Proceedings of the eleventh annual International Conference on International Computing Education Research最新文献

{"title":"A Multi-Institutional Study of Learning via Student Involvement in Humanitarian Free and Open Source Software Projects","authors":"G. Hislop, H. Ellis, S. M. Pulimood, B. Morgan, Suzanne Mello-Stark, Ben Coleman, Cameron Macdonell","doi":"10.1145/2787622.2787726","DOIUrl":"https://doi.org/10.1145/2787622.2787726","url":null,"abstract":"This paper reports on a study of student opinion of the impact of participation in Humanitarian Free and Open Source Software (HFOSS) on motivation, computing learning, and major/career direction. The study builds on an existing body of work in student participation in HFOSS. Six institutions with a variety of profiles are involved in the study and the paper reports on quantitative analysis of Likert survey items. Results of Mann-Whitney U tests on Likert data are mixed. Positive results indicate that students perceived that participating in an HFOSS project made them more comfortable with computing and improved their perceived ability to maintain a project and interact with professionals. Negative results include a perceived decrease in perception of computing skills, which may result from an increased understanding of the complexity of developing a large, real-world project.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130151724","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":"Modeling-First Approach for Computer Science Instruction","authors":"Karen Doore","doi":"10.1145/2787622.2787738","DOIUrl":"https://doi.org/10.1145/2787622.2787738","url":null,"abstract":"A Modeling-based pedagogical approach for curriculum design can provide useful framework for teaching computing concepts, particularly in courses that target novices. While modeling is a foundational pillar of computing, it is not typically a focus of introductory computing curricula. Our research proposes that modeling can provide a valuable conceptual framework for teaching abstract computing concepts when student learning is guided along a progression of increasingly formalized models. Our research focuses on student-constructed models to encourage collaborative discourse, which can help surface inconsistencies in student conceptual understanding. After exploring computing concepts through model-mediated activities, students can then extend their understanding through construction of creative representations of the target computing concepts. We are re-designing introductory computing curricula for students majoring in animation, game, and interaction design using this methodology. We argue that this pedagogical approach can be broadly applied, but may be particularly beneficial when designing curricula for students majoring in non-computing domains.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115737952","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":"Grounding Computational Thinking Skill Acquisition Through Contextualized Instruction","authors":"H. Nickerson, Catharine L. Brand, A. Repenning","doi":"10.1145/2787622.2787720","DOIUrl":"https://doi.org/10.1145/2787622.2787720","url":null,"abstract":"Computational thinking (CT) involves a broadly applicable and complex set of processes that are often explained by way of the knowledge, attitudes, and general practices that they entail. However, to become facile with CT, learners require instruction that is grounded in concrete, relevant experiences. This paper examines teacher practices that are intended to promote CT skill acquisition through instruction that takes place in two framing contexts. The phenomenological context, which is based on observable patterns of object interaction that recur in games and simulations, is particularly valuable for developing the capacity to think abstractly. Abstraction is the key to recognizing analogous conditions, an ability that is the basis for transferring learning to new situations. The disciplinary context describes areas of application within and across subject areas, including computer science, that can foster proficiency with data representation, problem decomposition, and other CT skills. Using the Scalable Game Design curriculum as a lens to examine classroom practices, we find that teachers both plan and enact CT instruction in these contexts.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124107440","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":"Exploring Learning Analytics for Computing Education","authors":"Daniel M. Olivares","doi":"10.1145/2787622.2787746","DOIUrl":"https://doi.org/10.1145/2787622.2787746","url":null,"abstract":"Student retention in STEM disciplines is a growing problem. The number of students receiving undergraduate STEM degrees will need to increase by about 34% annually in order to meet projected needs [6]. One way to address this problem is by leveraging the emerging field of learning analytics, a data-driven approach to designing learning interventions based on continuously-updated data on learning processes and outcomes. Through an iterative, user-centered, design approach, we propose to develop a learning dashboard tailored for computing courses. The dashboard will collect, analyze, and present learning process and outcome data to instructors and students, thus providing an empirical basis for automated, teacher-initiated, and learner-initiated interventions to positively influence learning outcomes and retention. Through a series of mixed-method empirical studies, we will determine what data should be made available to instructors, how that data can be best displayed, how effective teaching interventions can be fashioned from the data, and how such interventions affect student grades and persistence in introductory computing science courses.