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To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age children, with the intention to engage children and increase interest, rather than to formally teach concepts and skills. What is the educational quality of existing Computer Science resources and to what extent are they suitable for classroom learning and teaching? In this paper, an assessment framework is presented to evaluate the quality of online Computer Science resources. Further, a semi-systematic review of available online Computer Science resources was conducted to evaluate resources available for classroom learning and teaching and to identify gaps in resource availability, using the Australian curriculum as a case study analysis. The findings reveal a predominance of quality resources, however, a number of critical gaps were identified. This paper provides recommendations and guidance for the development of new and supplementary resources and future research. [ABSTRACT FROM PUBLISHER]

This paper is a summary of the pedagogical patterns project. The project started in 1996 with the aim of collecting and disseminating experiences of teaching and learning about object technology. We adopted a pattern format early on, although the specific format has evolved over time. In this paper we give an overall view of the project: where it started, how the material we have collected has evolved and matured, and where we need to go from here. More material from the project is available from our website www.pedagogicalpatterns.org, and our publication. [ABSTRACT FROM AUTHOR]

The need for computing education in the K-12 curriculum has grown globally. The Republic of Korea is not an exception. In response to the need, the Korean Ministry of Education has announced an outline for software-centric computing education in the K-12 system, which aims at enhancing the current computing education with software emphasis. In this paper, we review the outline from a higher education perspective and provide insights into its constructive improvement based on our experience in computer science education in higher education and a study of global initiatives on computing education. We also consider the social environment for computing education in Korea. In the proposed implementation, we first discuss goals for software-centric computing education and identify areas of focus. The identified areas are discussed in terms of topics to be covered and appropriate exposure of knowledge depth in the three levels in the Korean K-12 system. We then discuss necessary preparations for the success of the plan from academic, governmental and social perspectives. [ABSTRACT FROM PUBLISHER]

This paper contributes to an understanding of the variation in approaches that information system analysts/designers use to do analysis and design. A qualitative, phenomenographic research method was used. Four categories were constituted from the data: an ad hoc strategy with the intention of solving the problem as quickly as possible; a strategy of producing atomistic analysis and design artefacts with the intention of proving analysis/design has taken place; a strategy of adhering to a method with the intention of producing a better solution; and a strategy of adapting and scaling a method with the intent to define the problem accurately while sharing a vision of the project. The contribution to education made by these results is discussed. [ABSTRACT FROM AUTHOR]

Computer science education should not be based on short-term developments but on content that is observable in multiple domains of computer science, may be taught at every intellectual level, will be relevant in the longer term, and is related to everyday language and/or thinking. Recently, a catalogue of central concepts for computer science education such as algorithm, computer, and data has been empirically determined. This paper now concentrates on central processes relevant for computer science education. Experts of computer science rated 44 general-education processes regarding four criteria. By using a cluster analysis approach the following central processes for computer science education have been identified: problem solving and problem posing, analyzing, generalizing, finding relationships, classifying, and investigating. [ABSTRACT FROM AUTHOR]

This paper builds on previous research into teachers' conceptions of learning and teaching with an investigation of information technology academics. Using a phenomenographic approach to build a model of IT academics experiences and practice of teaching we aimed to identify any specific issues that academics in the IT discipline face and to assess the impact of the changing higher education environment on their teaching experiences. While there were few discipline-specific issues we did find that the current higher education environment appears to be negatively affecting the quality of teaching and learning within the IT discipline and indications are that these environmental factors are affecting academics within other disciplines. We concluded that current institutional policies, including teaching and learning quality measures and lack of resources, are compromising the way subjects are delivered. In some cases academics are discouraged from improving their teaching practice. [ABSTRACT FROM AUTHOR]

This paper reviews the literature related to the learning and teaching of debugging computer programs. Debugging is an important skill that continues to be both difficult for novice programmers to learn and challenging for computer science educators to teach. These challenges persist despite a wealth of important research on the subject dating back as far as the mid 1970s. Although the tools and languages novices use for writing programs today are notably different from those employed decades earlier, the basic problem-solving and pragmatic skills necessary to debug them effectively are largely similar. Hence, an understanding of the previous work on debugging can offer computer science educators insights into how to improve contemporary learning and teaching of debugging and may suggest directions for future research into this important area. This overview of the debugging literature is organized around four questions relevant to computer science educators and education researchers: What causes bugs to occur? What types of bugs occur? What is the debugging process? How can we improve the learning and teaching of debugging? We conclude with suggestions on using the existing literature both to facilitate pedagogical improvements to debugging education and to offer guidance for future research. [ABSTRACT FROM AUTHOR]

