Comparison of traditional lecture and flipped classroom for teaching programming

[EN] Programming courses in undergraduate education seem to be predestined for a flipped classroom approach as learning programming requires a high personal contribution on the one hand and on the other hand, course participants typically start with a wide range of previous knowledge and skills. Within a flipped classroom students can organize their learning phases self-reliantly and put an individual amount of effort into each learning objective. Whilst in a traditional lecture it is not easy to motivate students, the flipped classroom requires students’ active involvement per se. Besides all these advantages, setting up such a course requires a high initial effort for the lecturer. Furthermore, students might prefer a lecture, as usually the work load is higher in a comparable flipped classroom course. Based on the idea of flipping a beginners programming course, we firstly explored the effects of a flipped classroom approach on an elective advanced pro­gram­ming course with a smaller student group. The paper compares the new course design and its effects on the students learning, on the teaching, as well as on the course preparation with the former traditional lecture. The com­parison is based on a survey, the students’ evaluation feedback and on the examination results.Pawelczak, D. (2017). Comparison of traditional lecture and flipped classroom for teaching programming. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 391-398. https://doi.org/10.4995/HEAD17.2017.5226OCS39139

Teaching Security in Introductory C-Programming Courses

[ES] The challenges in the age of digitalization demand that universities qualify their computer science and engineering graduates well with respect to IT Security (information technology security). In engineering education such lectures are often offered as an elective subject, only. We propose to teach security aspects with respect to robustness and correctness already in the introductory programming course and therefore to cover at least parts of the overall field of IT Security as a compulsory subject for all students. The paper describes the integration of some rules and recommendations from the SEI Cert C Coding Standard into our introductory C programming course and discusses our experience with the course over the last two years with respect to its contents, realization, evaluation and examination.Pawelczak, D. (2020). Teaching Security in Introductory C-Programming Courses. En 6th International Conference on Higher Education Advances (HEAd'20). Editorial Universitat Politècnica de València. (30-05-2020):595-603. https://doi.org/10.4995/HEAd20.2020.1111459560330-05-202

The Window Upstairs

In lieu of an abstract, below is the essay\u27s first paragraph. There\u27s something about an upstairs window that always intrigued me. When I was growing up, my bedroom was a converted attic and I would sit at my window and watch the world below me. Voices would drift up from the street. I would see the people --friends and strangers alike-- walk by, living life each in their own unique way. And I would observe silently, unobtrusively taking it all in

Effects of Plagiarism in Introductory Programming Courses on the Learning Outcomes

[EN] We compare two introductory programming courses and the accompanying programming assignments with respect to the learning outcomes and the relation to plagiarism. While in the first course the solutions from the students of their programming assignments are checked directly with a plagiarism detection system to prevent students from plagiarizing, plagiarism is not tracked in the second course. Running a post check against plagiarism after the course reveals a significant higher plagiarism rate with several exact copies. As the number of students handing in copies from fellow students increases, the failure rate in the final examination also rises. Analyzing the data does not only reveal a correlation between plagiarizing and inferior examination results, but also shows, that students confronted with a plagiarism detection system have better skills in fundamental coding concepts. We suppose this might be a result of the fact, that the implementation of a plagiarism detection system does not deter so many students from plagiarizing, but students are strongly motivated to run more modifications on their plagiarisms in order not to be caught.Pawelczak, D. (2019). Effects of Plagiarism in Introductory Programming Courses on the Learning Outcomes. En HEAD'19. 5th International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 623-631. https://doi.org/10.4995/HEAD19.2019.9297OCS62363