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Proceedings of the 23rd Western Canadian Conference on Computing Education最新文献

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Engaging Secondary and Post-Secondary Students to Learn and Explore Programming Using a Theme-Based Curriculum and the Sphero SPRK+ Robot 使用基于主题的课程和Sphero SPRK+机器人吸引中学和大专学生学习和探索编程
Proceedings of the 23rd Western Canadian Conference on Computing Education Pub Date : 2018-05-04 DOI: 10.1145/3209635.3209643
Steven M. Hadfield, Justin T. Raynor, Matthew D. Sievers
{"title":"Engaging Secondary and Post-Secondary Students to Learn and Explore Programming Using a Theme-Based Curriculum and the Sphero SPRK+ Robot","authors":"Steven M. Hadfield, Justin T. Raynor, Matthew D. Sievers","doi":"10.1145/3209635.3209643","DOIUrl":"https://doi.org/10.1145/3209635.3209643","url":null,"abstract":"The recent emergence of durable, low cost, and highly capable robots on the commercial market provides opportunity for engaging and highly motivational new curricula to teach computer programming and problem solving principles such as those typically found in a CS 0.5 course and those implementing the College Board's CS Principles curriculum framework. This paper documents a seventeen lesson curriculum based on the Sphero SPRK+ robot, the Sphero Edu development environment, and a motivating theme based upon the 2015 movie, The Martian. Along with the curriculum itself, discussion includes an experience report with a pilot run of the curriculum with two small sections of a freshman-level introduction to computing course aligned with the College Board's CS Principles curriculum framework. Initial results indicate great potential for highly engaging and effective pedagogy based on this approach. The results also reveal some practical challenges with implementing similar approaches based upon current and near-term technologies.","PeriodicalId":391141,"journal":{"name":"Proceedings of the 23rd Western Canadian Conference on Computing Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128601216","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
Visualizing Code Patterns in Novice Programmers 可视化新手程序员的代码模式
Proceedings of the 23rd Western Canadian Conference on Computing Education Pub Date : 2018-05-04 DOI: 10.1145/3209635.3209652
Jeff Bulmer, Angie Pinchbeck, Bowen Hui
{"title":"Visualizing Code Patterns in Novice Programmers","authors":"Jeff Bulmer, Angie Pinchbeck, Bowen Hui","doi":"10.1145/3209635.3209652","DOIUrl":"https://doi.org/10.1145/3209635.3209652","url":null,"abstract":"Many researchers have investigated the difficulties faced by novice programmers. However, these approaches have so far focused primarily on the identification and correction of common syntax errors, or that of topic difficulty in the CS1 curriculum. Meanwhile, poor coding practices adopted by students have gone mostly unaddressed. While these practices may not necessarily lead to erroneous code, they may nonetheless indicate areas of difficulty and lead to poorly structured programs. To address these issues, our project examines students' coding habits and common errors in CS1 exercises gathered from 77 first-year students. This data was collected in real time so that we may later reconstruct the thought process of the student while solving the programming exercises. To assist our analysis, we built a code visualizer that animates the programming process dynamically and summarizes error metrics simultaneously. Our ultimate goal is to use the code visualizer to help either an instructor or a student to identify poor programming practices during the coding process. With the error metrics gathered, an instructor can inspect potential improvements in coding behaviors for an individual student at a given point in time or over time, and identify bad coding habits common to populations of students.","PeriodicalId":391141,"journal":{"name":"Proceedings of the 23rd Western Canadian Conference on Computing Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114326676","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: 8
Lightweight Strategies for Inclusive Teaching 全纳教学的轻量级策略
Proceedings of the 23rd Western Canadian Conference on Computing Education Pub Date : 2018-05-04 DOI: 10.1145/3209635.3209647
Jacqueline Smith
{"title":"Lightweight Strategies for Inclusive Teaching","authors":"Jacqueline Smith","doi":"10.1145/3209635.3209647","DOIUrl":"https://doi.org/10.1145/3209635.3209647","url":null,"abstract":"Diversity and inclusion are important topics in computer science education, and garner much discussion about institutional policies and outreach programs that can impact diversity. Classroom experiences are also key for underrepresented students, but many instructors feel ill-equipped to address inclusion in their own classrooms. In this presentation, I will review some helpful resources for instructors looking to think more about inclusion in their teaching, and share my own experiences implementing some of them. In particular, I will focus on strategies that an instructor can implement with little to no cost, and without broader institutional changes.","PeriodicalId":391141,"journal":{"name":"Proceedings of the 23rd Western Canadian Conference on Computing Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121662211","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
Anatomy of a New Data Science Course in Privacy, Ethics, and Security 剖析隐私、伦理和安全方面的新数据科学课程
Proceedings of the 23rd Western Canadian Conference on Computing Education Pub Date : 2018-05-04 DOI: 10.1145/3209635.3209640
