Enhancing apprentice-based learning of Java

Various methods have been proposed in the past to improve student learning by introducing new styles of working with assignments. These include problem-based learning, use of case studies and apprenticeship. In most courses, however, these proposals have not resulted in a widespread significant change of teaching methods. Most institutions still use a traditional lecture/lab class approach with a strong separation of tasks between them. In part, this lack of change is a consequence of the lack of easily available and appropriate tools to support the introduction of new approaches into mainstream courses.In this paper, we consider and extend these ideas and propose an approach to teaching introductory programming in Java that integrates assignments and lectures, using elements of all three approaches mentioned above. In addition, we show how the BlueJ interactive programming environment [7] (a Java development environment aimed at education) can be used to provide the type of support that has hitherto hindered the widespread take-up of these approaches. We arrive at a teaching method that is motivating, effective and relatively easy to put into practice. Our discussion includes a concrete example of such an assignment, followed by a description of guidelines for the design of this style of teaching unit

Employing Subgoals in Computer Programming Education

The rapid integration of technology into our professional and personal lives has left many education systems ill-equipped to deal with the influx of people seeking computing education. To improve computing education, we are applying techniques that have been developed for other procedural fields. The present study applied such a technique, subgoal labeled worked examples, to explore whether it would improve programming instruction. The first two experiments, conducted in a laboratory, suggest that the intervention improves undergraduate learners’ problem solving performance and affects how learners approach problem solving. A third experiment demonstrates that the intervention has similar, and perhaps stronger, effects in an online learning environment with in-service K-12 teachers who want to become qualified to teach computing courses. By implementing this subgoal intervention as a tool for educators to teach themselves and their students, education systems could improve computing education and better prepare learners for an increasingly technical world

Scratch for Budding Computer Scientists

Scratch is a "media-rich programming environment" recently developed by MIT's Media Lab that "lets you create your own animations, games, and interactive art." Although Scratch is intended to "enhance the development of technological fluency [among youths] at after-school centers in economically disadvantaged communities," we find rarkable potential in this programming environment for higher education as well.We propose Scratch as a first language for first-time programmers in introductory courses, for majors and non-majors alike. Scratch allows students to program with a mouse: programmatic constructs are represented as puzzle pieces that only fit together if "syntactically" appropriate. We argue that this environment allows students not only to master programmatic constructs before syntax but also to focus on probls of logic before syntax. We view Scratch as a gateway to languages like Java.To validate our proposal, we recently deployed Scratch for the first time in higher education via harvard Summer School's Computer Science S-1: Great Ideas in Computer Science, the summertime version of a course at harvard College. Our goal was not to improve scores but instead to improve first-time programmers' experiences. We ultimately transitioned to Java, but we first introduced programming itself via Scratch. We present in this paper the results of our trial.We find that, not only did Scratch excite students at a critical time (i.e.,, their first foray into computer science), it also familiarized the inexperienced among the with fundamentals of programming without the distraction of syntax. Moreover, when asked via surveys at term's end to reflect on how their initial experience with Scratch affected their subsequent experience with Java, most students (76%) felt that Scratch was a positive influence, particularly those without prior background. Those students (16%) who felt that Scratch was not an influence, positive or negative, all had prior programming experience.Engineering and Applied Science

Strategies For Campers With Sensory Challenges

The OTS partnered with a summer camp agency to understand their needs for camp programming. The executive director informed the OTS that this camp would benefit from programming recommendations as they would like to be more inclusive toward campers of all abilities. Pfeiffer, Clark, and Arbesman (2018) explain that sensory challenges can exist in children/adolescents with or without an existing diagnosis. Children and adolescents who have difficulty regulating and responding to sensory input impedes their ability to participate in meaningful occupations. The OTS decided to provide the agency with programming recommendations to serve campers with sensory challenges in order to achieve the camp’s goal of increasing inclusivity. Having strategies in place for campers with sensory challenges will help to improve occupational engagement and improve one’s overall camp experience. The OTS utilized the person-environment-occupation model (PEO) (Law et al., 1996) and Dunn’s Model of Sensory Processing (1997) to provide this agency sensory based strategies for campers. The results of this DEP included the dissemination of a staff education packet intended to educate camp staff on the importance of considering camper’s sensory needs. This product contained sensory-based strategies that could be implemented in the camp environment as well as weekly programming recommendations. Having strategies in place to help campers cope with sensory challenges allows for successful participation in meaningful occupations in the variety of environments offered at this summer camp

NaijaCoder: Participatory Design for Early Algorithms Education in the Global South

The majority of Nigerian high schoolers have little to no exposure to the basics of algorithms and programming. We believe this trajectory should change as programming offers these students, especially those from indigent backgrounds, an opportunity to learn profitable skills and ignite their passions for problem-solving and critical thinking. NaijaCoder is an organization that is dedicated to organizing a free, intensive summer program in Nigeria to teach the basics of algorithms and computer programming to high schoolers. However, the adoption of computer science curriculum has been especially challenging in countries in the global south that face unique challenges -- such as unstable power supply, internet service, and price volatility. We design a curriculum that is more conducive to the local environment while incorporating rigorous thinking and preparation. Using basic survey designs, we elicit feedback, from the students, designed to further improve and iterate on our curriculum.Comment: Accepted for presentation at the Technical Symposium on Computer Science Education (SIGCSE TS) 202

