Get your spreadsheets under (version) control

Spreadsheets play a pivotal role in many organizations. They serve to store and manipulate data or forecasting, and they are often used to help in the decision process, thus directly impacting the success, or not, of organizations. As the research community already realized, spreadsheets tend to have the same problems “professional” software contain. Thus, in the past decade many software engineering techniques have been successfully proposed to aid spreadsheet developers and users. However, one of the most used mechanisms to manage software projects is still lacking in spreadsheets: a version control system. A version control system allows for collaborative development, while also allowing individual developers to explore different alternatives without compromising the main project. In this paper we present a version control system, named SheetGit, oriented for end-user programmers. It allows to graphically visualize the history of versions (including branches), to switch between different versions just by pointing and clicking, and to visualize the differences between any two versions in an animated way. To validate our approach/tool we performed an empirical evaluation which shows evidence that SheetGit can aid users when compared to other tools.- (undefined

Early Developmental Activities and Computing Proficiency

As countries adopt computing education for all pupils from primary school upwards, there are challenging indicators: significant proportions of students who choose to study computing at universities fail the introductory courses, and the evidence for links between formal education outcomes and success in CS is limited. Yet, as we know, some students succeed without prior computing experience. Why is this? <br/><br/> Some argue for an innate ability, some for motivation, some for the discrepancies between the expectations of instructors and students, and some – simply – for how programming is being taught. All agree that becoming proficient in computing is not easy. Our research takes a novel view on the problem and argues that some of that success is influenced by early childhood experiences outside formal education. <br/><br/> In this study, we analyzed over 1300 responses to a multi-institutional and multi-national survey that we developed. The survey captures enjoyment of early developmental activities such as childhood toys, games and pastimes between the ages 0 — 8 as well as later life experiences with computing. We identify unifying features of the computing experiences in later life, and attempt to link these computing experiences to the childhood activities. <br/><br/> The analysis indicates that computing proficiency should be seen from multiple viewpoints, including both skill-level and confidence. It shows that particular early childhood experiences are linked to parts of computing proficiency, namely those related to confidence with problem solving using computing technology. These are essential building blocks for more complex use. We recognize issues in the experimental design that may prevent our data showing a link between early activities and more complex computing skills, and suggest adjustments. Ultimately, it is hoped that this line of research will feed in to early years and primary education, and thereby improve computing education for all