Edwin M. Knorr, G. Riva, Orlin Vakarelov
{"title":"Anatomy of a New Data Science Course in Privacy, Ethics, and Security","authors":"Edwin M. Knorr, G. Riva, Orlin Vakarelov","doi":"10.1145/3209635.3209640","DOIUrl":"https://doi.org/10.1145/3209635.3209640","url":null,"abstract":"This paper is an experience report describing a course created for the new Master of Data Science program at the University of British Columbia. The course is meant to give students an overview of important and relevant concepts in the security world with a natural bridge to privacy and ethics topics. We do not focus on traditional ethical theories in this course, but rather we explore information ethics and the relationship between human dignity and privacy. This course may be of interest to educators attending WCCCE because of its importance in an age of \"Big Data\"; the increasing and alarming number of real-world privacy, ethics, or security breaches/compromises; and the expectation of some employers that data scientists have an understanding of---and an appreciation for---appropriate management of personal data. We are aware that some schools do not offer a course on these topics at the undergraduate or graduate level; so, this paper might stimulate some ideas for initiating such a course.","PeriodicalId":391141,"journal":{"name":"Proceedings of the 23rd Western Canadian Conference on Computing Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116994501","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
An Experience Using On-Computer Programming Questions During Exams 在考试中使用计算机编程问题的经验
Proceedings of the 23rd Western Canadian Conference on Computing Education Pub Date : 2018-05-04 DOI: 10.1145/3209635.3209639
Ben Stephenson
{"title":"An Experience Using On-Computer Programming Questions During Exams","authors":"Ben Stephenson","doi":"10.1145/3209635.3209639","DOIUrl":"https://doi.org/10.1145/3209635.3209639","url":null,"abstract":"Exams in programming intensive computer science courses are often completed on paper. While a variety of question types may be used, it is common to require students to write short programs on paper without the aid of the development tools and reference materials that they have used throughout the semester. Our students have expressed concerns that such exams are not reflective of the \"real world\" and that they believe that their grade on such exams is not an accurate reflection of their programming ability. In this paper we report on our recent experience using exams that include a closed book multiple choice portion answered on paper and an on-computer programming portion where students were asked to create small programs using their usual development tools and reference materials, including full internet access. Students' experience with such exams is reported for a class of 126 students, and a number of advantages and challenges observed by the course instructor are also discussed. Overall, both the students and the course instructor found that on-computer programming questions were preferable to answering such questions on paper.","PeriodicalId":391141,"journal":{"name":"Proceedings of the 23rd Western Canadian Conference on Computing Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125948937","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
Teaching Computer Architecture Labs using a MCU Platform 基于单片机平台的计算机体系结构实验室教学
Proceedings of the 23rd Western Canadian Conference on Computing Education Pub Date : 2018-05-04 DOI: 10.1145/3209635.3209651
R. Otero, A. Aravind
{"title":"Teaching Computer Architecture Labs using a MCU Platform","authors":"R. Otero, A. Aravind","doi":"10.1145/3209635.3209651","DOIUrl":"https://doi.org/10.1145/3209635.3209651","url":null,"abstract":"A thorough understanding of concepts and principles of computer architecture and organization must be a primary goal for any computer science curriculum. Instructors face two main issues when delivering labs for these two topics: (i) a steep learning curve; and (ii) low student engagement. We believe these two challenges feed each other viciously. At the end students are discouraged and demotivated to learn and explore further. In an attempt to tackle this challenge without sacrificing the use of real hardware, we propose and demonstrate the use of a microcontroller (MCU) platform for the delivery of labs for computer architecture and organization courses. We also report our experience with the proposed approach at our university.","PeriodicalId":391141,"journal":{"name":"Proceedings of the 23rd Western Canadian Conference on Computing Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132177462","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
Student Behaviour in Unsupervised Online Quizzes: A Closer Look 无监督在线测验中的学生行为:更近距离观察
Proceedings of the 23rd Western Canadian Conference on Computing Education Pub Date : 2018-05-04 DOI: 10.1145/3209635.3209650
Arash Gholami, L. Zhang
