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Annual Conference on Innovation and Technology in Computer Science Education最新文献

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Problem-solving using the extremality principle 用极值原理解决问题
Annual Conference on Innovation and Technology in Computer Science Education Pub Date : 2014-06-21 DOI: 10.1145/2591708.2591718
J. M., Sridhar S. Iyer
{"title":"Problem-solving using the extremality principle","authors":"J. M., Sridhar S. Iyer","doi":"10.1145/2591708.2591718","DOIUrl":"https://doi.org/10.1145/2591708.2591718","url":null,"abstract":"The extremality principle is one of the commonly used problem solving strategies. It involves looking at the extremal cases of a problem in order to obtain insight about the general structure. Though the principle is widely known, its use in designing algorithms is rarely discussed in CS literature. We present a methodology based on the extremality principle that is useful in solving a wide variety of algorithmic problems. We illustrate the effectiveness of the methodology by deriving solutions to three difficult problems. We believe that the key steps involved in our methodology can be taught to students as individual drills. We have anecdotal evidence for the teachability of the method.","PeriodicalId":334476,"journal":{"name":"Annual Conference on Innovation and Technology in Computer Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130215888","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
Mastery grids: an open-source social educational progress visualization 掌握网格:一个开源的社会教育进程可视化
Annual Conference on Innovation and Technology in Computer Science Education Pub Date : 2014-06-21 DOI: 10.1145/2591708.2609840
Tomasz D. Loboda, Julio Guerra, R. Hosseini, Peter Brusilovsky
{"title":"Mastery grids: an open-source social educational progress visualization","authors":"Tomasz D. Loboda, Julio Guerra, R. Hosseini, Peter Brusilovsky","doi":"10.1145/2591708.2609840","DOIUrl":"https://doi.org/10.1145/2591708.2609840","url":null,"abstract":"Many pieces of educational software are underused by students. Open learning model and social visualization are two approaches which have been helpful in ameliorating that low usage problem. This article introduces a fusion of these two ideas in a form of social progress visualization. A classroom evaluation indicates that this combination may be effective in engaging students, guiding them to suitable content, and enabling faster content access.","PeriodicalId":334476,"journal":{"name":"Annual Conference on Innovation and Technology in Computer Science Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129153119","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: 71
Identifying computer science self-regulated learning strategies 识别计算机科学自律学习策略
Annual Conference on Innovation and Technology in Computer Science Education Pub Date : 2014-06-21 DOI: 10.1145/2591708.2591715
K. Falkner, R. Vivian, Nickolas J. G. Falkner
{"title":"Identifying computer science self-regulated learning strategies","authors":"K. Falkner, R. Vivian, Nickolas J. G. Falkner","doi":"10.1145/2591708.2591715","DOIUrl":"https://doi.org/10.1145/2591708.2591715","url":null,"abstract":"Computer Science students struggle to develop fundamental programming skills and software development processes. Crucial to successful mastery is the development of discipline specific cognitive and metacognitive skills, including self-regulation. We can assist our students in the process of reflection and self-regulation by identifying and articulating successful self-regulated learning strategies for specific discipline contexts. However, in order to do so, we must develop an understanding of those discipline-specific strategies that are successful and can be readily adopted by students.\u0000 In this paper, we analyse student reflections from an introductory software development course, identifying the usage of self-regulated learning strategies that are either specific to the software development domain, or articulated in that context. This study assists in the understanding of how Computer Science students develop learning skill within the discipline, and provides examples to guide the development of scaffolding activities to assist learning development.","PeriodicalId":334476,"journal":{"name":"Annual Conference on Innovation and Technology in Computer Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114252120","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: 73
Using reflections in a program integrating course 在程序整合课程中运用反射
Annual Conference on Innovation and Technology in Computer Science Education Pub Date : 2014-06-21 DOI: 10.1145/2591708.2602664
V. Kann
{"title":"Using reflections in a program integrating course","authors":"V. Kann","doi":"10.1145/2591708.2602664","DOIUrl":"https://doi.org/10.1145/2591708.2602664","url":null,"abstract":"A program integrating course runs over several years, shows the main thread of the program, and its purpose is to enable students to become more professional in handling their studies, at the same time as the course has a positive effect on the mentors, other courses and the program itself. This is achieved through regular reflection seminars where students meet in small cross-grade groups with a professor as a mentor.","PeriodicalId":334476,"journal":{"name":"Annual Conference on Innovation and Technology in Computer Science Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131987063","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
Understanding students' preferences of software engineering projects 了解学生对软件工程项目的偏好
Annual Conference on Innovation and Technology in Computer Science Education Pub Date : 2014-06-21 DOI: 10.1145/2591708.2591753
Thérèse Smith, S. Gokhale, R. McCartney
{"title":"Understanding students' preferences of software engineering projects","authors":"Thérèse Smith, S. Gokhale, R. McCartney","doi":"10.1145/2591708.2591753","DOIUrl":"https://doi.org/10.1145/2591708.2591753","url":null,"abstract":"Students in a maintenance-centric, introductory software engineering course were expected to understand, analyze and extend an open source software project of their choice, selected from a limited set of prepared applications. Students fell into two groups: those who chose a project based on its perceived and estimated difficulty, and those who chose a project based on the appeal of the subject matter. Students in both groups, however, cited value for themselves in terms of enhanced learning experience, and for users in terms of increased benefit, as reasons for their selection. These insights into students' thinking can guide future efforts in selecting projects that can simultaneously support the learning objectives as well as motivate the students, not only in software engineering but also in broader computing courses.","PeriodicalId":334476,"journal":{"name":"Annual Conference on Innovation and Technology in Computer Science Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132134406","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
