2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)最新文献

{"title":"Teaching and Learning of Divergent and Convergent Thinking through Open-Problem Solving in a Data Structures Course","authors":"Patil Deepti Reddy, Sridhar V. Iyer, M. Sasikumar","doi":"10.1109/LaTiCE.2016.13","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.13","url":null,"abstract":"Divergent thinking is the process of generating multiple solutions for a given problem, while convergent thinking is evaluating and selecting accurate solution based on constraints, assumptions, and pros and cons analysis. Divergent and convergent thinking is an important thinking skill needed to generate novel or innovative solutions to a given problem. According to ABET guidelines, it is also one of the important skill to design an engineering solution to a given open problem. The training in developing both divergent and convergent thinking during multiple phases of problem solving can allow students to design a better solution. In this paper, we propose an intervention to develop divergent and convergent thinking skill through open problem solving in data structures course. The research methodology followed is Design Based Research (DBR) and the intervention proposed in this paper is operationalized and evaluated by following first cycle of DBR. A preliminary study was conducted on second year Computer Engineering students to study the effects of intervention. The results show significant improvement in learners' thinking in both divergent and convergent thinking during open-problem solving.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134212745","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":"T10kT: Scaling up Professional Development of Teachers: Evidences and Recommendations from Large Scale Implementation","authors":"Mukta Atrey, Mahendra Parmar, Rachana Shiriskar, Kanan Dhebar","doi":"10.1109/LaTiCE.2016.43","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.43","url":null,"abstract":"Train Ten Thousand Teachers (T10kT) outreach project at IIT Bombay has optimally utilized the latest ICT tools and platforms for Teacher Professional Development at large scale in distance mode. Since its inception in 2009, the project has provided training to about 120,000 teachers from more than 4060 institutions spread across the country across three phases. The project utilizes a blended format in which live lectures are transmitted synchronously using the A-VIEW software and asynchronous interactions are facilitated in Moodle platform. In the current phase, the project utilizes IIT BombayX platform to provide Massive Open Online Courses (MOOCs) so as to include a wider spectrum of learners. In this work we look at the model used by the T10kT team and inspect the results from 15 Synchronous STTPs conducted to answer the following research questions: Do institutions registering with T10kT project prefer the distance mode of training? Do the learning activities within T10kT STTPs provide perception of learning and motivate participants to apply them? What are instructors' perceptions of T10kT based instruction in terms of modification in pedagogy and overall implementation? It is seen that 127 institutions have been recurrent participants and there has been four-fold increase in the number of participating institutions indicating the preference of this model. 92% of all the teachers who have participated in the phase II courses found the workshop experience to be highly beneficial and about 93% have indicated high positive intent to apply the workshop learning in their immediate practice. The feedback from the instructors indicate that transition from face-to-face to synchronous T10kT mode was not challenging and the instructors need to focus on learner centered practices for effective learning experience . A limitation that is seen with the current study is that it does not look into transfer of workshop learning in actual practice. However the project has started off blended MOOC models that will enable the administrators to look at student performance as well.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121068721","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":"DSAdvisor: Facilitating Deeper Inquiry in the Data Structures Course","authors":"K. V. Sandeep, S. Agarwala, R. Sharath, Viraj Kumar","doi":"10.1109/LaTiCE.2016.7","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.7","url":null,"abstract":"Data Structures is a core component of the under-graduate Computer Science curriculum. Traditional offerings of this course expose students to several data structures, where the rationale for each structure is justified in the context of a problem that is simplified due to semester time-constraints. As a result, students rarely develop the skills necessary to analyze data structure usage in the context of complex programs. This concern could be addressed by adopting a problem-based learning (PBL) approach, focusing on fewer data structures and more realistic programs. An instructor can now ask a non-trivial question such as: \"What would happen if we replace this data structure with that one?\" Answering this question usually requires tedious and error-prone changes to the program. In this paper, we develop an open-source tool called DSAdvisor which allows instructors to explore alternative data structures for arbitrarily complex code in an interactive manner. As the complexity of examples increases, such an exploration is likely to generate unexpected answers, thereby triggering discussions and deeper inquiry.