Leo Porter, Cynthia Bailey-Lee, and Beth Simon: “Halving Fail Rates using Peer Instruction: A Study of Four Computer Science Courses“. Proc. SIGCSE 2013. Peer Instruction (PI) is a teaching method that supports student- centric classrooms, where students construct their own understanding through a structured approach featuring questions with peer discussions. PI has been shown to [...]
Browsing Posts in Education
As we reported a few days ago, one of our contributors, Greg Wilson, gave a keynote at the MSR Vision 2020 workshop in Kingston on August 20. In that, he explored why there’s still a gulf between software engineering researchers and the people who actually build software for a living (see the slides or the [...]
Ohad Barzilay. “Example Embedding”, Onward! 2011. Using code examples in professional software development is like teenage sex. Those who say they do it all the time are probably lying. Although it is natural, those who do it feel guilty. Finally, once they start doing it, they are often not too concerned with safety, they discover that [...]
Mordechai Ben-Ari and Roman Bednarik and Ronit Ben-Bassat Levy and Gil Ebel and Andrés Moreno and Niko Myller and Erkki Sutinen: “A decade of research and development on program animation: The Jeliot experience”. Journal of Visual Languages & Computing, 22(5), 2011. Jeliot is a program animation system for teaching and learning elementary programming that has [...]
Christopher Hundhausen, Pawan Agarwal, and Michael Trevisan: “Online vs. Face-to-Face Pedagogical Code Reviews: An Empirical Comparison.” SIGCSE 2011. Given the increased importance of communication, teamwork, and critical thinking skills in the computing profession, we have been exploring studio-based instructional methods, in which students develop solutions and iteratively refine them through critical review by their peers [...]
Allison Elliott Tew and Mark Guzdial: “The FCS1: A Language Independent Assessment of CS1 Knowledge”. SIGCSE’11, March 2011. A primary goal of many CS education projects is to determine the extent to which a given intervention has had an impact on student learning. However, computing lacks valid assessments for pedagogical or research purposes. Without such [...]
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