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"212 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122643379","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":"Learning in Distributed Low-Stakes Teams","authors":"S. Macneil, C. Latulipe, Aman Yadav","doi":"10.1145/2787622.2787727","DOIUrl":"https://doi.org/10.1145/2787622.2787727","url":null,"abstract":"Active learning is important in computer science education, where students often don't have enough opportunities for social learning and development of soft skills. Flipped classrooms can provide social interaction through approaches such as lightweight teams [23], where students collaborate during class in low-stakes peer learning. These teams scaffold positive interdependence [17] by removing high-stakes assignments that heavily impact student's grades. Given the proliferation of online courses, and MOOCs in particular, it is important to consider whether successful face-to-face pedagogical strategies can be reappropriated for distributed, online contexts. Specifically, we are interested in whether a low-stakes model could provide similar learning benefits when team members collaborate remotely. This paper presents results from a study that analyzed the efficacy of low-stakes distributed teams. We examined whether low-stakes teams that communicate through Google Hangouts can provide educational benefits, in terms of both engagement and learning outcomes, compared to students who are learning via video in a co-located setting or individually. Results suggest that co-located teams have the highest learning gains, but there are no significant differences between distributed teams and individual work. We discuss implications of these results for practice and future research.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128707153","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":"Comparing Textual and Block Interfaces in a Novice Programming Environment","authors":"T. Price, T. Barnes","doi":"10.1145/2787622.2787712","DOIUrl":"https://doi.org/10.1145/2787622.2787712","url":null,"abstract":"Visual, block-based programming environments present an alternative way of teaching programming to novices and have proven successful in classrooms and informal learning settings. However, few studies have been able to attribute this success to specific features of the environment. In this study, we isolate the most fundamental feature of these environments, the block interface, and compare it directly to its textual counterpart. We present analysis from a study of two groups of novice programmers, one assigned to each interface, as they completed a simple programming activity. We found that while the interface did not seem to affect users' attitudes or perceived difficulty, students using the block interface spent less time off task and completed more of the activity's goals in less time.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127110478","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":"Proceedings of the eleventh annual International Conference on International Computing Education Research","authors":"A. Clear, Kate Sanders, B. Simon","doi":"10.1145/2787622","DOIUrl":"https://doi.org/10.1145/2787622","url":null,"abstract":"We are delighted to welcome you to the eleventh annual International Computing Education Research Conference, ICER'15, sponsored by the ACM Special Interest Group on Computer Science Education (SIGCSE). Omaha, Nebraska, USA, is the host city for this year's conference, with sessions taking place on the campus of the University of Nebraska at Omaha. Now entering its second decade, ICER proudly continues its tradition as the premier ACM forum for dissemination and lively discussion of the latest findings in computing education research. ICER papers represent significant, rigorous contributions to the field, and the conference provides avenues for discussion of preliminary work by continuing the lightning talks track and adding a new poster track for 2015. The conference also serves a vital mentoring and advising role for upcoming CS discipline-based education researchers through the doctoral consortium. For the second year, the work in progress workshop (formerly called the critical research review) provides an opportunity for other researchers to receive extensive feedback on draft manuscripts or proposals related to a new computing education research project. \u0000 \u0000ICER'15 has seen dramatic growth across all categories, and we saw 40% more paper submissions than in 2014. The call for papers attracted 96 full research papers. These papers were doubleblind peer-reviewed by members of our international program committee, with the three conference co-chairs and two associate chairs serving as meta-reviewers. Ultimately, 25 papers (26%) were accepted for publication and presentation. We also had a record 27 students apply for the doctoral consortium, and 20 were selected for participation this year. Papers and student abstracts are included in these proceedings. In addition, the conference program includes 10 lightning talks and 23 poster presentations. A further 10 researchers will take part in the work in progress workshop. Authors and presenters represent 9 countries: Australia, Canada, Chile, China, Finland, Germany, Jamaica, the United Kingdom, and the United States. \u0000 \u0000This year's program highlights a wide range of research topics, including block-based programming languages, cognitive and social aspects of learning computing, computing education policy matters, e-books, and novice compilation behaviors-just to name a few. We are thrilled to welcome Dr. Jim Spohrer from IBM for the ICER'15 keynote address. Spohrer's early work on novice programmers is widely recognized as foundational for much of today's computer science education research. His keynote, Empowering Makers in the Cognitive Era, will examine how past and present research findings can be leveraged to foster a true generation of independent, creative, and responsible technology creators.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130884960","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}