{"title":"Student Behaviour in Unsupervised Online Quizzes: A Closer Look","authors":"Arash Gholami, L. Zhang","doi":"10.1145/3209635.3209650","DOIUrl":"https://doi.org/10.1145/3209635.3209650","url":null,"abstract":"Unsupervised online quizzes are an effective method to help students regularly self-assess their understanding of the course concepts. It also encourages a good study habit that could lead to a better learning outcome. In our study we perform a refined analysis of the activity logs collected from the weekly quizzes of a second-year Computer Organization course with over 200 students. In addition to measuring the correlation between students' quiz performance and final performance, we also investigate the impacts of various behavioural factors such as the number of participations, the number of trials, the starting time, and the trends of changes in students' behaviours throughout the semester. Our results show that some behavioural patterns have strong implications for a student's final learning outcome in the course. We also find that the correlation between the quiz performance and the final performance is stronger for students with more active study habits.","PeriodicalId":391141,"journal":{"name":"Proceedings of the 23rd Western Canadian Conference on Computing Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130933757","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
Playing to Your Strengths: Appreciative Inquiry as a Scholarly Tool for Your Computing Education Practice and Professional Development 发挥你的优势:欣赏探究作为你计算机教育实践和专业发展的学术工具
Proceedings of the 23rd Western Canadian Conference on Computing Education Pub Date : 2018-05-04 DOI: 10.1145/3209635.3209649
M. Allen, S. Wolfman
{"title":"Playing to Your Strengths: Appreciative Inquiry as a Scholarly Tool for Your Computing Education Practice and Professional Development","authors":"M. Allen, S. Wolfman","doi":"10.1145/3209635.3209649","DOIUrl":"https://doi.org/10.1145/3209635.3209649","url":null,"abstract":"In this workshop, adapted from our SIGCSE 2018 workshop [1], we as a group will use Appreciative Inquiry [2] (AI) techniques to explore and develop our strengths as computer science educators. Participants will gain appreciation for their strengths as an educator, with concrete plans for building on these strengths. They will also learn about Appreciative Inquiry as a qualitative research methodology that is complementary to more common computer science research methodologies, and that they can apply to evaluate and improve their own educational practice. Appreciative Inquiry drives change by building on what's already working well in an organization. Similarly to other qualitative methods, AI generates rich, deep feedback that is grounded in stakeholders' experiences, but in contrast to other methods its focus on strengths and positives surface unique, strength-based findings and make it an energizing and fulfilling approach to professional development and the scholarship of teaching and learning. We will share our materials and key tips to enable participants to apply Appreciative Inquiry in their own work. Participants may wish to run Appreciative Inquiry workshops with students as an evaluation method, or run them with colleagues for professional development or for promoting positive change in their unit or program, or take smaller steps integrating the appreciative mindset into their teaching or other professional work.","PeriodicalId":391141,"journal":{"name":"Proceedings of the 23rd Western Canadian Conference on Computing Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128938458","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
A Simple MVC Framework for Web Development Courses 一个简单的MVC框架的Web开发课程
Proceedings of the 23rd Western Canadian Conference on Computing Education Pub Date : 2018-05-04 DOI: 10.1145/3209635.3209637
A. Rosenbloom
{"title":"A Simple MVC Framework for Web Development Courses","authors":"A. Rosenbloom","doi":"10.1145/3209635.3209637","DOIUrl":"https://doi.org/10.1145/3209635.3209637","url":null,"abstract":"One outcome of a modern web development course is students ability to understand and use an MVC framework. The question we face is which framework to choose for pedagogical purposes? We present a simple home grown PHP MVC framework, used in our courses[3], which is easy to understand, easy to use, with no hidden machinery, and which provides students with transferable skills. Download available at http://www.cs.toronto.edu/~arnold/research/wccce2018/","PeriodicalId":391141,"journal":{"name":"Proceedings of the 23rd Western Canadian Conference on Computing Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121052830","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: 5
CS for Non-CS Science Students: Course Design Under Constraints 非计算机科学学生的计算机科学:约束下的课程设计
Proceedings of the 23rd Western Canadian Conference on Computing Education Pub Date : 2018-05-04 DOI: 10.1145/3209635.3209641
C. Ryan, Charles Hepler, Jordan Kidney
{"title":"CS for Non-CS Science Students: Course Design Under Constraints","authors":"C. Ryan, Charles Hepler, Jordan Kidney","doi":"10.1145/3209635.3209641","DOIUrl":"https://doi.org/10.1145/3209635.3209641","url":null,"abstract":"This paper discusses the development of two multidisciplinary computer science courses at Mount Royal University that serve science students: COMP 2001 and COMP 2008. COMP 2001, an introductory course, was redesigned in 2014 with a multidisciplinary audience in mind. A new focus was put on the design of assignments that utilize real problems from general science studies. A follow-up course, COMP 2008, is currently being designed to include more advanced data manipulation and analysis and an introduction to relational databases using SQLite.","PeriodicalId":391141,"journal":{"name":"Proceedings of the 23rd Western Canadian Conference on Computing Education","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133100411","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
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