Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research最新文献_第3页

Cwricwlwm i Gymru 2022: A New Era for Computer Science in Schools in Wales? wwwwm i Gymru 2022:威尔士学校计算机科学的新时代?

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555024

T. Crick

引用次数: 3

Inequality in Computing Education through the lens of Social Capital: a Methodology 社会资本视角下的计算机教育不平等:一种方法论

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555034

Thom Kunkeler

引用次数: 1

Teaching Programming at a Distance 远程编程教学

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555035

Phil Hackett

引用次数: 0

Developing a sense of confidence and belonging in first-year CS students 培养一年级计算机科学学生的自信心和归属感

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555028

Fiona McNeill

引用次数: 0

Experience Report: Running and Participating in a Multi-Institutional Research in Practice Project Activity (RIPPA) 经验报告:组织并参与多机构实践研究项目活动(RIPPA)

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555014

Jack Parkinson, S. Dziallas, G. Lewandowski, Fiona McNeill, Jim Williams, Q. Cutts

引用次数: 1

An Exploratory Analysis of Student Experiences with Peer Evaluation in Group Game Development Projects 小组游戏开发项目中学生同伴评价体验的探索性分析

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555021

A. Mitchell, M. Scott, Joseph Walton-Rivers, Matt Watkins, Warwick New, Douglas Brown

{"title":"An Exploratory Analysis of Student Experiences with Peer Evaluation in Group Game Development Projects","authors":"A. Mitchell, M. Scott, Joseph Walton-Rivers, Matt Watkins, Warwick New, Douglas Brown","doi":"10.1145/3555009.3555021","DOIUrl":"https://doi.org/10.1145/3555009.3555021","url":null,"abstract":"Collaborative projects are commonplace in computing education. They typically enable students to gain experience building software in teams, equipping them with the teamwork skills they need to be competitive in the labour market. However, students often need encouragement to reflect upon and synthesise their experience to attain the most learning. Peer evaluation offers one such approach, but the conditions which facilitate effective peer evaluation have not yet been established. This paper seeks to provide insight into student experiences with peer evaluation. It builds upon prior qualitative work, analysing quantitative data collected through a questionnaire taken by undergraduate students on a collaborate digital game development module. An exploratory factor analysis identifies seven dimensions of variance in the student experience: perceived impact; arbitrary influence; inconsistency; team cohesiveness; assessment pressure; ease and professionalism. Correlation analysis suggests some factors such as arbitrary influence, team cohesion, assessment pressure, and professionalism are associated with attained learning, whilst factors such as inconsistency and onerousness are not. This informs the development of a conceptual framework, suggesting focuses which facilitate effective peer evaluation. Expanding this conceptual framework and validating it across different demographics, contexts, and project types are suggested as avenues for further investigation.","PeriodicalId":423863,"journal":{"name":"Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132261834","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

Participant-centred planning Framework for effective gender balance activities in tech 以参与者为中心的规划技术领域有效的性别平衡活动框架

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555016

Ella Taylor-Smith, Camilla Barnett, Sally G. Smith, M. Barr, C. Shankland

{"title":"Participant-centred planning Framework for effective gender balance activities in tech","authors":"Ella Taylor-Smith, Camilla Barnett, Sally G. Smith, M. Barr, C. Shankland","doi":"10.1145/3555009.3555016","DOIUrl":"https://doi.org/10.1145/3555009.3555016","url":null,"abstract":"The gender imbalance in the tech industry [21], mirrored in computing education [13], is problematic in terms of providing appropriate products and services for the whole population. This lack of diversity and inclusion is also self-perpetuating through gendered stereotypes of computing and women's experience of male-dominated work and study environments [4; 7]. Activities to break this cycle aim to encourage women and girls to study computing and pursue careers in digital [18]. This paper presents a new tool: a framework to support teams to design successful activities. The research study aimed to identify factors for success, with a particular focus on using of role models. A typology survey was designed to capture structured descriptions of activities; an online survey asked female and non-binary computing students about their role models and motivations for choosing computing, including any activities to encourage them into computing/STEM; and organisers from successful initiatives were interviewed. The study revealed a wide range of activities, with many potential success factors, but a dearth of rigorous evaluation. The Participant-Centred Planning Framework was developed from the study's findings. Its aim is to support effective design of engaging activities, and collect evaluative evidence over time. This framework was successfully piloted with organisers of initiatives to encourage girls into computing/STEM. Pilot study participants appreciated the framework's structure, guidance, and participant-centred paradigm. The study indicated that the framework could also support activities targeting other currently underrepresented groups. This paper presents the initial study, the pilot, the framework, and plans to extend its use..","PeriodicalId":423863,"journal":{"name":"Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121540976","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