Many universities have experienced an increase in the intake of students and at the same time cuts in the budgets for teaching. Many teachers have discovered, for a number of reasons, that they have to adjust their teaching or even a course with short notice. These facts pose a challenge to the teachers' agility in adapting to changes—and in doing it in a cost-efficient way.We propose eXtreme Teaching as a framework that allows teachers to focus on experimenting with and improving their teaching techniques without compromising quality. The framework and the associated practices provide quick, accurate feedback that teachers can act on. eXtreme Teaching will allow better student learning, stronger relationships with the students, increased interaction and development of the staff involved, less risk—and probably happier staff members.In this paper, we will describe the eXtreme Teaching framework and discuss and motivate its background. [ABSTRACT FROM AUTHOR]

This paper examines the problem of studying and comparing student software designs. We propose semantic categorization as a way to organize widely varying data items. We describe how this was used to organize a particular multi-national, multi-institutional dataset, and present the results of this analysis: most students are unable to effectively design software. We examine how these designs vary with different academic and demographic factors, and discuss the implications of this work on both education and education research. [ABSTRACT FROM AUTHOR]

In this paper, we present the results from a two-part study. We analyze 60 programs written by novice programmers aged 16 – 19 after their first programming course, in either Java or Python. The aim is to find difficulties independent of the language used, and such originating from the language. Second, we analyze the transition from a “simple” language to a more “advanced” one, by following up on eight students, who learned programming in Python before moving on to Java.Our results suggest that a simple language gives rise to fewer syntax errors as well as logic errors. The qualitative part of our study did not reveal any disadvantages from having learned to program in a simple language when moving on to a more complex one. This suggests that not only can a simple language be used when introducing programming as a general skill, but also when providing basic skills to future professionals in the field. [ABSTRACT FROM AUTHOR]

The computer science high-school teaching community of practice possesses a rich collection of distributed practical knowledge consisting of individual teachers' expertise regarding pedagogy. However, without a proper means of communication and rules of discourse, the individual pieces of knowledge might not be transferred properly within the community, and eventually might get lost. Only when fertile professional communication lines have been established, can the growth of common shared, reusable knowledge bases be reinforced and nurtured. Pedagogical patterns are intended to capture the expert knowledge of the practice of teaching and to transfer that knowledge to other practitioners. This paper discusses how the culture of patterns can be employed to transfer pedagogical knowledge, and thus reinforce peer-communication and collaboration within the computer science high-school teaching community of practice. [ABSTRACT FROM AUTHOR]

The main contribution of this paper is a proposal for a universal pedagogical pattern categorization based on teaching values and activities. This categorization would be more sustainable than the arbitrary categorization implied by pedagogical pattern language themes. Pedagogical patterns from two central patterns languages are analyzed and categorized, and the result is a catalogue theoretically founded and practical in its application. The teaching values are derived from learning theories, implying the theoretical foundation of the catalogue. In order to increase the usability of the value-based categorization, we have combined it with a categorization based on teaching activities. The catalogue could be seen as a tool for combining pedagogical theories and patterns and it is a proposal for a solution to the problem of organizing pedagogical patterns. [ABSTRACT FROM AUTHOR]

A considerable amount of experiences in teaching object-oriented concepts using the Java language have been reported to date, some of which describe language pitfalls and concrete learning difficulties. In this paper, a number of additional issues that have been experienced as difficult for students to master, along with approaches intended to overcome them, are addressed. Concretely, practical issues regarding associations, interfaces, genericity and exceptions are described. These issues suggest that more emphasis is required on presenting Java programs as derivations of conceptual models, in order to guarantee that a thorough design of the object structure actually precedes implementation issues. In addition, common student misunderstandings about the uses of interfaces and exceptions point to the necessity of introducing both specific design philosophies and also a clear distinction between design-for-reuse and more specific implementation issues. [ABSTRACT FROM AUTHOR]