Impact of reward structures in an inverted course 逆向过程中奖励结构的影响
Annual Conference on Innovation and Technology in Computer Science Education Pub Date : 2014-06-21 DOI: 10.1145/2591708.2602671
Diane Horton, Jennifer Campbell
{"title":"Impact of reward structures in an inverted course","authors":"Diane Horton, Jennifer Campbell","doi":"10.1145/2591708.2602671","DOIUrl":"https://doi.org/10.1145/2591708.2602671","url":null,"abstract":"The inverted or flipped classroom has been shown to be effective in computer science. Inverted teaching depends on students engaging in both pre- and in-lecture activities. What reward structure will motivate students to do so? We report on our experience with inverted teaching for a one-month unit in a third-year database course.","PeriodicalId":334476,"journal":{"name":"Annual Conference on Innovation and Technology in Computer Science Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126773545","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
Motivational active learning: engaging university students in computer science education 动机性主动学习:让大学生参与计算机科学教育
Annual Conference on Innovation and Technology in Computer Science Education Pub Date : 2014-06-21 DOI: 10.1145/2591708.2591750
J. Pirker, Maria Riffnaller-Schiefer, C. Gütl
{"title":"Motivational active learning: engaging university students in computer science education","authors":"J. Pirker, Maria Riffnaller-Schiefer, C. Gütl","doi":"10.1145/2591708.2591750","DOIUrl":"https://doi.org/10.1145/2591708.2591750","url":null,"abstract":"Attracting and engaging computer science students to enhance their mathematical and algorithmic thinking skills are challenging tasks. In winter 2013 we introduced a new teaching format for a course, which combines theory in computer science with hands-on algorithmic challenges, mathematical thinking activities, and collaborative problem-solving. Therefore, we introduced the pedagogical model Motivational Active Learning (MAL), which is grounded in MIT's successful format for teaching physics, Technology-Enabled Active Learning (TEAL), and combines it with motivational strategies usually used by game designers. Results from the initial setup in class reveals that students indeed assessed the course structure as more interactive and motivating compared to other similar courses. In this paper we discuss the course design, issues, and the impact, and analyze the first results in detail.","PeriodicalId":334476,"journal":{"name":"Annual Conference on Innovation and Technology in Computer Science Education","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114822061","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: 78
Capstone projects in computer science: evaluated by stakeholders 计算机科学的顶点项目:由利益相关者评估
Annual Conference on Innovation and Technology in Computer Science Education Pub Date : 2014-06-21 DOI: 10.1145/2591708.2602655
Juan José Olarte Larrea, C. Domínguez, F. J. G. Izquierdo, Arturo Jaime Elizondo
{"title":"Capstone projects in computer science: evaluated by stakeholders","authors":"Juan José Olarte Larrea, C. Domínguez, F. J. G. Izquierdo, Arturo Jaime Elizondo","doi":"10.1145/2591708.2602655","DOIUrl":"https://doi.org/10.1145/2591708.2602655","url":null,"abstract":"This study evaluates several aspects related to capstone projects in a computer science degree: level of advisor involvement, type of student, and type of project. We consider the points of view of students, advisors, and evaluation committees. Students claimed the level of advisor involvement to be significantly greater than that perceived by the advisors themselves. Regarding students skills, we found no significant differences between the opinions of advisors and students. And lastly, students have a significantly better opinion about their projects than advisors do.","PeriodicalId":334476,"journal":{"name":"Annual Conference on Innovation and Technology in Computer Science Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121861886","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
ACM IT curricular guidance ACM IT课程指导
Annual Conference on Innovation and Technology in Computer Science Education Pub Date : 2014-06-21 DOI: 10.1145/2591708.2602653
Robert D. Campbell, Cindy S. Tucker, Cara Tang
{"title":"ACM IT curricular guidance","authors":"Robert D. Campbell, Cindy S. Tucker, Cara Tang","doi":"10.1145/2591708.2602653","DOIUrl":"https://doi.org/10.1145/2591708.2602653","url":null,"abstract":"As directed by the ACM Education Board, the ACM Committee for Computing Education in Community Colleges (CCECC) is finalizing its curricular guidance for associate-degree Information Technology (IT) programs, consisting of core IT learning outcomes with associated assessment metrics. The competency model, influenced by international perspectives, is available from www.capspace.org, and waits Ed Board approval in Q3 2014.","PeriodicalId":334476,"journal":{"name":"Annual Conference on Innovation and Technology in Computer Science Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129654613","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
Mobile application development classes for the mobile era 针对移动时代的移动应用开发类
Annual Conference on Innovation and Technology in Computer Science Education Pub Date : 2014-06-21 DOI: 10.1145/2591708.2591710
Kelvin Sung, Arjmand Samuel
{"title":"Mobile application development classes for the mobile era","authors":"Kelvin Sung, Arjmand Samuel","doi":"10.1145/2591708.2591710","DOIUrl":"https://doi.org/10.1145/2591708.2591710","url":null,"abstract":"There are many flavors of upper division elective classes that cover subjects related to mobile technologies and application development. However, there is a general lack of publications discussing the philosophy, implementation, and results from these classes. When researching for a new upper division mobile application development elective class, based on our students' needs and state of the mobile technologies, we consulted the extensive online information, and drafted guidelines and desired learning outcomes. In the subsequent years, we implemented two versions of mobile application development classes based on the guidelines and learning outcomes. The first, focused on the development of practical mobile applications while the second studied design issues surrounding modern mobile applications and their development. Both classes are project based where students build mobile applications to demonstrate their understanding, and both classes were well received. This paper describes our efforts and the classes, summarizes the results from the classes, and discusses the merits of implementation vs. design based mobile application development classes.","PeriodicalId":334476,"journal":{"name":"Annual Conference on Innovation and Technology in Computer Science Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121676561","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
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