34 research outputs found

    Perceptions of Coding Instruction in K-12 Archdiocese of Los Angeles Catholic Schools

    Get PDF
    Traditional pedagogy offers students opportunities to enhance various skills and acquire content knowledge; however, additional steps can be taken to enhance student achievement, prepare them for future occupations, and bridge the divide in access to technology. A curriculum that integrates coding instruction affords students the opportunity to augment their collaboration, communication, creative thinking, and problem-solving skills. This is especially crucial for traditionally marginalized populations who have experienced inequitable access to technology. Nevertheless, coding is not integrated in schools in different domains, including Catholic institutions in the Archdiocese of Los Angeles (ADLA). This dissertation used a descriptive and inferential quantitative methodology to survey K–12 Catholic school teachers’, administrators’, and STEM directors’ understanding of what coding entails, assess their perceptions of coding’s potential to enrich student achievement, to prepare them for future occupations, and diversify STEM representation both in academics and in the workplace, and evaluate the potential link between educator epistemology and pedagogy with the penchant to incorporate coding instruction and the constructionist framework in the classroom. The largest diocese of the country, the ADLA, was the sole focus of this study and the data demonstrated participants have a relatively limited understanding of what coding entails, but they do believe it results in various benefits for students. Nevertheless, their epistemology and pedagogy are not ripe for constructionism to take hold in the classroom to facilitate coding

    Aportaciones para la mejora de la usabilidad en aplicaciones móviles de comunicación social

    Get PDF
    La presente Tesis Doctoral se enmarca en el auge en el uso de las aplicaciones de mensajería instantánea móvil (denominadas MIM) para dispositivos móviles inteligentes (o smartphones) y motivado por los diferentes estudios científicos que señalan los problemas de usabilidad que este tipo de aplicaciones presentan. Para ello, se ha realizado una evaluación sistemática de la usabilidad (con la aplicación de métodos de inspección de la usabilidad: análisis de tareas y evaluación heurística) de las aplicaciones MIM que actualmente se pueden encontrar en el mercado de las dos principales plataformas móviles (iOS y Android). Con los problemas de usabilidad detectados en ambas plataformas se ha propuesto un conjunto de recomendaciones de usabilidad para su aplicación en el diseño de aplicaciones MIM. Tras esta fase de evaluación y propuesta, se ha creado un prototipo de aplicación MIM para la plataforma Android que incorpora dicho conjunto de recomendaciones de usabilidad. El prototipo ha sido evaluado con métodos de inspección de la usabilidad para, tras una valoración satisfactoria, proceder a un experimento controlado con usuarios reales (en este experimento, los participantes han realizado una serie de actividades con el prototipo y un grupo de aplicaciones MIM existentes con buenos resultados de usabilidad derivados de las evaluaciones iniciales), que ha dado como resultado la validación de las recomendaciones de usabilidad para su uso en este tipo de aplicaciones. Como conclusiones, además de (1) la propuesta y validación de las recomendaciones de usabilidad para su aplicación en el contexto de la mensajería instantánea, se pueden extraer algunas conclusiones de la realización de esta investigación: (2) definición formal de las actividades que definen a una aplicación de mensajería instantánea, (3) ratificación de la existencia de problemas de usabilidad en las aplicaciones MIM actuales, (4) confirmación de que los buenos diseños de UI tienen un efecto positivo en el rendimiento de los usuarios de estas aplicaciones y (5) revelación de que son los propios contactos cercanos del usuario los que actúan como el ancla para que el usuario permanezca en la aplicación MIM (pese a tener disconformidades con la aplicación)

    EUD-MARS: End-User Development of Model-Driven Adaptive Robotics Software Systems