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132809372","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":"DISCERN: Discovery Learning with Student Defined Problems","authors":"V. Raisinghani","doi":"10.1109/LaTiCE.2016.2","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.2","url":null,"abstract":"Literature suggests that inductive learning methods are more effective than deductive learning techniques. Discovery learning with autonomous learning is a well known technique for improving student engagement and learning. We report our results of involving final year students in defining their exercises in the lab or for assignments, given a set of learning outcomes. Before the start of the course, we make the students aware of the syllabus and learning outcomes for the course. To define the lab / assignment tasks, the students are given the freedom to search and select technologies and tools based on current trends, using Internet resources. We further permit the students to revisit and revise the task list during the course. The faculty member reviews the task list to ensure appropriate level of complexity. Our results show that students are able to select challenging assignments, and execute them well, when they are involved in defining the learning tasks. Our preliminary results are for a specific final year engineering elective course which involved lab work and assignments. We feel that the approach can be applied to different engineering courses having a similar pattern. We share our views on applying the technique to a course which could be useful in the Indian context.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115157539","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":"Philosophy of Data Structures in Engineering Education","authors":"Jayalakshmi G. Naragund, Prakash A. Kotre, Suvarna G. Kanakaraddi, C. Sujata","doi":"10.1109/LaTiCE.2016.18","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.18","url":null,"abstract":"The pillars of Computer Science and Engineering (CSE) curriculum are Data Structures, Database management systems, languages, operating systems and algorithms. This article explains the relationship and connectivity of these core courses. Authors follow the pedagogy technique to teach the Data Structures (DS) by considering its evolution. The article focus on the method of providing connectivity between the building blocks of DS like Data Containers, Container Iterators, Algorithms and Functors. Each data structure is explained by considering its property, iterations, problems and applications. The three fold method is followed to teach DS, which includes think, build and discuss phases. The pedagogy techniques practiced by authors are revealed many mysteries, which are not discussed in most of the DS text books.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"226 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130719722","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":"Towards Deriving Programming Competencies from Student Errors","authors":"Marc Berges, Michael Striewe, P. Shah, M. Goedicke, Peter Hubwieser","doi":"10.1109/LaTiCE.2016.6","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.6","url":null,"abstract":"Learning outcomes are more and more defined and measured in terms of competencies. Many research projects are conducted that investigate combinations of knowledge and skills that students might learn. Yet, it is also promising to analyze what students might fail to learn, which provides information about the absence of certain competencies. For this purpose, we are evaluating the outcomes of automatic assessment tools that provide automatic feedback to the participating students. In particular, we analyzed the errors of the students that participated in an introductory programming course. The 604 students participating in the course had to solve six tasks during the semester, resulting in a total of 12274 submissions. The error analysis is done by evaluating the data from the automatic assessment tool JACK, which provides automatic feedback on programming tasks. To derive information about prospective competencies, we conducted a qualitative analysis of the different errors the students made in their solutions. The results provide interesting insights into missing competencies. In further research our findings have to be validated by investigating the cognitive processes involved during programming.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"259 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134430059","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":"Efficacy of a Flipped Method in an Undergraduate Class at IIT Bombay","authors":"K. Moudgalya, K. Eranki, Sohinee Ganguly, Shamika Mohanan, D. Raja","doi":"10.1109/LaTiCE.2016.21","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.21","url":null,"abstract":"This study analyses the effectiveness of teaching an undergraduate process control course in a flipped mode, with a constraint that the students do not have to do more work than in a conventional class. Video lectures delivered by the instructor in the past were used as study material. It was supplemented by classroom and LMS based discussions, a virtual lab, and tutorial sessions. To enforce the watching of video lectures, a weekly quiz was conducted. Assessments were also carried out through three longer forms of quiz, a mid-semester examination and an end-semester examination. The performance of the students was evaluated using the following metrics: (1) Perception analysis of the flipped class students. (2) A limited comparison of the performance of the flipped class students (experimental group) with a similar set of students who underwent a conventional course simultaneously (control group) (3) Studying the consistency of the flipped class students' performance over different evaluation criteria and correlations between them. The results are consistent with each other and the performance is good. An overwhelming majority of the flipped class students (about 80%) also perceive the flipped method to be as effective as or better than the conventional method of teaching. As it helps achieve the benefits of a flipped method, simultaneously with high satisfaction levels, this method can be considered as successful and hence is easily implementable, even in large scale.