78,856 research outputs found
Bricklayer: An Authentic Introduction to the Functional Programming Language SML
Functional programming languages are seen by many as instrumental to
effectively utilizing the computational power of multi-core platforms. As a
result, there is growing interest to introduce functional programming and
functional thinking as early as possible within the computer science
curriculum. Bricklayer is an API, written in SML, that provides a set of
abstractions for creating LEGO artifacts which can be viewed using LEGO Digital
Designer. The goal of Bricklayer is to create a problem space (i.e., a set of
LEGO artifacts) that is accessible and engaging to programmers (especially
novice programmers) while providing an authentic introduction to the functional
programming language SML.Comment: In Proceedings TFPIE 2014, arXiv:1412.473
Introductory Problem Solving in Computer Science
This paper describes our experiences in devising a lightweight, informal methodology for problem solving in introductory, university level, computer science. We first describe the original context of the experiment and the background to the methodology. We then give the details of the steps of the Problem Solving Cycle - Understanding, Designing, Writing and Reviewing - and the lessons we learned about our teaching from devising the material. We also present practical examples of how it has been applied in a variety of units in our programme
Computer science in Dutch secondary education: independent or integrated?
Nowadays, in Dutch secondary education, computer science is integrated within school subjects. About ten years ago computer science was considered an independent subject, but in the mid-1980s this idea changed. In our study we investigated whether the objectives of teaching computer science as an independent subject are met when computer science is integrated within school subjects. The main problem was that there was no formal curriculum of computer science as an independent subject. Therefore we interviewed 13 experts in the field of computer science and then compared this formal curriculum with the operational (integrated) curriculum, which is still in the development stage. It appears that most of the components of the formal curriculum are being covered by the operational curriculum, and we therefore concluded that these curricula are equivalent, although there may be differences in the level of teaching. In our opinion the best approach to computer science is to combine the independent and the integrated approaches
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Using the Internet of Things to Teach Good Software Engineering Practice to High School Students
This paper describes a course to introduce high school students
to software engineering in practice using the Internet Of
Things (IoT). IoT devices allow students to get quick, visible
results without watering down technical aspects of
programming and networking. The course has three broad
goals: (1) to make software engineering fun and applicable,
with the aim of recruiting traditionally underrepresented
groups into computing; (2) to make young students begin to
approach problems with a design mindset; and (3) to show
students that computer science, generally, and software
engineering, specifically, is about much more than
programming. The course unfolds in three segments. The first
is a whirlwind introduction to a subset of IoT technologies.
Students complete a specific task (or set of tasks) using each
technology. This segment culminates in a “do-it-yourself”
project, in which the students implement a simple IoT
application using their basic knowledge of the technologies.
The course’s second segment introduces software engineering
practices, again primarily via hands-on practical tutorials. In
the third segment of the course, the students conceive of,
design, and implement a project that uses the technologies
introduced in the first segment, all while being attentive to the
good software engineering practices acquired in the second
segment. In addition to presenting the course curriculum, the
paper also discusses a first offering of the course in a threeweek
summer intensive program in 2017, including
assessments done to evaluate the curriculum.Cockrell School of Engineerin
Community Instruction and Vocational Learning
This meta-synthesis on community-based instruction and vocational learning in special education explores the training and skills individuals with disabilities require need to survive and thrive in employment and post-school activities designed to improve self-reliance, personal responsibility, and increase exposure to the community and all of the activities and opportunities that exist there. Substantial barriers must be addressed for all individuals with disabilities, but particularly for those individuals with moderate to more severe disabilities. Through proper trainings, and the utilization of the necessary tools and equipment, individuals with disabilities will continue to increasingly transition into meaningful employment and community-based programs intended to build self-sufficiency
Curriculum Guidelines for Undergraduate Programs in Data Science
The Park City Math Institute (PCMI) 2016 Summer Undergraduate Faculty Program
met for the purpose of composing guidelines for undergraduate programs in Data
Science. The group consisted of 25 undergraduate faculty from a variety of
institutions in the U.S., primarily from the disciplines of mathematics,
statistics and computer science. These guidelines are meant to provide some
structure for institutions planning for or revising a major in Data Science
Challenging the Computational Metaphor: Implications for How We Think
This paper explores the role of the traditional computational metaphor in our thinking as computer scientists, its influence on epistemological styles, and its implications for our understanding of cognition. It proposes to replace the conventional metaphor--a sequence of steps--with the notion of a community of interacting entities, and examines the ramifications of such a shift on these various ways in which we think
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