Psychological consumption of culinary artistry in the Peak District

This paper is based upon the culture of culinary artistry, consumption and design. The ranges of sources are specific to The Peak District using Chatsworth House as a case study. It will attempt to conceptualise the heritage, sustainability and perception of culinary arts as a medium of culture. Elements of cultural heritage tourism will be incorporated into this paper and conceptualised to culinary arts. “Culture is a fascinating concept. Our favourite analogy is to compare it to a beautiful jewel – hold it to the light, and reveal its multiple dimensions. Culture is not just a tool for coping, but a means for creating awareness and for learning”. Harris and Moran (2001) Data collected through in-depth interviews, a questionnaire survey and observation will be presented and analysed which seeks to address the practical aspects to the theoretical models. The qualitative analysis of data suggests that there are parameters that have an important yet underlying resonance in the consumption of the product; cognition, perception and psychology. The fundamental feature of common sense psychology is the underlying belief system that underlies peoples overt behaviour are causes and that it is these causal patterns and NOT the way in which an activity is performed that represents the ‘real’ meaning of what people do. Initial research highlighted attribution theory as the underlying elements or associated discourses and is supported by Lewis (2006) who highlights Hofstedes definition of culture as the collective programming of the mind that distinguishes one member from the other. A more simplified definition highlighted by Baron and Byrne (2000) defines culture as an organized system of shared meanings, perception and beliefs held by persons belonging to any group. This ‘cultural sensitivity’ is enhanced by utilising its resources to understand the perception and behaviours influenced by the cultural values (organized system or collective programming) of the host and guest (Wood and Botherton 2008)

Does an Evidence-Based Healthy Relationships Program for 9th Graders Show Similar Effects for 7th and 8th Graders? Results from 57 Schools Randomized to Intervention

Integrating social and emotional learning (SEL) programming throughout curricula to support the development of healthy behaviors and prevent violence is critical for a comprehensive approach to school health. This study used a post-test comparison design to evaluate a healthy relationships program for eighth grade students that applies a SEL approach. The program was adapted from the Fourth R, an evidence-based program for ninth graders, but matches the curriculum and developmental context for eighth graders. Surveys were collected post-intervention from 1012 students within 57 schools randomized to intervention or control conditions. Multivariate multilevel analysis accounted for the nested nature of students within schools. There were significant group differences on three of four outcomes following intervention, including improved knowledge about violence, critical thinking around the impact of violence, and identification of more successful coping strategies. There was no group difference on general acceptance of violence. Overall, students learned relevant information and strategies and were able to apply that knowledge to demonstrate critical thinking, suggesting that adapting an evidence-based approach for use with younger students provided similar benefits. These findings build a case for 2 years of consecutive evidence-based healthy relationships programming in grades 8 and 9, consistent with best practice guidelines

Using Distributed Cognition Theory to Analyze Collaborative Computer Science Learning

Research on students’ learning in computing typically investigates how to enable individuals to develop concepts and skills, yet many forms of computing education, from peer instruction to robotics competitions, involve group work in which understanding may not be entirely locatable within individuals’ minds. We need theories and methods that allow us to understand learning in cognitive systems: culturally and historically situated groups of students, teachers, and tools. Accordingly, we draw on Hutchins’ Distributed Cognition [16] theory to present a qualitative case study analysis of interaction and learning within a small group of middle school students programming computer music. Our analysis shows how a system of students, teachers, and tools, working in a music classroom, is able to accomplish conceptually demanding computer music programming. We show how the system does this by 1) collectively drawing on individuals’ knowledge, 2) using the physical and virtual affordances of different tools to organize work, externalize knowledge, and create new demands for problem solving, and 3) reconfiguring relationships between individuals and tools over time as the focus of problem solving changes. We discuss the implications of this perspective for research on teaching, learning and assessment in computing

A Tool for Assisted Correction of Programming Exercises in Java Based in Computational Reflection