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133852482","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":"Remote Computer Laboratories: Opportunities for South African Universities","authors":"R. Hans","doi":"10.1109/LaTiCE.2016.42","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.42","url":null,"abstract":"Computer laboratories are some of the limited resources that South African universities are battling to improve students' access to. Many, if not all, of these universities use a hands-on approach for computer laboratory access. A number of research studies in the past two decades have been written on the problems presented by the hands-on approach and in turn two alternative approaches have been suggested to address these problems. The problems presented by the hands-on approach have caused a negative impact on both students' performance in their computer programming subjects and the students' throughput rate. The two alternative solutions which have been proposed by many researchers in this field are virtual laboratories and remote laboratories. Due to many challenges which prohibit students' access to computer laboratories as well as the various problems presented by the current hands-on approach to South African universities, this paper has investigated the opportunities presented by the abovementioned alternative solutions. The investigation has provided answers to this study's research questions and these answers point to the use of remote computer laboratories as an ideal choice to resolve many of the current computer laboratory challenges experienced by South African universities.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"288 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116527613","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":"Design and Implementation of MobileEdu M-learning Application for Computing Education in Nigeria: A Design Research Approach","authors":"S. Oyelere, Jarkko Suhonen","doi":"10.1109/LaTiCE.2016.3","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.3","url":null,"abstract":"The convergence of Wi-Fi technologies and mobile devices present prospects to design and implement applications that will support learning on the move. Mobile learning (m-learning) is the study and practice of using mobile devices, such as smart phones, mobile phones, tablets, PDAs, MP3s and pocket PCs to support learning for anyone, anytime and anywhere. Through well-situated and flexible mobile devices and network infrastructure, researchers and developers endeavor to offer users with new learning applications and services. We have applied the design research (DR) approach in the course of developing m-learning application, MobileEdu, for computing education in Nigerian higher education context. The application is intended to facilitate the learning of computer science courses on mobile devices, support ubiquitous, collaborative, and social learning for undergraduate students. Moreover, the application eases access to learning resources. In this article we present the analysis, design and implementation activities related to the development of the first MobileEdu prototype. The research also deliberated on the characteristics and scope of the adherence of MobileEdu to the traits and ideas of DR.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"15 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122681048","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":"A Competency Structure Model of Object-Oriented Programming","authors":"M. Kramer, Peter Hubwieser, T. Brinda","doi":"10.1109/LaTiCE.2016.24","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.24","url":null,"abstract":"Our project COMMOOP aims to develop a competency structure model and appropriate measurement instruments for the field of object-oriented programming (OOP). We started by reviewing existing literature on competency modelling in other subject areas regarding the development methodology as well as the model structures, identified common structural elements, verified, expanded and refined these based on an extensive literature analysis on theoretical and empirical studies on teaching and learning as well as on psychological aspects in the field of OOP. As theoretically derived candidates for potential competency dimensions we identified (1) OOP content knowledge and skills, (2) mastering representation, (3) cognitive processes and (4) metacognitive processes. This theoretically derived model framework was validated based on various competency descriptions in terms of applicability and completeness. For this purpose, we identified competency descriptions related to OOP in 44 computer science curricula and standards from several countries and compared these with our model. Further, we applied it to a list of competency definitions that was extracted by a working group at the ITiCSE 2015 from 14 case studies on K12 in 12 different countries. Finally, the structure model was aligned with the results of a survey among 59 computer science teachers and teacher students on learning difficulties. At the end, it turned out that our proposed model was quite complete already.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128039361","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}