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This small scale study aims to analyze the question papers of Board of Intermediate and Secondary Education in the subject of computer science with reference to item analysis and Bloom's taxonomy. Data were collected from 100 students of Grade 9th and 10th from the schools of Lahore city using convenient sampling technique. Data collected on the papers developed by Board of Intermediate and Secondary Education for the year of 2015 and 2016. Item analyses were performed using Conquest software. Findings of the study shows that in the question papers conducted by Board of Intermediate and Secondary Education the majority questions were measuring the student abilities of knowledge and comprehension and only few questions were given to measure the student abilities to analyze, synthesize and evaluate, and this can be very helpful for the policy makers. Result of item analysis shows that many questions were not in the acceptable range of item difficulty and item discrimination. Items in the question papers were either too easy or too difficult. Findings revealed that the papers conducted and administered by Board of Intermediate and Secondary Education were not up to the mark, with reference to Bloom's taxonomy. The researcher recommended to train the assessment committee/panel developing the items. [ABSTRACT FROM AUTHOR]

The paper-and-pencil programming strategy (PPS) is a way of representing an idea logically by any representation that can be created using paper and pencil. It was developed for non-computer majors to improve their understanding and use of computational thinking and increase interest in learning computer science. A total of 110 non-majors in their sophomore year were assigned to either a Logo or a PPS course with attendance being 2 hours per week for 15 weeks. To measure the effectiveness of PPS, the Group Assessment of Logical Thinking and a self-assessment survey pre- and post-test were used. Findings indicated that PPS not only improved students' overall logical thinking as much as did Logo programming learning, but also increased scores on one more subscale of logical thinking than did the Logo course. In addition, PPS significantly helped students understand the concept of computational thinking and increased their interest in learning computer science. [ABSTRACT FROM AUTHOR]

With the increasing use of virtual simulated environments and immersive technologies in STEM education and workforce training, it is becoming increasingly important to study and understand how learners interactions and navigation in virtual environments affect their learning and skill development. In this paper, we quantify and assess the effect of learners' navigation in an immersive simulated environment on learning outcomes, where navigation is characterized by the total time spent in the simulation and time allocations to different areas within the virtual environment. We implement a set of immersive simulation-based learning (1 S BL) modules in an undergraduate computer science course with eighteen students and record their screen as they navigate in the simulation environment to perform the tasks needed to complete the ISBL assignments. We use a video analytics tool to process and analyze the videos and collect statistics related to a set of navigation-related measures for each student. We also use surveys to collect data on students' demographics, prior knowledge and experience, personality, experiential learning, and self-assessment of learning. We then perform a set of multivariable regression analyses to characterize and explain the relationship between navigation measures and constructs assessed via survey instruments to determine how/if users' navigation in the simulated environment can be a predictor of their learning outcomes. The results indicate that the total time spent in the simulation and the distribution of time allocations among different areas within the simulated environment are predictors of experiential learning and students' self-assessment of learning. [ABSTRACT FROM AUTHOR]

Algorithm design courses are fundamental to computer science curricula, but fostering algorithmic thinking in students is challenging due to the diverse skills and creativity required. Dedicated teaching support tools can help both course instructors and students in this effort. We have developed the Alk platform to promote algorithmic thinking, leveraging the theoretical foundations of Matching Logic. Alk features an intuitive algorithm language that provides a flexible computational model suitable for analysis, symbolic execution, and checking properties of algorithms. In this paper, we present an overview of the Alk platform tool and demonstrate, through use cases, how it fosters various algorithmic thinking skills. We conclude that the Alk platform is a valuable tool for learning and teaching algorithms, effectively enhancing students' understanding and skills. Future work will extend its capabilities of supporting symbolic execution, probabilistic algorithms, as well as estimation of execution time, further broadening its impact on computer science education. [ABSTRACT FROM AUTHOR]

Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The author comments on the background to the first "Informatics Education Europe" conference which was held in Montpellier, France from November 9 to 10, 2006. He cites the intention of the organizers of the conference which was to set up a group modelled on Computer Research Associates. He mentions the reason for the emergence of the notion of an education-based computing conference for Europe. The author also cites the recognition of the crisis in computing education by the U.S.

In university-level education, the computer network is a mandatory course for computer science and engineering majors. A computer network course provides theoretical and hands-on foundations for network connectivity, network topologies, internet protocols, networking devices, and gateways. In the traditional classroom, students face challenges in gaining essential knowledge and self-efficacy. Teachers face challenges in assessing students' quality of knowledge due to the abundance of online computer science teaching resources. Chatbot technologies have the potential to overcome these challenges and enhance essential knowledge and self-efficacy. However, the argument remains whether a course-specific standard chatbot or a generalizable chatbot could produce high-quality answers. Therefore, in this paper, we research 1) to what extent does using chatbots improve higher education students' essential knowledge of computers network? and 2) to what extent does using chatbots improve the self-efficacy of higher education students? Our first insight indicates that groundbreaking generalizable chatbots such as You and ChatGPT produce rather detailed answers to the questions associated with computer network courses, but those answers may not be the model answers that teachers expect from the students. Hence, research-based course-specific standard chatbots are required to teach computer network topics effectively. [ABSTRACT FROM AUTHOR]

• Creative learning in computer science is necessary and important to define. • The variable creative learning in computing needs to be operationalized and measured through universal metrics and scales. • The development of creative learning in computer science does not depend entirely on the curriculum but on how it is taught. The training of creative computer professionals is considered a strategic process in different countries because it is essential for the computerization of society. This paper proposes an approach to the study of creative computer science learning for the digital transformation of modern society. The aim of the research was to evaluate the creative learning of computer science during the training of computer science professionals. An instrument derived from previous research and metrics was applied to evaluate creative learning in the two groups of terminal years of the computer engineering course at the University of Matanzas with a mixed paradigm. The quantitative analysis diagnosed that more than sixty-five percent of the students are evaluated as poor and fair in both years. The qualitative analysis revealed the inadequacies of the teaching staff in the use of computer science teaching approaches, and the four stages of formation of creative learning in computer science in the degree course: pre-university stage, basic stage, professional stage and research stage. They also revealed three key factors in the formation of creative learning in computer science: the integration of subjects, the solution of real projects, and the mainly emotional support provided by teachers and other professionals to students during their integration into the computerization of organizations. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the rapid development of information technology, English education has attracted the interest of scholars for its ability to rely on computers to analyze and understand human language. Taking machine learning (ML) as the core, this paper tries to develop an evaluation system for ML-based English education. Specifically, a basic ML model was established with four stages: environment, knowledge base, learning process, and implementation process. The entire ML system was divided from top to bottom into a user layer, a business layer, and a data layer. Application results show that, during the ML, even users with similar personal data and the same goal have vastly different suitable learning materials, due to their gap in personal capabilities. The research provides an effective way to evaluate English education in the context of computer science and artificial intelligence. [ABSTRACT FROM AUTHOR]

Despite the great creators' efforts of e-learning educational materials, it is not possible to define the content of these materials specifically for all students. Based on this, it is necessary to provide in e-learning education the possibility of a more detailed interpretation of specific parts of the educational material that may be unclear to specific students. Based on this fact, we decided to take the first step in the form of software design, which will represent a virtual assistant in teaching computer science. The role of this assistant will be the ability to answer technical questions related to the presented curriculum. From an architectural point of view, it will be a set of micro-services, each of which will serve a specific task. The prerequisite is the use of decision trees to determine a specific micro-service, which will be implemented in the form of a neural network. The main aim of this paper is to provide a detail description of global software architecture for such a virtual assistant. [ABSTRACT FROM AUTHOR]

