Board games as a teaching tool for technology classes in Compulsory Secondary Education

Aquest treball estudia la tècnica coneguda com game-based learning, és a dir, l’ús dels jocs com a eina didàctica. Primer que res, es fa recerca sobre els treballs ja existents i es veu que, tot i haver-hi articles sobre game-based learning, és difícil trobar-ne de relacionats amb la tecnologia, més enllà d’ensenyar a programar. A continuació, es revisen els continguts curriculars i les competències de secundària i es relacionen amb alguns jocs de taula ja existents, dels quals es detallen breument les regles de joc. Es veu que hi ha continguts curriculars, pels quals es difícil trobar un joc que hi encaixi. A més a més, es desenvolupa la idea d’un nou joc de taula, basat en el ja existent Party & Co., per treballar alguns dels continguts curriculars pels quals no s’ha trobat cap joc existent que s’hi escaigui. Finalment, s’explica una experiència duta a terme durant el període de pràctiques en el centre escolar al curs de 3r d’ESO. Es disposava de tres grups i en tots tres es va seguir la mateixa programació: classe introductòria expositiva, una sessió de muntatge de robots LEGO, 4 sessions de programació i un petit test. En un dels tres grups, però, es va fer una classe prèvia extra on es va jugar a un joc de taula anomenat RoboRally. Els objectius eren dobles: que aprenguessin la importància de l’algorísmica i que s’ho passessin bé. Els resultats mostren que aquest grup va treballar més i millor. En el treball s’analitzen els resultats obtinguts

Pedagogical Possibilities for the 2048 Puzzle Game

In this paper, we describe an engaging puzzle game called 2048 and outline a variety of exercises that can leverage the game’s popularity to engage student interest, reinforce core CS concepts, and excite student curiosity towards undergraduate research. Exercises range in difficulty from CS1-level exercises suitable for exercising and assessing 1D and 2D array skills to empirical undergraduate research in Monte Carlo Tree Search methods and skilled heuristic evaluation design

Introducing TU100 ‘My Digital Life’: Ubiquitous computing in a distance learning environment

In this paper we describe the Open University’s progress towards delivering an introduction to ubiquitous computing within a distance-learning environment. Our work is strongly influenced by the philosophy of learning-through-play and we have taken technologies originally designed for children’s education and adapted them for adult learners, many of whom will have no formal experience of computer science or information technology. We will introduce two novel technologies; Sense, a drag-and-drop programming language based on Scratch; and the SenseBoard, an inexpensive hardware device that can be connected to the student’s computer, through which they can sense their environment and display outputs. This paper is not intended as a detailed discussion of individual technologies (they will follow in time), rather it should serve as an introduction to the Open University’s method of teaching and how we hope to continue to recruit new computer scientists and engineers using novel technologies

Unifying an Introduction to Artificial Intelligence Course through Machine Learning Laboratory Experiences

This paper presents work on a collaborative project funded by the National Science Foundation that incorporates machine learning as a unifying theme to teach fundamental concepts typically covered in the introductory Artificial Intelligence courses. The project involves the development of an adaptable framework for the presentation of core AI topics. This is accomplished through the development, implementation, and testing of a suite of adaptable, hands-on laboratory projects that can be closely integrated into the AI course. Through the design and implementation of learning systems that enhance commonly-deployed applications, our model acknowledges that intelligent systems are best taught through their application to challenging problems. The goals of the project are to (1) enhance the student learning experience in the AI course, (2) increase student interest and motivation to learn AI by providing a framework for the presentation of the major AI topics that emphasizes the strong connection between AI and computer science and engineering, and (3) highlight the bridge that machine learning provides between AI technology and modern software engineering

Pedagogical Possibilities for the N-Puzzle Problem

In this paper we present work on a project funded by the National Science Foundation with a goal of unifying the Artificial Intelligence (AI) course around the theme of machine learning. Our work involves the development and testing of an adaptable framework for the presentation of core AI topics that emphasizes the relationship between AI and computer science. Several hands-on laboratory projects that can be closely integrated into an introductory AI course have been developed. We present an overview of one of the projects and describe the associated curricular materials that have been developed. The project uses machine learning as a theme to unify core AI topics in the context of the N-puzzle game. Games provide a rich framework to introduce students to search fundamentals and other core AI concepts. The paper presents several pedagogical possibilities for the N-puzzle game, the rich challenge it offers, and summarizes our experiences using it

Gamedec. UKW in IGDA Curriculum Framework

Launched in October 2013, GAMEDEC: game studies Design is a specialisation track within the 2nd Gen Humanities (aka Humanities 2.0) 3-year BA programme at Kazimierz Wielki University (UKW) in Bydgoszcz, Poland. The curriculum was created by UKW academic staff with game design experience, guided by the IGDA 2008 Framework and consulted with game dev professionals. It underwent slight modifications in 2014 and a significant transformation in 2015. This paper aims at a thorough analysis of the structure of the curriculum as seen through the lens of the IGDA Framework (2008), including the coverage of both Core Topics and Institutional Considerations. The analysis is conducted in the context of foreign (mostly U.S.- based) game degrees and supported with comments on its design, implementation and modifications

Teaching UbiComp with Sense

Modern computer science education has to take account of the recent changes towards smart ubiquitous computing devices. In addition, existing programming languages are needlessly difficult for novice programmers to learn concepts. We have developed Sense, an extension to the graphical programming language Scratch, and an associated sensor/actuator board. Together, these will allow novice undergraduate students to quickly develop their own smart devices while learning the fundamentals of programming. Students will first study with Sense in 2011 but developmental feedback has been positive

Teaching UbiComp with Sense

Modern computer science education has to take account of the recent changes towards smart ubiquitous computing devices. In addition, existing programming languages are needlessly difficult for novice programmers to learn concepts. We have developed Sense, an extension to the graphical programming language Scratch, and an associated sensor/actuator board. Together, these will allow novice undergraduate students to quickly develop their own smart devices while learning the fundamentals of programming. Students will first study with Sense in 2011 but developmental feedback has been positive

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning