Collaboration Versus Cheating

We outline how we detected programming plagiarism in an introductory online course for a master's of science in computer science program, how we achieved a statistically significant reduction in programming plagiarism by combining a clear explanation of university and class policy on academic honesty reinforced with a short but formal assessment, and how we evaluated plagiarism rates before SIGand after implementing our policy and assessment.Comment: 7 pages, 1 figure, 5 tables, SIGCSE 201

Online education system for software development

Mestrado em Sistemas de InformaçãoA tecnologia teve um papel fundamental na evolução dos processos de ensino, nomeadamente o uso de formatos multimédia que permitem aperfeiçoar a exposição de conteúdo e a troca de informação como resultado deu-se a proliferação de alguns sistemas de E-Learning. A adoção destes sistemas de E-Learning surgem de necessidades ou preocupações, como por exemplo, ensino à distância, partilha de documentos, métodos de avaliação autónoma entre outras funcionalidades, das quais foram parcialmente resolvidas com o uso da Internet e de outras tecnologias. Atualmente, sistemas de referência, como o caso do MOODLE, não se focalizam numa área especifica da educação e as ferramentas que disponibilizam permitem mitigar as necessidades anteriormente mencionadas. Mas em áreas com necessidades mais especificas como é o exemplo da informática, mais precisamente o ensino de competências de programação, estas funcionalidades são um suporte limitado aos docentes que as usam. Recentemente, têm sido feito esforços, como por exemplo, o desenvolvimento de plataformas para competições de programação ou sistemas autónomos de avaliação de código. Nesta dissertação propõe-se uma nova solução para o ensino de programação desenvolvida em tecnologias web. A solução está dividida em duas partes, um formato interativo para a transmissão de conhecimento teórico-prático e um ambiente partilhado para o desenvolvimento de trabalhos de grupo.Technology was essential to the evolution of learning methods more precisely the use of multimedia formats which allow the improvement of content exposure and the exchange of information as a result some of the E-Learning systems proliferated. The adoption of these E-Learning systems arise from needs or concerns, such as distance learning, sharing documents, autonomous evaluation among other functionalities and were solved with the Internet and other technologies. Nowadays, some acknowledged systems, such as MOODLE, do not focus on a specific area of education and his tools mitigate the needs mention above. But in areas with specific needs such as computer science, like teaching programming skills, these features are offer a limited support to teachers who use them. Recently, efforts have been made to develop platforms for programming competitions or autonomous evaluation systems. On this dissertation a new solution is proposed to be used to teach programming and is being developed based on Web technologies. This solution is made into two parts, the first is a new format to display interactive content and the second is a shared environment for group work

Вибір хмарних платформ для віртуальної онлайн-лабораторії з курсу «Операційні системи»

The article provides a survey on cloud platforms suitable for a virtual online laboratory, which contains Linux online environments and is intended to support the Operating Systems course. The study justifies the choice of utilizing private cloud as a deployment model and IaaS as a service model and substantiates the decision to create specially tailored cloud environments adapted for educational needs in contrast to applying ready-made IaaS (Infrastructure as a Service) cloud services given by providers. The related works on cloud platforms for teaching operating systems are analyzed. The study also makes a review of the authors’ previous research on virtualization tools and environments for the Operating Systems course and Cisco CyberSecurity Operations course. The basic and additional requirements for cloud computing software for virtual online laboratory supporting Operating Systems course have been elaborated. Finally, the work makes the comparison of Eucalyptus, OpenStack, CloudStack and OpenNebula cloud platforms and substantiates the selection among these cloud computing software the platforms of the first and the second choice.У статті представлено опитування щодо хмарних платформ, придатних для віртуальної онлайн-лабораторії, яка містить онлайн-середовища Linux і призначена для підтримки курсу «Операційні системи». Дослідження обґрунтовує вибір використання приватної хмари як моделі розгортання та IaaS як моделі сервісу та обґрунтовує рішення створити спеціально налаштоване хмарне середовище, адаптоване для освітніх потреб, на відміну від застосування готових хмарних сервісів IaaS (інфраструктура як послуга). провайдерами. Проаналізовано відповідні роботи з хмарних платформ для навчання операційним системам. Дослідження також містить огляд попередніх досліджень авторів щодо інструментів і середовищ віртуалізації для курсу «Операційні системи» та «Операції Cisco CyberSecurity». Розроблено основні та додаткові вимоги до програмного забезпечення хмарних обчислень для віртуальної онлайн-лабораторії, що підтримує курс «Операційні системи». Нарешті, у роботі проведено порівняння хмарних платформ Eucalyptus, OpenStack, CloudStack і OpenNebula та обґрунтовано вибір серед цих програм для хмарних обчислень платформ першого та другого вибору

Defining the Competencies, Programming Languages, and Assessments for an Introductory Computer Science Course

