Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education最新文献_第5页

Perspectives on Teaching Humanitarian Free and Open Source Software (Abstract Only) 对人道主义自由开源软件教学的展望(仅摘要)

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3022359

B. Morgan, H. Ellis, G. Hislop, G. Braught, L. Postner

{"title":"Perspectives on Teaching Humanitarian Free and Open Source Software (Abstract Only)","authors":"B. Morgan, H. Ellis, G. Hislop, G. Braught, L. Postner","doi":"10.1145/3017680.3022359","DOIUrl":"https://doi.org/10.1145/3017680.3022359","url":null,"abstract":"There is a growing community of faculty members who support student participation in Humanitarian Free and Open Source Software (HFOSS) projects in a variety of courses at a range of different institutions. HFOSS can provide a plethora of learning opportunities for students that ranges from design to code to test to documentation and more. Involvement in an HFOSS project allows students to gain professional skills while also gaining an understanding of the social impact of computing. However, experience has shown that supporting student involvement in HFOSS can pose some challenges to instructors including identification of appropriate assignments, creation of rubrics, grading, and managing interactions with the HFOSS community. The organizers of this BoF are faculty members who have a spectrum of experience in supporting student involvement in HFOSS. The organizers will share tips for structuring such student participation as well as discuss challenges that they've experienced and approaches for overcoming those challenges. Attendees will be encouraged to ask questions about how to get started, selecting an appropriate HFOSS project, structuring assignments, and more. This BoF will provide faculty members the opportunity to network with instructors with experience in this area.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128749376","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

Towards a Concept Inventory for Algorithm Analysis Topics 面向算法分析主题的概念清单

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017756

Mohammed F. Farghally, Kyu Han Koh, J. Ernst, C. Shaffer

引用次数: 28

SAFE: Smart Authenticated Fast Exams for Student Evaluation in Classrooms SAFE:用于课堂学生评估的智能认证快速考试

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017754

Kameswari Chebrolu, B. Raman, Vinay Chandra Dommeti, Akshay Veer Boddu, K. Zacharia, Arun Babu, Prateek Chandan

{"title":"SAFE: Smart Authenticated Fast Exams for Student Evaluation in Classrooms","authors":"Kameswari Chebrolu, B. Raman, Vinay Chandra Dommeti, Akshay Veer Boddu, K. Zacharia, Arun Babu, Prateek Chandan","doi":"10.1145/3017680.3017754","DOIUrl":"https://doi.org/10.1145/3017680.3017754","url":null,"abstract":"Considerable experimentation is happening in today's classrooms to handle large classes. In this paper, we present SAFE (Smart Authenticated Fast Exams), a tool that enables continuous assessment in the form of regular quizzes in classes. SAFE is based on a BYOD (bring your own device) model that leverages student smart-phones to conduct auto-graded, cheating-free exams in a proctored class room setting. SAFE has 3 components: a smart-phone app, a web server and WiFi infrastructure to enable app-server communication. SAFE support a rich set of features to handle various types of questions as well as instructor preferences. In the design of SAFE, we set to achieve 4 goals: easy setup, cheating-free operation, robustness and scale. Easy setup is achieved predominantly due to the BYOD model and online mode of exams. Cheating is prevented via locking the app for the intended purpose along with reporting to the server any user attempts at cheating. Robustness is handled via periodic syncing of messages and careful consideration of corner cases. Scale is handled by carefully tuning the WiFi as well as via application level scheduling. SAFE has been used so far to conduct 90+ in-class quizzes in 9 courses in the last year. It was also used to conduct a high stake admission test for a Master's program in Computer Science. The feedback from end-users has been very positive and we continue to get new requests for trials in other courses. This paper presents the design of SAFE and evaluation based on our experience thus far.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"54 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128629162","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

ThoTh Lab: A Personalized Learning Framework for CS Hands-on Projects (Abstract Only) thth实验室:CS实践项目的个性化学习框架(仅摘要)

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3022442

Yuli Deng, Dijiang Huang, Chun-Jen Chung

{"title":"ThoTh Lab: A Personalized Learning Framework for CS Hands-on Projects (Abstract Only)","authors":"Yuli Deng, Dijiang Huang, Chun-Jen Chung","doi":"10.1145/3017680.3022442","DOIUrl":"https://doi.org/10.1145/3017680.3022442","url":null,"abstract":"Personalized learning is often referred to a new learning approach by taking individual parameters such as learning preferences, abilities, skills and knowledge into account. In this poster, we present a personalized learning solution for computer networks, system, and cybersecurity focusing on hands-on projects. The personalized learning models are established in ThoTh Lab - a cloud-based hands-on virtual laboratory for Computer Science (CS) education. ThoTh Lab is a remote web-accessing virtual laboratory and it was originally designed to reduce lab management overhead for instructors and improve learning experience for CS students. By introducing new personalized learning capabilities, we can transfer ThoTh Lab from a traditional hands-on lab resource provisioning system to an active personalized e-learning platform for CS education. The system can track and assess students' hands-on projects' activities to monitor students' lab performance, and then provide intelligent suggestions or resources to improve students' learning experience and outcomes. Our personalized learning framework is distinguished from existing approaches by three salient features: (1) it is built into a hands-on and virtualized laboratory environment usually involving multiple virtual computers and their interconnections, (2) it has incorporated into a wide range of learners' characteristics such as individuals' learning style, prior knowledge and learning effectiveness, and it is designed to be able to include new and customizable features, (3) it uses machine learning approaches to model student characteristics during the learning process.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129376355","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: 10

