1,708 research outputs found
Introductory programming: a systematic literature review
As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming.
This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research
BlogForever D5.2: Implementation of Case Studies
This document presents the internal and external testing results for the BlogForever case studies. The evaluation of the BlogForever implementation process is tabulated under the most relevant themes and aspects obtained within the testing processes. The case studies provide relevant feedback for the sustainability of the platform in terms of potential users’ needs and relevant information on the possible long term impact
CONSTRUCTION EDUCATION REQUIREMENTS FOR ACHIEVING LEVEL 2 AND 3 BIM
The Architecture Engineering Construction (AEC) Industry is well noted for its fragmented nature, leading to several flaws in communication and information processing, which have led to a proliferation of adversarial relationships amongst project participants, thereby affecting the integrity of design information throughout the project life cycle. Likewise, Construction Education is bedevilled by multitudinous issues due to its practice-based, interdisciplinary nature of the industry, its professional and institutional history, and its evolving context and composition. These challenges have influenced the purpose of construction as well as the requirements or strategies needed to achieve it. The purpose of this paper is to examine the nature of Construction Education and learning requirements for successful training and implementation of Level 2 (with the aid of a process map) and also of Level 3, to meeting the ever-changing nature of the AEC industry. This process map seeks to identify the educational requirements for existing industry practitioners and for fresh graduates entering into the industry. In order to achieve this aim, a case study methodology was adopted using semi-structured interviews with BIM experts in purposively selected organisations in the UK, which were further analysed using single case narrative and cross-case synthesis techniques. The BIM sub-processes at each project phase of the construction process were extracted from the interviews conducted. Then the process map linking all the BIM activities in the project was developed. In conclusion, the process map formalises the knowledge and skills set required to successfully implement Level 2 and 3 BIM, facilitating project collaboration, communication flow and agreement amongst project participants on construction processes throughout the project lifecycle. The finding of this research are highly aligned with the seminal literature which argued that new skills required for the creation and management of a BIM model fall into the three categories of technological tools, organisational processes, and project team roles and responsibilities, and that these three skill sets contribute to the success of the entire BIM project and adoption in any organisation
A CS1 Spatial Skills Intervention and the Impact on Introductory Programming Abilities
This paper discusses the results of replicating and extending a study performed by Cooper et al. examining the relationship between students’ spatial skills and their success in learning to program. Whereas Cooper et al. worked with high school students participat- ing in a summer program, we worked with college students taking an introductory computing course. Like Cooper et al.’s study, we saw a correlation between a student’s spatial skills and their success in learning computing. More significantly, we saw that after apply- ing an intervention to teach spatial skills, students demonstrated improved performance both on a standard spatial skills assessment as well as on a CS content instrument. We also saw a correlation between students’ enjoyment in computing and improved perfor- mance both on a standard spatial skills assessment and on a CS content instrument, a result not observed by Cooper et al
Simulator Development - Annual Report Year 2
In this paper the simulation environment for the CATNETS project is defined further. The chosen simulator is adopted in terms of new features an architecture changes in order to provide a valid simulation environment for Application Layer Network scenarios. Furthermore the requirements for a scenario generator and the needed configuration mechanisms for the actual simulation runs are introduced. --Grid Computing
Development and Application of a Rasch Model Measure of Student Competency in University Introductory Computer Programming
University computer programming instruction nomenclature commonly uses the term Computer Science 1 (CS1) to describe introductory units of study. Success in CS1 is important as a pre-requisite for further study in programming and related disciplines. It is important to measure student progress and the antecedent influences. This study applied the Rasch Model and Messick’s Unified Theory of Validity to construct an interval level measure of CS1 competency with demonstrable suitability for this purpose
Mathematical skills in the workplace: final report to the Science Technology and Mathematics Council
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Uncertainty explicit assessment of off-the-shelf software: A Bayesian approach
Assessment of software COTS components is an essential part of component-based software development. Poorly chosen components may lead to solutions of low quality and that are difficult to maintain. The assessment may be based on incomplete knowledge about the COTS component itself and other aspects (e.g. vendor’s credentials, etc.), which may affect the decision of selecting COTS component(s). We argue in favor of assessment methods in which uncertainty is explicitly represented (‘uncertainty explicit’ methods) using probability distributions. We provide details of a Bayesian model, which can be used to capture the uncertainties in the simultaneous assessment of two attributes, thus, also capturing the dependencies that might exist between them. We also provide empirical data from the use of this method for the assessment of off-the-shelf database servers which illustrate the advantages of ‘uncertainty explicit’ methods over conventional methods of COTS component assessment which assume that at the end of the assessment the values of the attributes become known with certainty
Predicting and Improving Performance on Introductory Programming Courses (CS1)
This thesis describes a longitudinal study on factors which predict academic success in introductory programming at undergraduate level, including the development of these factors into a fully automated web based system (which predicts students who are at risk of not succeeding early in the introductory programming module) and interventions to address attrition rates on introductory programming courses (CS1). Numerous studies have developed models for predicting success in CS1, however there is little evidence on their ability to generalise or on their use beyond early investigations. In addition, they are seldom followed up with interventions, after struggling students have been identified. The approach overcomes this by providing a web-based real time system, with a prediction model at its core that has been longitudinally developed and revalidated, with recommendations for interventions which educators could implement to support struggling students that have been identified. This thesis makes five fundamental contributions. The first is a revalidation of a prediction model named PreSS. The second contribution is the development of a web-based, real time implementation of the PreSS model, named PreSS#. The third contribution is a large longitudinal, multi-variate, multi-institutional study identifying predictors of performance and analysing machine learning techniques (including deep learning and convolutional neural networks) to further develop the PreSS model. This resulted in a prediction model with approximately 71% accuracy, and over 80% sensitivity, using data from 11 institutions with a sample size of 692 students. The fourth contribution is a study on insights on gender differences in CS1; identifying psychological, background, and performance differences between male and female students to better inform the prediction model and the interventions. The final, fifth contribution, is the development of two interventions that can be implemented early in CS1, once identified by PreSS# to potentially improve student outcomes. The work described in this thesis builds substantially on earlier work, providing valid and reliable insights on gender differences, potential interventions to improve performance and an unsurpassed, generalizable prediction model, developed into a real time web-based system
Re-cognising RPL – A Deleuzian enquiry into policy and practice of Recognition of Prior Learning
This enquiry addresses a gap in the literature in relation to the conceptual development of Recognition of Prior Learning. Generally, research in RPL comprises large inventories and audits of practice as this enquiry shows. Few qualitative studies are available and there is a dearth of theoretical development in the field. This thesis explores perspectives of claimants and university managers/practitioners to explicate the issues at stake and explore the value of RPL in education. Using the practical philosophy of Gilles Deleuze and Felix Guattari (DG), the conceptualization of RPL is explored in policy and practice and their concepts are employed to reimagine RPL for learning, and as pedagogy, in adult university education. A hybrid method of grounded and rhizomatic theory informs the research approach. This involves searching the complex and diffuse territory of RPL to seek affirmative options for RPL theory and practice.
Three case studies illustrate how different approaches to RPL offer different outcomes and were built on vague conceptualizations. In one setting, fifteen years of RPL claimant records is collated and analysed. Findings show that up to 70% of adult students in the case study had prior learning and gained exemptions. The data further indicates that RPL did not increase a student’s chances of completing a degree. This contradicts findings from international research. The research also challenges fears expressed by university managers that RPL poses a risk to academic standards, as claimants may not have foundational knowledge to succeed in university. The data indicates, however, that on the contrary, claimants have extensive prior learning; much of it accredited at levels 6 and 7 and are thus college ready.
A model of learner directed RPL, used in another setting, is explored and theorized. This creative approach seamlessly integrates prior learning with new learning and thereby advances knowledge for the learner. The impact of the approach on the learner and learning is significant and offers new possibilities for RPL in education. It moves it on from the narrow purpose of reducing time in education and enhancing skills for employment. Accounts from participants in this enquiry show that they go to college to learn and they prize RPL most when it extends their knowledge – a dimension of RPL neglected in the literature.
The thesis concludes with some affirmative options for re-cognising RPL in adult education
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