A flexible approach to introductory programming : engaging and motivating students

© 2019 Copyright is held by the owner/author(s). In this paper, we consider an approach to supporting students of Computer Science as they embark upon their university studies. The transition to Computer Science can be challenging for students, and equally challenging for those teaching them. Issues that are unusual – if not unique – to teaching computing at this level include • the wide variety in students background, varying from no prior experience to extensive development practice; • the positives and negatives of dealing with self-taught hobbyists who may developed buggy mental models of the task in hand and are not aware of the problem; • the challenge of getting students to engage with material that includes extensive practical element; • the atypical profile of a computing cohort, with typically 80%+ male students. The variation in background includes the style of prior academic experience, with some students coming from traditional level 3 (i.e. A-levels), some through more vocational routes (e.g. B-Tech, though these have changed in recent years), through to those from experiential (work based) learning. Technical background varies from science, mathematical and computing experience, to no direct advanced technical or scientific experience. A further issue is students’ attainment and progression within higher education, where the success and outcomes in computer science has been identified as particularly problematic. Computer Science has one the worst records for retention (i.e. students leaving with no award, or a lower award than that originally applied for), and the second worst for attainment (i.e. achieving a good degree, that being defined as a first or a 2:1). One way to attempt to improve these outcomes is by identifying effective ways to improve student engagement. This can be through appropriate motivators – though then the balance of extrinsic versus intrinsic motivation becomes critical. In this paper, we consider how to utilize assessment – combining the formative and summative aspects - as a substitute for coarser approaches based on attendance monitoring

A flexible approach to introductory programming : engaging and motivating students

© 2019 Copyright is held by the owner/author(s). In this paper, we consider an approach to supporting students of Computer Science as they embark upon their university studies. The transition to Computer Science can be challenging for students, and equally challenging for those teaching them. Issues that are unusual – if not unique – to teaching computing at this level include • the wide variety in students background, varying from no prior experience to extensive development practice; • the positives and negatives of dealing with self-taught hobbyists who may developed buggy mental models of the task in hand and are not aware of the problem; • the challenge of getting students to engage with material that includes extensive practical element; • the atypical profile of a computing cohort, with typically 80%+ male students. The variation in background includes the style of prior academic experience, with some students coming from traditional level 3 (i.e. A-levels), some through more vocational routes (e.g. B-Tech, though these have changed in recent years), through to those from experiential (work based) learning. Technical background varies from science, mathematical and computing experience, to no direct advanced technical or scientific experience. A further issue is students’ attainment and progression within higher education, where the success and outcomes in computer science has been identified as particularly problematic. Computer Science has one the worst records for retention (i.e. students leaving with no award, or a lower award than that originally applied for), and the second worst for attainment (i.e. achieving a good degree, that being defined as a first or a 2:1). One way to attempt to improve these outcomes is by identifying effective ways to improve student engagement. This can be through appropriate motivators – though then the balance of extrinsic versus intrinsic motivation becomes critical. In this paper, we consider how to utilize assessment – combining the formative and summative aspects - as a substitute for coarser approaches based on attendance monitoring

Smart, social, flexible and fun: Escaping the flatlands of virtual learning environments

© 2019, Springer Nature Switzerland AG. This paper describes the development of intelligent, social, flexible and game-based pedagogic approaches and their applications in Virtual Learning Environment based Education. Applications of computer science technologies and techniques can enable, facilitate and change educational approaches, allowing scalable approaches that can address both individual student needs whilst managing large – sometimes-massive - cohort sizes. The benefits of these information systems include supporting the wide range of contexts met in education, in terms of individual needs and specific subject and curriculum requirements. Technologies and approaches that are considered range from the representation of knowledge and the use of intelligent systems, the use of social computing, through to the enabling opportunities of ubicomp and the practical application of game mechanics (gamification). This paper concludes with practical illustrations in the context of undergraduate computer science didactics

Minority environmental activism in Britain: From brixton to the lake district

Historically, the British environmental movement has been devoid of minority participation, but this is changing very slowly, with the emergence of ethnic minority environmental groups and multiracial environmental alliances. These groups have argued that ethnic minorities have little or no access to public funds earmarked for countryside and wildlife preservation issues. They argue that white environmental organizations do not pay attention to the needs of inner-city minority residents and minority access to the countryside. Increased access, community improvement and beautification projects, environmental education, youth training, community garden projects, and issues of environmental racism are all foci of ethnic minority environmental movements. While some white environmentalists have been supportive of them, others have been uncomfortable with them or even hostile to their existence.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43549/1/11133_2004_Article_BF00990102.pd

The design and evaluation of a multimedia authoring system

There are two issues in evaluating multimedia authoring environments such as SHIVA: the effectiveness of the support for authoring and the educational effectiveness of courses designed with the system. There are few evaluation methods which have been specifically designed for authoring systems. Our approach is to use a variety of methods. For the usability of the interface, a variant of Task-Action Grammar known as D-TAG was used to capture the display-oriented nature of the interaction, also think aloud protocols with members of the design team. Detailed observational studies with experienced authors using SHIVA addressed the functional model of authoring underlying the system. One unexpected finding was that experienced users developed a common library of “cliches” of logical sequences of material identifiable from their visual patterns. They were also able to parse flowcharts rapidly, even when unfamiliar with the teaching domain. The spatial layout enabled authors to create a visual course structure of concepts and frames, and the overall visual appearance of the concept network appeared to strongly affect authors' predictions of the teaching sequence. One of the major problems with such an evaluation is one of scale. Meaningful evaluation requires realistic tasks for authoring courses entailing several hours of contact time, where real training needs have been identified, and realistic settings with professional authoring teams. Traditional task-analytic methods are too low-level, and we were unable to represent interface operations which appear at a higher level in the user's task. A thorough evaluation of the system should ideally incorporate a number of methods, each addressing a different aspect of the system's use and at different levels of granularity, preferably over a period of at least 2 yr

Artificial intelligence and computer assisted instruction

Report also known as CITE Report no. 4Available from British Library Document Supply Centre- DSC:3661.958F(ED--328-213)(microfiche) / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Dialogue and teaching styles

SIGLEAvailable from British Library Document Supply Centre- DSC:3267.783(OU-IET-CITE--62) / BLDSC - British Library Document Supply CentreGBUnited Kingdo