Panel: Teaching To Increase Diversity and Equity in STEM 专题讨论:通过教学提高STEM的多样性和公平性

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017695

Helen H. Hu, D. Blank, A. Chan, T. Doom

引用次数: 1

Scaling Introductory Courses Using Undergraduate Teaching Assistants 使用本科助教扩展入门课程

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017694

Jeffrey Forbes, D. Malan, Heather Pon-Barry, Stuart Reges, M. Sahami

{"title":"Scaling Introductory Courses Using Undergraduate Teaching Assistants","authors":"Jeffrey Forbes, D. Malan, Heather Pon-Barry, Stuart Reges, M. Sahami","doi":"10.1145/3017680.3017694","DOIUrl":"https://doi.org/10.1145/3017680.3017694","url":null,"abstract":"Undergraduates are widely used in support of Computer Science (CS) departments' teaching missions as teaching assistants, peer mentors, section leaders, course assistants, and tutors. Those undergraduates engaged in teaching have the opportunity to deeply engage with CS concepts and develop key communication and social competencies. As enrollments surge, undergraduate teaching assistants (UTAs) play a larger role in student experience and outcomes. While faculty and graduate student instructional support does not necessarily increase with the number of students in our courses, the number of qualified undergraduate teaching assistants for introductory CS courses should scale with the number of students in our courses. With large courses, the significance of the UTAs' role in students' learning likely also increases. Students have relatively little interaction with the instructor, and faculty may have more challenges monitoring and supporting individual UTAs. UTAs have a major role in affecting climate in computer science courses. The climate in large courses has substantial implications for students from groups traditionally underrepresented in computing. This panel will discuss how undergraduate teaching assistants can serve as a scalable effective teaching resource that benefits both the students in the course and the UTAs themselves.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127090032","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: 29

The Quorum Programming Language (Abstract Only) 仲裁程序设计语言(仅摘要)

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3022377

A. Stefik, R. Ladner

引用次数: 20

Teaching CS to CS Teachers: Addressing the Need for Advanced Content in K-12 Professional Development 向CS教师教授CS:解决K-12专业发展中对高级内容的需求

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017798

Dan Leyzberg, Christopher Moretti

引用次数: 17

Studying Implementation of Secondary Introductory Computer Science: Pilot Results (Abstract Only) 二级计算机科学导论的实施研究:试点结果(仅摘要)

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3022432

M. Bienkowski, E. Snow

{"title":"Studying Implementation of Secondary Introductory Computer Science: Pilot Results (Abstract Only)","authors":"M. Bienkowski, E. Snow","doi":"10.1145/3017680.3022432","DOIUrl":"https://doi.org/10.1145/3017680.3022432","url":null,"abstract":"Education researchers have extensively studied how secondary teachers adopt and adapt new curriculum and new teaching practices, especially in science and mathematics. Their goals are often to learn ways to help teachers enact new pedagogical approaches, so the results inform teacher professional development, as well as building knowledge in the field. Changing teaching practice often involves changes across a number of fronts: for example, inquiry-based teaching of science involves skills in developing questions, supporting student whole-class discussion and sense-making, and allowing students time to investigate authentic problems. Research is now underway to discover ways to similarly help teachers in K-12 computer science (CS). K-12 CS curricula have emphasized inquiry- and equity-focused teaching practices as ways to engage and include students while simultaneously deepening students? understanding of CS concepts and practices. While researchers have focused on measuring student attitudes to discern engagement and feelings of inclusivity, less work has been done on how implementation affects student learning. To study this, CS education researchers need frameworks and instruments to measure implementation, attitudes, and learning. We are developing and validating instruments that support mixed-methods study of curriculum enactment and teaching quality, with a focus on inquiry, equity, and computational thinking practices. This poster will present preliminary results from a large-scale study of implementation in secondary CS classrooms to build a more systematic understanding of evolving practices in measuring curriculum enactment and teaching quality.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"188 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132318179","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

Urban Archivist Application 城市档案申请

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3022462

James-Wallace Belford

{"title":"Urban Archivist Application","authors":"James-Wallace Belford","doi":"10.1145/3017680.3022462","DOIUrl":"https://doi.org/10.1145/3017680.3022462","url":null,"abstract":"The Urban Archivist Application is designed to capture Urban Artwork and its associated metadata from around the world. The Application itself is available for mobile platforms and has a web-interface for viewing the data. Urban Archivist allows users to take photos of urban art they may find while out in the field on research. Once these photos are gathered, the application will automatically grab all the associated metadata from the image and populate those field within the application, minimizing user error. The user will then enter their own findings regarding the image and may upload it to the central database. This art and its associated metadata is instantly available to view by any individual using either the web or mobile Urban Archivist interface. Furthermore, we want to be able to build a dataset large enough to explore and contribute to the realms of machine learning and virtual reality. The goal of this research project is to implement something that has been done prior, while adding modern technological options available to increase the research opportunities for Computer Science and Humanitarian scholars. Preliminary tests via the prototype confirmed the project's ability to achieve this goal.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127639590","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