INTRODUCTION: This work reports on the creation and use of a tool to verify compliance in java programming exercises. The solution is based on the hypothesis that computational reflection can provide a way to automatically assess the programing competences of students. The work reflects the concern to make students learning a programming language have practical activities in parallel to what they learn in theoretical classes. OBJECTIVE: Attesting the effectiveness of using computational reflection to automatically correct programming exercises. Provide the teacher with a tool to support the follow-up of practical activities. Provide students with immediate feedback on their learning, so as to encourage them to behave more autonomously. METHOD: A case study was carried out with two classes of a computer sciencecourse. They answered five practical programming exercices and their responses for each activity were collected in source code format, which were used as the basis of solutions, totaling 100 responses.A comparative analysis was made between the notes obtained through CodeTeacher and the notes assigned by a group of  teachers. RESULTS: Comparing the expected notes and the actual notes, the automatic correction obtained an accuracy of 90.17%. CONCLUSION: The use of computational reflection techniques for assisted correction in programming classes can bring beneficial result. Teachers can optimize their work and have performance reports of their students. Students can also be benefited by having an immediate feedback, so they can perceive themselves capable of achieving the learning objectives defined by the teacher

LEARNING HOW STUDENTS ARE LEARNING IN PROGRAMMING LAB SESSIONS

Department of Computer Science and EngineeringProgramming lab sessions help students learn to program in a practical way. Although these sessions are typically valuable to students, it is not uncommon for some participants to fall behind throughout the sessions and leave without fully grasping the concepts covered during the session. In my thesis, I will be presenting LabEX, a system for instructors to understand students' progress and learning experience during programming lab sessions. LabEX utilizes statistical techniques that help distinguishing struggling students and understand their degree of struggle. LabEX also helps instructors to provide in-situ feedback to students with its real-time code review. LabEX was evaluated in an entry-level programming course taken by more than two hundred students in UNIST, establishing that it increases the quality of programming lab sessions.ope

Designing Engaging Learning Experiences in Programming

In this paper we describe work to investigate the creation of engaging programming learning experiences. Background research informed the design of four fieldwork studies to explore how programming tasks could be framed to motivate learners. Our empirical findings from these four field studies are summarized here, with a particular focus upon one – Whack a Mole – which compared the use of a physical interface with the use of a screen-based equivalent interface to obtain insights into what made for an engaging learning experience. Emotions reported by two sets of participant undergraduate students were analyzed, identifying the links between the emotions experienced during programming and their origin. Evidence was collected of the very positive emotions experienced by learners programming with a physical interface (Arduino) in comparison with a similar program developed using a screen-based equivalent interface. A follow-up study provided further evidence of the motivation of personalized design of programming tangible physical artefacts. Collating all the evidence led to the design of a set of ‘Learning Dimensions’ which may provide educators with insights to support key design decisions for the creation of engaging programming learning experiences

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

A game-based approach to the teaching of object-oriented programming languages

Students often have difficulties when trying to understand the concepts of object-oriented programming (OOP). This paper presents a contribution to the teaching of OOP languages through a game-oriented approach based on the interaction with tangible user interfaces (TUIs). The use of a specific type of commercial distributed TUI (Sifteo cubes), in which several small physical devices have sensing, wireless communication and user-directed output capabilities, is applied to the teaching of the C# programming language, since the operation of these devices can be controlled by user programs written in C#. For our experiment, we selected a sample of students with a sufficient knowledge about procedural programming, which was divided into two groups: The first one had a standard introductory C# course, whereas the second one had an experimental C# course that included, in addition to the contents of the previous one, two demonstration programs that illustrated some OOP basic concepts using the TUI features. Finally, both groups completed two tests: a multiple-choice exam for evaluating the acquisition of basic OOP concepts and a C# programming exercise. The analysis of the results from the tests indicates that the group of students that attended the course including the TUI demos showed a higher interest level (i.e. they felt more motivated) during the course exposition than the one that attended the standard introductory C# course. Furthermore, the students from the experimental group achieved an overall better mark. Therefore, we can conclude that the technological contribution of Sifteo cubes – used as a distributed TUI by which OOP basic concepts are represented in a tangible and a visible way – to the teaching of the C# language has a positive influence on the learning of this language and such basic concepts

Improving the viability of mental models held by novice programmers

Recent research has found that many novice programmers often hold non-viable mental models of basic programming concepts such as assignment and object reference. This paper proposes a constructivist-based teaching model, integrating a cognitive conflict strategy with program visualization, with the aim of improving novice programmers’ mental models. The results of a preliminary empirical study suggest that, for the relatively straightforward concept of assignment, tight integration of program visualization with a cognitive conflict event that highlights a student’s inappropriate understanding can help improve students’ non-viable mental models. 14 out of 18 participants who held non-viable mental models of the assignment process successfully changed their model to be viable as a result of the proposed teaching model