The purpose of this study was to define the competencies, programming languages, and assessments for an introductory computer science course at a small private liberal arts university. Three research questions were addressed that involved identifying the competencies, programming languages, and assessments that academic and industry experts in California’s Central Valley felt most important and appropriate for an introduction to computer science course. The Delphi methodology was used to collect data from the two groups of experts with various backgrounds related to computing. The goal was to find consensus among the individual groups to best define aspects that would best comprise an introductory CS0 course for majors and non-majors. The output would be valuable information to be considered by curriculum designers who are developing a new program in software engineering at the institution. The process outlined would also be useful to curriculum designers in other fields and geographic regions who attempt to address their local education needs. Four rounds of surveys were conducted. The groups of experts were combined in the first round to rate the items in the straw models determined from the literature and add additional components when necessary. The academic and industry groupings were separated for the remainder of the study so that a curriculum designer could determine not only the items deemed most important, but also their relative importance among the two distinct groups. The experts selected items in each of the three categories in the second round to reduce the possibilities for subsequent rounds. The groups were then asked to rank the items in each of the three categories for the third round. A fourth round was held as consensus was not reached by either of the groups for any of the categories as determined by Kendall’s W. The academic experts reached consensus on a list of ranked competencies in the final round and showed a high degree of agreement on lists of ranked programming languages and assessments. Kendall’s W, values, however, were just short of the required 0.7 threshold for consensus on these final two items. The industry experts did not reach consensus and showed low agreement on their recommendations for competencies, programming languages, and assessments

From refugee to programmer? A framework for a collaborative coding program for higher education institutions

Purpose - The purpose of this paper is to share the lessons learned in teaching programming skills to refugees during a time when circumstances were changing quickly and constantly and the needs of the target group were not well known. Design/methodology/approach - The integration of refugees poses serious challenges for the hosting society’s education system. A large number of refugees can put a strain on all kinds of public resources, and difficulties with differences in languages, previous curricula, falling behind due to having to spend time outside of education, and psychological traumas have to be expected. In response to the refugee crisis and in order to manage mass migration, the adaptive nature and rapid development of civic approaches can contribute to overcoming some of these challenges. To evaluate the impact of civic approaches, the authors have paid attention to refugees{code} an Austrian coding school for refugees which was developed by the civic community and which shows great potential in terms of providing rapid, innovative and adaptive kinds of educational support for refugees, as well as helping to combat the lack of programmers in the Austrian job market. Findings - As the great potential that initiatives like refugees{code} have for education, there are also substantial challenges. As we learned from the first course, course completion rates were very low. Therefore, it is important to build an infrastructure and a learning environment around the course. This learning environment includes providing mentoring and support, creating spaces where participants can learn. It was also found that having a pedagogically trained staff who is sufficient in the English language, too, is necessary to cater to a heterogeneous group. Also varying teaching strategies according to the needs and skills of the learner is necessary. One of the issues that confronts projects like refugees{code} is also receiving legal status. The collaboration with universities and colleges can be greatly helpful because they are already familiar with the structure of public authorities as well as with heterogeneous groups. Initiatives like refugees{code} are agile and flexible and know how to take advantage of that. The authors conclude that bringing successful education to heterogeneous and culturally different groups is multi-faceted. It is not something any individual organization or project can do; it can only be the result of a system of different actors working together with traditional educational institutions. Originality/value - This research study reports on two courses of programming for refugees and seeks to offer practical advice for further research and for the implementation of such courses into the educational system. Therefore a framework is proposed which should be taken into account in case of doing similar work

From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning

Compared to traditional classroom learning, success in online learning tends to depend more on the learner’s skill to self-regulate. Self-regulation is a complex meta-cognitive skill set that can be acquired. This study explores the effectiveness of a virtual learning assistant in terms of (a) developmental, (b) general compensatory, and (c) differential compensatory effects on learners’ self-regulatory skills in a sample of N = 157 online learners using an experimental intervention-control group design. Methods employed include behavioural trace data as well as self-reporting measures. Participants provided demographic information and responded to a 24-item self-regulation questionnaire and a 20-item personality trait questionnaire. Results indicate that the adaptive assistance did not lead to substantial developmental shifts as captured in learners’ perceived levels of self-regulation. However, various patterns of behavioural changes emerged in response to the intervention. This suggests that the virtual learning assistant has the potential to help online learners effectively compensate for deficits (in contrast to developmental shifts) in self-regulatory skills that might not yet have been developed

Higher Education in the Era of the Fourth Industrial Revolution

This open access collection examines how higher education responds to the demands of the automation economy and the fourth industrial revolution. Considering significant trends in how people are learning, coupled with the ways in which different higher education institutions and education stakeholders are implementing adaptations, it looks at new programs and technological advances that are changing how and why we teach and learn. The book addresses trends in liberal arts integration of STEM innovations, the changing role of libraries in the digital age, global trends in youth mobility, and the development of lifelong learning programs. This is coupled with case study assessments of the various ways China, Singapore, South Africa and Costa Rica are preparing their populations for significant shifts in labour market demands – shifts that are already underway. Offering examples of new frameworks in which collaboration between government, industry, and higher education institutions can prevent lagging behind in this fast changing environment, this book is a key read for anyone wanting to understand how the world should respond to the radical technological shifts underway on the frontline of higher education