    Get PDF
    Empowering end-users to program robots is becoming more significant. Introducing software engineering principles into end-user programming could improve the quality of the developed software applications. For example, model-driven development improves technology independence and adaptive systems act upon changes in their context of use. However, end-users need to apply such principles in a non-daunting manner and without incurring a steep learning curve. This paper presents EUD-MARS that aims to provide end-users with a simple approach for developing model-driven adaptive robotics software. End-users include people like hobbyists and students who are not professional programmers but are interested in programming robots. EUD-MARS supports robots like hobby drones and educational humanoids that are available for end-users. It offers a tool for software developers and another one for end-users. We evaluated EUD-MARS from three perspectives. First, we used EUD-MARS to program different types of robots and assessed its visual programming language against existing design principles. Second, we asked software developers to use EUD-MARS to configure robots and obtained their feedback on strengths and points for improvement. Third, we observed how end-users explain and develop EUD-MARS programs, and obtained their feedback mainly on understandability, ease of programming, and desirability. These evaluations yielded positive indications of EUD-MARS

    Investigating the effects of learning activities in a mobile Python tutor for targeting multiple coding skills.

    Get PDF
    Mobile devices are increasingly being utilized for learning due to their unique features including portability for providing ubiquitous experiences. In this paper, we present PyKinetic, a mobile tutor we developed for Python programming, aimed to serve as a supplement to traditional courses. The overarching goal of our work is to design coding activities that maximize learning. As we work towards our goal, we first focus on the learning effectiveness of the activities within PyKinetic, rather than evaluating the effectiveness of PyKinetic as a supplement resource for an introductory programming course. The version of PyKinetic (PyKinetic_DbgOut) used in the study contains five types of learning activities aimed at supporting debugging, code-tracing, and code writing skills. We evaluated PyKinetic in a controlled lab study with quantitative and qualitative results to address the following research questions: (R1) Is the combination of coding activities effective for learning programming? (R2) How do the activities affect the skills of students with lower prior knowledge (novices) compared to those who had higher prior knowledge (advanced)? (R3) How can we improve the usability of PyKinetic? Results revealed that PyKinetic_DbgOut was more beneficial for advanced students. Furthermore, we found how coding skills are interrelated differently for novices compared to advanced learners. Lastly, we acquired sufficient feedback from the participants to improve the tutor

    Jeeves : a blocks-based approach to end-user development of experience sampling apps

    Get PDF
    Professional programmers are significantly outnumbered by end-users of software, and cannot possibly predict the diverse and dynamic needs of user groups in advance. This thesis is concerned with the provision of an end-user development (EUD) approach, allowing end-users to independently create and modify their own software. EUD activities are particularly applicable to the work practices of psychology researchers and clinicians, who are increasingly dependent on software for assessment of participants and patients, but must also depend on developers to realise their requirements. This thesis targets these professionals, with an EUD solution to creating assessment software. The Experience Sampling Method (ESM) is one such means of assessment that takes place in participants’ everyday lives. Through regular completion of subjective self-reports, participants provide rich detail of their ongoing physical and emotional well-being. However, lack of engagement with such studies remains a prevalent issue. This thesis investigates features for maximising engagement with experience sampling smartphone apps. Such apps are becoming accepted as standard practice for remote assessment, but researchers are stifled by the complexity and cost of implementation. Moreover, existing EUD tools are insufficient for development of ESM apps that include engaging features. This thesis presents the development of Jeeves, an EUD tool with a blocks-based programming paradigm that empowers non-programmers to rapidly develop tailored, context-sensitive ESM apps. The adoption of Jeeves is contingent on a number of factors, including its ease-of-use, real-world utility, and organisational conditions. Failure to incorporate the necessary functionality pertaining to these factors into Jeeves will lead to abandonment. This thesis is concerned with establishing the usability, utility, and external factors necessary for adoption of Jeeves. Further, Jeeves is evaluated with respect to these factors through a series of rigorous studies from a range of application domains."This work was supported by a University of St Andrews 600th Anniversary PhD Scholarship (School of Computer Science)." -- Fundin

    Computer Science 2019 APR Self-Study & Documents

    Get PDF
    UNM Computer Science APR self-study report and review team report for Spring 2019, fulfilling requirements of the Higher Learning Commission

