An Open Workflow Environment to Support Learning Data Science

The vast majority of visual tools to learn computing focus on imperative and object-oriented programming. This paper outlines a graphical tool and language which is makes functional programming accessible to inexperienced learners, while also supporting open access to the data and executable results for study and deployment. We believe that both the broadening of the range of programming paradigms and the open approach embedded in the tools make the materials valuable for learning

Open Piping: Towards an Open Visual Workflow Environment

The most popular visual programming tools focus on procedural, object-oriented and event-based programming. This paper describes a boxes-and-wires functional programming tool, aimed to be accessible to novice programmers, while also supporting open access to the specified processes, executable programs and results for study and deployment

Enfoques y herramientas en la enseñanza de un primer curso de computación (CS1)

Se presenta un análisis del enfoque clásico de los cursos CS1 (básicamente cursos introductorios de expresión de algoritmos e iniciación a la programación) y algunas herramientas utilizadas en su desarrollo. En particular se discuten diferentes experiencias universitarias, analizando las ventajas del uso de herramientas visuales. Por último se hace un breve análisis crítico de Visual Da Vinci (VDV), un ambiente desarrollado en la UNLP que se ha utilizado sistemáticamente durante los últimos 10 años en los cursos pre-universitarios y en las primeras etapas del curso de Algorítmica y Programación de varias Universidades del país. En las conclusiones se marca la evolución y objetivos futuros para VDV, según el grupo de I/D de las Universidades de La Plata y Patagonia San Juan Bosco que trabajan en el tema.Eje: Informática educativa (IEDU)Red de Universidades con Carreras en Informática (RedUNCI

Nifty with data: can a business intelligence analysis sourced from open data form a nifty assignment?

This paper proposes a *nifty assignment* in data mining and discusses how quality in database assignments differs from other domains in computer science, particularly programming. It then considers the sources of data used, to study whether Open Data can form the basis of more such assignments, and if so how. In the next sections, we describe the nifty assessment criteria and explain why use them as a standard for quality of assessment. We then propose an assignment which outlines a number of topics related to finding and accessing Open Data, merging sources, and analysing the data using self-service and data mining tools. Once the assignment is clear, we will reconsider it against the nifty criteria, but also consider how the criteria themselves apply to the area of data mining which has few assignments proposed. Finally, we will consider whether the basis of this assignment, the use of Open Data as a source of data to analyse, can be extended to different cases and examples, and if so how. Keyword : Nifty assignments; Open Data; Business Intelligence; Computer Science Educatio

Enfoques y herramientas en la enseñanza de un primer curso de computación (CS1)

Se presenta un análisis del enfoque clásico de los cursos CS1 (básicamente cursos introductorios de expresión de algoritmos e iniciación a la programación) y algunas herramientas utilizadas en su desarrollo. En particular se discuten diferentes experiencias universitarias, analizando las ventajas del uso de herramientas visuales. Por último se hace un breve análisis crítico de Visual Da Vinci (VDV), un ambiente desarrollado en la UNLP que se ha utilizado sistemáticamente durante los últimos 10 años en los cursos pre-universitarios y en las primeras etapas del curso de Algorítmica y Programación de varias Universidades del país. En las conclusiones se marca la evolución y objetivos futuros para VDV, según el grupo de I/D de las Universidades de La Plata y Patagonia San Juan Bosco que trabajan en el tema.Eje: Informática educativa (IEDU)Red de Universidades con Carreras en Informática (RedUNCI

Enfoques y herramientas en la enseñanza de un primer curso de computación (CS1)

Se presenta un análisis del enfoque clásico de los cursos CS1 (básicamente cursos introductorios de expresión de algoritmos e iniciación a la programación) y algunas herramientas utilizadas en su desarrollo. En particular se discuten diferentes experiencias universitarias, analizando las ventajas del uso de herramientas visuales. Por último se hace un breve análisis crítico de Visual Da Vinci (VDV), un ambiente desarrollado en la UNLP que se ha utilizado sistemáticamente durante los últimos 10 años en los cursos pre-universitarios y en las primeras etapas del curso de Algorítmica y Programación de varias Universidades del país. En las conclusiones se marca la evolución y objetivos futuros para VDV, según el grupo de I/D de las Universidades de La Plata y Patagonia San Juan Bosco que trabajan en el tema.Eje: Informática educativa (IEDU)Red de Universidades con Carreras en Informática (RedUNCI

Work in Progress: Using Second Language Acquisition Techniques to Teach Programming - Results from a Two-Year Project

This WIP paper presents two years of findings for an NSF funded project under the Research Initiation Grant in Engineering Education (RIGEE) program. The project (SLA-aBLe) is currently in the second year of implementation and assessment. Final results from the project will be presented and discussed at the annual ASEE conference. The project used second language acquisition (SLA) theory and techniques to facilitate learning in an introductory programming language class. The project was developed by a multi-disciplinary team and involved multiple instructors and sections of an introductory programming language class using MATLAB. Each semester, instructors trained in SLA techniques taught sections of both the SLA-aBLe and non-SLA-aBLe programming language course, and the performance of students in the different type of course sections was compared. Assessment of effectiveness was conducted in a scientifically rigorous and extensive manner, using multiple surveys, student grades and instructor assessment. Results from the first year of implementation indicated that students in the SLA-aBLe sections of the programming class exhibited higher end of course lab scores, exam scores and grades than students in non-SLA-aBLe sections of the same course. In addition, students in the SLA-aBLe sections reported higher levels of motivation and less frustration than students in the non-SLA-aBLe sections of the class. Perceptions of faculty competence did not differ by type of course section or across faculty teaching the class. This project is continuing into its final year of implementation during the 2016-2017 academic year. Researchers will continue to assess the course using student perceptions, and class outcomes to determine effectiveness of the program. The proposed paper will focus on presenting two years of data from the project, including discussion of the overall success of using SLA techniques in engineering education

Comparing Classroom Note Taking across Multiplatform Devices

Many educators have suggested that note taking can be beneficial for the students' educational growth. Note taking is the core activity for students in a classroom and there been a large amount of research conducted, both from industry and from academia, into facilitating the note taking process. As such, there are many available systems for taking notes. However, what has not been given as much attention is how different devices, such as Tablet PCs and PDAs, effect this task. In this paper, we study students' current note taking behavior and the changes caused by the use of different platforms for this activity. Our goal is to provide ideas and general design guidelines for future note taking systems

Leveraging Peer Feedback to Improve Visualization Education

Peer review is a widely utilized pedagogical feedback mechanism for engaging students, which has been shown to improve educational outcomes. However, we find limited discussion and empirical measurement of peer review in visualization coursework. In addition to engagement, peer review provides direct and diverse feedback and reinforces recently-learned course concepts through critical evaluation of others' work. In this paper, we discuss the construction and application of peer review in a computer science visualization course, including: projects that reuse code and visualizations in a feedback-guided, continual improvement process and a peer review rubric to reinforce key course concepts. To measure the effectiveness of the approach, we evaluate student projects, peer review text, and a post-course questionnaire from 3 semesters of mixed undergraduate and graduate courses. The results indicate that course concepts are reinforced with peer review---82% reported learning more because of peer review, and 75% of students recommended continuing it. Finally, we provide a road-map for adapting peer review to other visualization courses to produce more highly engaged students