Evaluation on Higher Education Using Data Envelopment Analysis

The goal of higher education is to provide students an equal opportunity to access their education for success. With significant competition within the peer group, potential students look for quality, flexibility, and affordability in the educational environment. In addition, the relationship between students and the institution involves a concentrated and more specific set of expectations. In order to improve students’ academic performance and fulfill individual needs, universities aim to enhance the quality of students’ learning environment and academic achievements. The higher education system relies on efficient operation and strategic planning to fulfill students’ needs through an internal emphasis on institutional performance improvement. A study on measuring the performance of higher education is presented. The research was focused on four-year and above, public and not-for-profit private universities in the southern region (AL, AR, KY, LA, MS, OK, TN, and TX) of the United States. The data includes 270 universities which were obtained from the Institute of Education Sciences, U.S. Department of Education. This study applied the Data Envelopment Analysis (DEA) approach; the purpose is to use a linear programming model to demonstrate a novel benchmarking process of higher education institutional performance and determine an overall benchmark for institutions within each classified group. From the results, suggestions are provided for the general guidance of planners and decision makers in the higher education system

The Practices of Play and Informal Learning in the miniGEMS STEAM Camp

Science, Technology, Engineering, and Mathematics (STEM) play an important role in the educational reform and global economy. However, STEM education lacks the hands-on laboratory in the formal middle school and high school curricula. The widespread gender gap in multiple STEM disciplines causes middle-school aged girls have lower positive attitudes and interests towards STEM fields than male students. In recent years, Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has been viewed as other approaches to increase students’ interests and improve study accesses to STEM fields in the United States. The addition of the arts in STAEM education provides more learning opportunities and real-world contexts which meet more students’ interests. miniGEMS 2017 was a free two-week summer STEAM and programming camp for middle school girls in grades six to eight hosted by the Autonomous Vehicle Systems (AVS) Research and Education Laboratory at the University of the Incarnate Word (UIW). miniGEMS was the first free camp with a special focus on engineering and programming in San Antonio. The camp utilized project-based learning curriculum and provided multiple hands-on experiments, field trips, and significant interactions with guest speakers, all of which were designed to increase the middle school girls’ interests in STEM-related fields. This paper provides an overview of miniGEMS STEAM camp, motivation for miniGEMS camp, and details on practicing project-based play activities in an informal learning environment.Cockrell School of Engineerin

Evaluating a Peer Assisted Learning Programme for Mature Access Foundation Students Undertaking Computer Programming at an Irish University

Access Foundation Programmes are a widening-participation initiative designed to encourage engagement in higher education among underrepresented groups, including those with socioeconomic and educational disadvantage. In particular, mature students enrolled in these programmes experience greater difficulties making the transition to tertiary education, especially when they opt to study disciplines traditionally considered difficult. Computer programming is perceived as a traditionally difficult subject with typically lower pass rates and progression rates than other subjects. This paper describes the first of a three-cycle action research study examining the perceived effects of a structured Peer Assisted Learning (PAL) Programme for mature students enrolled in a computer science programming module for an Access Foundation Programme in an Irish University. The focus of this qualitative study was to evaluate the perceived effect of a PAL programme on learning and whether it offered a positive learning support structure. Findings from our study suggest that PAL programmes have an overall positive effect on subject comprehension as well as enhanced learner confidence for mature Access Foundation students. Furthermore, PAL sessions offered students a support structure that helped with their transition and acculturation to tertiary education. This study also highlights the importance the PAL leader’s role has on the perceived effectiveness of the PAL sessions as well as the impact of the students’ shared history on the near-peer bond. The study concludes that the implementation of PAL programmes for Access Foundation Programmes has the potential to offer mature students a supportive learning environment and to improve their learning experience

Evaluating a Peer Assisted Learning Programme for Mature Access Foundation Students Undertaking Computer Programming at an Irish University

Access Foundation Programmes are a widening-participation initiative designed to encourage engagement in higher education among under-represented groups. This includes socioeconomic and educational disadvantage. Mature students in particular enrolled on these programmes experience greater difficulties making the transition to tertiary education, especially when they opt to study disciplines traditionally considered difficult. Computer programming is perceived as a traditionally difficult subject with lower pass rates and progression rates typically than other subjects. This paper describes the first of a three-cycle action research study examining the perceived effects of a structured Peer Assisted Learning (PAL) Programme for mature students enrolled on a computer science programming module on an Access Foundation Program in an Irish University. The focus of this qualitative study was to evaluate the perceived effect a PAL program on learning and whether it offered a positive learning support structure. Findings from our study suggest that PAL programmes have an overall positive effect on subject comprehension as well as enhanced learner confidence for mature Access Foundation students. PAL sessions also offered students a support structure that helped with their transition and acculturation to tertiary education. This study also highlights the importance the role the PAL Leader has on the perceived effectiveness of the PAL sessions and the impact the student\u27s shared history has on the near-peer bond. The study concludes that the implementation of PAL programmes for Access Foundation Programmes has the potential to offer mature students a supportive learning environment and to improve their learning experience