    OpenISA, um conjunto de instruções híbrido

    Get PDF
    Orientador: Edson BorinTese (doutorado) - Universidade Estadual de Campinas, Instituto de ComputaçãoResumo: OpenISA é concebido como a interface de processadores que pretendem ser altamente flexíveis. Isto é conseguido por meio de três estratégias: em primeiro lugar, o ISA é empiricamente escolhido para ser facilmente traduzido para outros, possibilitando flexibilidade do software no caso de um processador OpenISA físico não estar disponível. Neste caso, não há nenhuma necessidade de aplicar um processador virtual OpenISA em software. O ISA está preparado para ser estaticamente traduzido para outros ISAs. Segundo, o ISA não é um ISA concreto nem um ISA virtual, mas um híbrido com a capacidade de admitir modificações nos opcodes sem afetar a compatibilidade retroativa. Este mecanismo permite que as futuras versões do ISA possam sofrer modificações em vez de extensões simples das versões anteriores, um problema comum com ISA concretos, como o x86. Em terceiro lugar, a utilização de uma licença permissiva permite o ISA ser usado livremente por qualquer parte interessada no projeto. Nesta tese de doutorado, concentramo-nos nas instruções de nível de usuário do OpenISA. A tese discute (1) alternativas para ISAs, alternativas para distribuição de programas e o impacto de cada opção, (2) características importantes de OpenISA para atingir seus objetivos e (3) fornece uma completa avaliação do ISA escolhido com respeito a emulação de desempenho em duas CPUs populares, uma projetada pela Intel e outra pela ARM. Concluímos que a versão do OpenISA apresentada aqui pode preservar desempenho próximo do nativo quando traduzida para outros hospedeiros, funcionando como um modelo promissor para ISAs flexíveis da próxima geração que podem ser facilmente estendidos preservando a compatibilidade. Ainda, também mostramos como isso pode ser usado como um formato de distribuição de programas no nível de usuárioAbstract: OpenISA is designed as the interface of processors that aim to be highly flexible. This is achieved by means of three strategies: first, the ISA is empirically chosen to be easily translated to others, providing software flexibility in case a physical OpenISA processor is not available. Second, the ISA is not a concrete ISA nor a virtual ISA, but a hybrid one with the capability of admitting modifications to opcodes without impacting backwards compatibility. This mechanism allows future versions of the ISA to have real changes instead of simple extensions of previous versions, a common problem with concrete ISAs such as the x86. Third, the use of a permissive license allows the ISA to be freely used by any party interested in the project. In this PhD. thesis, we focus on the user-level instructions of OpenISA. The thesis discusses (1) ISA alternatives, program distribution alternatives and the impact of each choice, (2) important features of OpenISA to achieve its goals and (3) provides a thorough evaluation of the chosen ISA with respect to emulation performance on two popular host CPUs, one from Intel and another from ARM. We conclude that the version of OpenISA presented here can preserve close-to-native performance when translated to other hosts, working as a promising model for next-generation, flexible ISAs that can be easily extended while preserving backwards compatibility. Furthermore, we show how this can also be a program distribution format at user-levelDoutoradoCiência da ComputaçãoDoutor em Ciência da Computação2011/09630-1FAPES

    QuickStart Computing Scotland:Subject knowledge for primary teachers

    Get PDF

    Introductory programming: a systematic literature review

    Get PDF
    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

    Teacher participation in online communities of practice: a mixed-methods study of community, context and practice

    Get PDF
    The primary objective of this doctoral research is to understand the relationship between teachers’ participation in online communities of practice and the development of their teaching practice. The online community at the centre of this research is the Computing at School (CAS) community, created to support the computing curriculum in the United Kingdom. A mixed-methods methodology was employed that included a survey of CAS member teachers as well as semi-structured interviews with a subset of surveyed teachers. A content analysis of interactions between members on the CAS online community aided in development of maps of teacher context and in understanding whether CAS exhibits characteristics of a COP. Findings indicate that some teachers report significant changes to their teaching, classroom management, lesson planning or personal understanding of computing concepts as a result of their participation in the CAS community. CAS exhibits characteristics of a COP, according to Wenger’s (1998) framework, but not all CAS teachers use CAS in this manner. Other CAS members use CAS simply as a resource bank, from which to download activities for classroom use. Findings also reveal that a computing teacher’s background characteristics, notably his or her professional experience prior to teaching computing, play an important role in their attitudes toward and preparedness for teaching computing as well as influencing the professional development resources to which they have access
    corecore