263,232 research outputs found
Visual and Textual Programming Languages: A Systematic Review of the Literature
It is well documented, and has been the topic of much research, that Computer
Science courses tend to have higher than average drop out rates at third level.
This is a problem that needs to be addressed with urgency but also caution. The
required number of Computer Science graduates is growing every year but the
number of graduates is not meeting this demand and one way that this problem
can be alleviated is to encourage students at an early age towards studying
Computer Science courses.
This paper presents a systematic literature review on the role of visual and
textual programming languages when learning to program, particularly as a first
programming language. The approach is systematic, in that a structured search
of electronic resources has been conducted, and the results are presented and
quantitatively analysed. This study will give insight into whether or not the
current approaches to teaching young learners programming are viable, and
examines what we can do to increase the interest and retention of these
students as they progress through their education.Comment: 18 pages (including 2 bibliography pages), 3 figure
App creation in schools for different curricula subjects - lesson learned
The next generation of jobs will be characterized by an increased demand for
people with computational and problem solving skills. In Austria, computer
science topics are underrepresented in school curricula hence teaching time for
these topics is limited. From primary through secondary school, only a few
opportunities exist for young students to explore programming. Furthermore,
today's teachers are rarely trained in computer science, which impairs their
potential to motivate students in these courses. Within the "No One Left
Behind" (NOLB) project, teachers were supported to guide and assist their
students in their learning processes by constructing ideas through game making.
Thus, students created games that referred to different subject areas by using
the programming tool Pocket Code, an app developed at Graz University of
Technology (TU-Graz). This tool helps students to take control of their own
education, becoming more engaged, interested, and empowered as a result. To
ensure an optimal integration of the app in diverse subjects the different
backgrounds (technical and non-technical) of teachers must be considered as
well. First, teachers were supported to use Pocket Code in the different
subjects in school within the feasibility study of the project. Observed
challenges and difficulties using the app have been gathered. Second, we
conducted interviews with teachers and students to underpin our onsite
observations. As a result, it was possible to validate Pocket Codes' potential
to be used in a diverse range of subjects. Third, we focused especially on
those teachers who were not technically trained to provide them with a
framework for Pocket Code units, e.g., with the help of structured lesson plans
and predefined templates.Comment: 10 pages, 5 tables EduLearn 201
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Bringing static code to life: The instructional work of animating computer programs with the body
In this preliminary report, we propose a previously unidentified role that instructors’ gestures may play in helping students evaluate existing computer code. We find that instructors use gesture to animate processes encoded in the static inscriptions of computer programs in order to make invisible, dynamic phenomena perceptible to students. Our findings contribute to a better understanding of the embodied instructional work of teaching programming
Reproducible Econometric Research. A Critical Review of the State of the Art.
Recent software developments are reviewed from the vantage point of reproducible econometric research. We argue that the emergence of new tools, particularly in the open-source community, have greatly eased the burden of documenting and archiving both empirical and simulation work in econometrics. Some of these tools are highlighted in the discussion of three small replication exercises.Series: Research Report Series / Department of Statistics and Mathematic
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Evaluating implementation of the WHO set of recommendations on the marketing of foods and non-alcoholic beverages to children: Progress, challenges and guidance for next steps in the WHO European Region
This paper describes the status of the implementation of the WHO Set of Recommendations on the Marketing of Foods and Non-alcoholic Beverages to Children (2010). The Set of Recommendations, adopted by the World Health Assembly, urges Member States to reduce the impact on children of the marketing of energy-dense, highly processed foods and beverages that are high in saturated fats, trans fats, free sugars and/or salt (HFSS). A growing body of independent monitoring and research indicates that existing policies and regulations are markedly insufficient to address the continuing challenges in this field. This report identifies loopholes, ongoing challenges, and factors that Member States need to consider to effectively limit the harmful impact that HFSS food marketing has on children, their health and their rights.
Policies and regulations tend to use narrow definitions and criteria (they frequently apply to pre-digital media only, to younger children and not to adolescents, and to “child-directed” media, rather than those with the greatest child audiences), and they almost never address the complex challenges of crossborder marketing. This situation can be explained, in part, by the strong scrutiny and opposition that countries have faced from parts of the private sector, and by weak self-regulatory schemes. As a result, and in order to ensure that States uphold their legal obligations to protect the child’s right to health and related rights, the World Health Assembly requested that WHO provides additional technical support to Member States in implementing the Set of Recommendations. This report identifies challenges States need to address
How do particle physicists learn the programming concepts they need?
The ability to read, use and develop code efficiently and successfully is a
key ingredient in modern particle physics. We report the experience of a
training program, identified as "Advanced Programming Concepts", that
introduces software concepts, methods and techniques to work effectively on a
daily basis in a HEP experiment or other programming intensive fields. This
paper illustrates the principles, motivations and methods that shape the
"Advanced Computing Concepts" training program, the knowledge base that it
conveys, an analysis of the feedback received so far, and the integration of
these concepts in the software development process of the experiments as well
as its applicability to a wider audience.Comment: 8 pages, 2 figures, CHEP2015 proceeding
A gentle transition from Java programming to Web Services using XML-RPC
Exposing students to leading edge vocational areas of relevance such as Web Services can be difficult. We show a lightweight approach by embedding a key component of Web Services within a Level 3 BSc module in Distributed Computing. We present a ready to use collection of lecture slides and student activities based on XML-RPC. In
addition we show that this material addresses the central topics in the context of web services as identified by Draganova (2003)
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