In software engineering education, large projects are widely recognized as a useful way of exposing students to the real-world difficulties of team software development. But large projects are difficult to put into practice. First, educators rarely have additional time to manage software projects. Second, classrooms have inherent limitations that threaten the realism of large projects. Third, quantitative evaluation of individuals who work in groups is notoriously difficult. As a result, many software engineering courses compromise the project experience by reducing the team sizes, project scope, and risk. In this paper, we present an approach to teaching a one-semester software engineering course in which 20 to 30 students work together to construct a moderately sized (15 KLOC) software system. The approach combines carefully coordinated lectures and homeworks, a hierarchical project management structure, modern communication technologies, and a web-based project tracking and individual assessment system. Our approach provides a more realistic project experience for the students, without incurring significant additional overhead for the instructor. We present our experiences using the approach the last 2 years for the software engineering course at The College of William and Mary. Although the approach has some weaknesses, we believe that they are strongly outweighed by the pedagogical benefits. [ABSTRACT FROM AUTHOR]

For beginning programmers, inadequate problem solving and planning skills are among the most salient of their weaknesses. In this paper, we test the efficacy of natural language tutoring to teach and scaffold acquisition of these skills. We describe ProPL (Pro-PELL), a dialogue-based intelligent tutoring system that elicits goal decompositions and program plans from students in natural language. The system uses a variety of tutoring tactics that leverage students' intuitive understandings of the problem, how it might be solved, and the underlying concepts of programming. We report the results of a small-scale evaluation comparing students who used ProPL with a control group who read the same content. Our primary findings are that students who received tutoring from ProPL seem to have developed an improved ability to solve the composition problem and displayed behaviors that suggest they were able to think at greater levels of abstraction than students in the read-only group. [ABSTRACT FROM AUTHOR]

In this paper, we explore how students used two resources, the in-class lecture and the online newsgroup, to write computer programs. By focusing on the questions students asked in each setting, we compare these two learning environments. Questions students asked during lecture typically related to the material the instructor was presenting. In contrast, questions posted to the newsgroup focused on the problems students encountered while programming. The responses posted to the newsgroup varied from providing syntax and resources to offering emotional support. We provide data that demonstrates that the newsgroup was an invaluable resource in this course as it supplied personalized, just-in-time help that allowed students to make progress on their programming assignments. [ABSTRACT FROM AUTHOR]

This paper proposes an evaluation framework for assessing students' comprehension of concurrent programs. The need for such a framework is illustrated by a review of various Computer Science Education forums. This review suggests that there is little pedagogical research in the area of concurrent software, particularly with respect to assessing students' knowledge. In particular, the proposed framework attempts to categorize the types of information students seek and the types of information they obtain, as they learn about concurrent software. Thus the framework could be used to guide teaching methods in this area, to hone the representations used to portray concurrent software to students and subsequently, to assess students' performance. [ABSTRACT FROM AUTHOR]

Automated techniques for finding plagiarism in student source code submissions have been in use for over 20 years and there are many available engines and services. This paper reviews the literature on the major modern detection engines, providing a comparison of them based upon the metrics and techniques they deploy. Generally the most common and effective techniques are seen to involve tokenising student submissions then searching pairs of submissions for long common substrings, an example of what is defined to be a paired structural metric. Computing academics are recommended to use one of the two Web-based detection engines, MOSS and JPlag. It is shown that whilst detection is well established there are still places where further research would be useful, particularly where visual support of the investigation process is possible. [ABSTRACT FROM AUTHOR]

When students in our upper division software engineering courses at Utah Stat University expressed lack of confidence in their understanding of how all pieces of software development fit together, we chose to offer a one-day “Design-n-Code Fest” workshop. The workshop would take the students through key parts of the development process for a software project (i.e. from systems analysis through implementation and unit testing). This paper describes our experiences with three such workshops, what actually happened, what we learned, and what we plan to do for the future. [ABSTRACT FROM AUTHOR]

Many teachers experience serious problems when teaching object-orientation to beginners or professionals. Many of these problems could be overcome or reduced thorough the use of more appropriate tools. In this paper, we introduce BlueJ, an integrated development environment designed for teaching object-orientation, and discuss how the use of this tool can change the approach to teaching. [ABSTRACT FROM AUTHOR]

Operating systems is an example of a subject that, with the right tools, can be taught in an applied manner, giving students the opportunity to understand, and hence appreciate, the fundamentals of commercial operating systems such as Unix and Windows. Not surprisingly, the tools needed in an operating systems course are, at a minimum, a hardware testbed and a programming language into which algorithms can be translated. This paper describes how many of the salient points concerning operating systems, such as concurrency and critical regions, can be covered in an applied manner using the PC, the C programming language, and extensions to C. [ABSTRACT FROM AUTHOR]