The paper aims to shed light the would illustrate how much Iran has developed and promoted its cyber-war capabilities. The study has reached numerous findings, most notably the fact that soon after the provision of Internet in the capital Tehran in 1995, major Iranian universities started to play a key role in launching the nation's cyber security policy; teaching computer science students the basics of hacking, cyber security, and information security, which stimulated the Iranian National Security Council to form various Iranian institutions and external electronic agencies to act as Iranian offensive arms. Although Iran's cyber capabilities are weaker than those of Russia and China, it has become clear that Iran is an emerging cyber power that poses a real major threat to the United States and its allies. Iran's cyber-attacks primarily targeted Saudi Arabia, then they moved to Israel, and after that to the United States, Britain, Canada, and other Western countries. Later, Iran was subjected to fierce cyber-attacks by the United States and its allies, estimated at about 33 million attacks in 2019 alone. However, due to conflict of wills between Iran and the United States of America in the Persian Gulf and the Strait of Hormuz on the one hand, and between Iran and Israel on the other -- on many regional files, most notably Iranian support for groups Israel classifies as terrorist organizations -- the study suggests that cyber warfare is most likely to escalate between these parties within the coming period, in light of the low strategic costs of such confrontations. [ABSTRACT FROM AUTHOR]

Computer Science is nowadays very popular and requested in almost all companies. Many companies would like to have more IT professionals. Therefore, we would like to motivate students from the beginning of their education to learn Computer Science, especially programming. There are many educational aids, which could be used for showing students, that programming is not so hard, as they think. The contribution describes our experience with using the online environment Microsoft MakeCode and the most popular educational robot Lego Mindstorms EV3 in an extracurricular activity for primary school children at Matej Bel University, Slovakia. In this paper, we present environment Make- Code and examples of tasks, which we are using for teaching programming in this environment. [ABSTRACT FROM AUTHOR]

Computer Science Education (CSE) is a field of study in the 21st century that cannot be ignored by any nation in search of rapid integrated development. When driven by Information and Communications Technology (ICT) tools, the field could become a live wire for national socio-economic development with the capacity to transform and sustain same. This paper follows a qualitative approach in examining the relevance of an ICT-driven CSE in sustainable development and advocates for a proper entrenchment of ICT-based pedagogy in the existing curriculum in tertiary institutions for better learning experience and quality education delivery for development. The various areas in which CSE and ICT are applied for sustainable development are appropriately discussed. Also discussed are the challenges and barriers to the deployment of ICT solutions towards the realization of sustainable development goals (SDG) in higher education and technology development. It concludes by reiterating a paradigm shift towards an integrated education model that explores use of ICT at all academic processes across all the three tiers of education in Nigeria to contribute its quota in the realization of the SDGs. [ABSTRACT FROM AUTHOR]

This paper presents information on the content and resources of the internationally certified Master’s program “High-Performance and Distributed Information Processing Systems” in the field of Applied Mathematics and Computer Science. The paper studies scientific achievements of the academic staff, peculiarities of courses currently held, characteristics of available facilities and resources, prospects for the Master’s worldwide research activities at a high scientific level, and opportunities to pursue postgraduate studies and to defend a PhD thesis. [ABSTRACT FROM AUTHOR]

It has been well documented for more than 30 years, that significantly more effort is needed to prepare the HPC workforce needed today and well into the future. The Blue Waters Virtual School of Computational Science (VSCSE) provides an innovative model for addressing this critical need. The VSCSE uses a Small Private Online Course (SPOC) approach to providing graduate level credit courses to students at multiple institutions. In this paper, we describe the rationale for this approach, a description of the implementation, findings from external evaluations, and lessons learned. The paper concludes with recommendations for future strategies to build on this work to address the workforce needs of our global society. [ABSTRACT FROM AUTHOR]

