational policy, initial teacher education, and second-level teaching practice in Ireland and beyond.","PeriodicalId":274484,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127120518","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

Implementing an Automated Assessment Tool Supporting Assessment and Feedback on Assessments for Novice Programmers in the Higher-Education Setting. 高等教育背景下支持新程序员评估与反馈的自动化评估工具的实现。

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532133

M. Chorley, Matthew JF Moloughney, Helen R. Phillips

{"title":"Implementing an Automated Assessment Tool Supporting Assessment and Feedback on Assessments for Novice Programmers in the Higher-Education Setting.","authors":"M. Chorley, Matthew JF Moloughney, Helen R. Phillips","doi":"10.1145/3502717.3532133","DOIUrl":"https://doi.org/10.1145/3502717.3532133","url":null,"abstract":"Many Higher-Education (HE) providers in the UK have observed and reported the number of novice programming students is rising HESA1, with no proportional increase in teaching-staff numbers HESA2. Novice programming students need frequent practice eliciting immediate feedback NN1 and without this there is a potentially negative impact on their experience of and progression from HE. One solution to this problem is the automation of assessment and feedback on assessment. The poster and accompanying presentation gives consideration to this problem, Automated Assessment Tools (AATs) of the past, and moves to show question-types pertinent to novice programmers in the HE setting which have been iteratively incorporated into a new AAT. The flow of information to be facilitated between stakeholders (teaching-staff and students) in this new AAT is demonstrated from the different perspectives, in-order to promote discussion around the context and use of AATs and how AATs might form a part of the solution when seeking to improve teaching-staff and student experiences in HE, as student numbers continue to rise and remote/home-working becomes more a part of normal working patterns.","PeriodicalId":274484,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123487086","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: 0

Analyzing Group and Individual Contributions within Group Programming: RepoRabbit Web Application 分析组编程中的组和个人贡献:reportabbit Web应用程序

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532136

M. Quiroz, Michael Wehar

引用次数: 0