Active learning and formative assessment techniques are the cutting edge of the modern education. This paper considers peer assessment automation and touches the topic of high actuality in advancing ICT for active learning. The roots of the study are obtained difficulties in adoption of the currently available peer assessment systems to engineering education introductory courses. The main goal of the paper is to collect software requirements and to build a peer assessment system, which may be easily agreed with standard educational routines (e.g. e-mailing) and which is be able to support complex artifacts interchange during a peer assessment session. The software requirements specification (SRS) for such a system has been created as a result of reviewing educational studies, technical reports and academic publications on common peer assessment processes and existing peer assessment systems. We also introduce the open source Mail-based Randomized Double-Blinded Peer-assessment System for Complex Artifacts called PASCA, which is developed according to this SRS and the results of PASCA adoption to an introductory programming course. [ABSTRACT FROM AUTHOR]

this paper summarized the characteristics of the traditional computer teaching, through analysis, it pointed out the deficiencies of the traditional computer teaching in the process. This paper introduced MOOC(massive open online teaching), explained its merits in teaching with details. Taking computer application course in vocational college as experimental subject, study on effect of multimedia MOOC teaching system on the course were conducted. Study shows that multimedia MOOC teaching systems can greatly improve students ' enthusiasm for computer learning, it can improve students ' learning efficiency with online interact learning and personalized learning, it also increases application efficiency of educational resources. Multimedia MOOC systems is more adaptive to the needs of our time, but there are also some weakness, this paper put forward improvement suggestions for the system hoping to contribute a little for wide application of multimedia MOOC system. [ABSTRACT FROM AUTHOR]

Online instruction rather easily accommodates courses in some fields such as history, sociology, business administration and political sciences. However, it poses significant challenges for courses in technical fields that require hands-on experimentation. Courses in the computer networking area constitute such an example. Given the demand for online courses and the trend for migration to online mode, there is a need to devise strategies that would allow students to conduct computing experiments remotely. Virtualization is a rapidly evolving technology that provides opportunities for online computer education. Through virtualization tools, it is possible to convert brick-and-mortar labs into virtual network labs. Using online virtual network lab tools, students may build, troubleshoot and test networks using their personal computers and, thereby, eliminate the commute to the labs. Cloud technology, another rapidly growing field, can help an organization achieve significant savings in IT services and infrastructure costs, as well as enhance IT support for organizational operations. Confluence of cloud and virtualization technologies present new opportunities for online education. However, there are significant issues to surmount in order to apply these technologies to computing-related courses and in particular to online computer networking courses. This paper presents experiences gained from transforming a traditional computer lab into an online virtual domain at the authors' university. The network lab described in this paper is utilized mostly for graduate computer networking, network security and wireless networking courses. The phased approach depicted in this paper should help academic institutions gain insights into technical and operational challenges in building and operating an online virtual lab. [ABSTRACT FROM AUTHOR]

The use of agile approaches to software development has grown rapidly over the last two decades while colleges and universities have struggled to keep up with the change and prepare students for the working environment they will be entering. This paper describes one attempt to introduce agile methodology, specifically Scrum, into a capstone MIS class. The course first introduced Scrum through a series of readings, videos and short training sprints and then used Scrum to manage a client-based project with between 6 and 8 teams working on different aspects of the project. The paper describes some of the outcomes of four semesters worth of projects, including client and student reactions to the overall project and the use of Scrum along with areas for future research. [ABSTRACT FROM AUTHOR]

Algorithm Visualisation (AV) tool is commonly used to learn data structures. However, since that tool does not address technical details, some students may not know how to implement the data structures. This paper integrates the AV tool with Program Visualisation (PV) tool to help the students understanding the data structures' implementation. The integration (which is implemented as a tool named DS-PITON) works similarly as a PV tool except that the data structures are visualised with the AV tool. Through quasi experiments, it can be stated that DS-PITON helps students to get better assessment score and to complete their assessment faster (even though the impact on completion time can work in reverse on slow-paced students). Further, according to a questionnaire survey, the students believe that DS-PITON helps them learning data structure materials. [ABSTRACT FROM AUTHOR]

Data structures courses commonly introduce topics involving high levels of abstraction and complexity, requiring significant effort from instructors and students to achieve positive teaching-learning outcomes. Despite the multiple studies that have occurred within the Computer Science Education (CS ED) community to understand the experiences that novice programmers may have when learning how to program, there is still a lack of exploration and research on understanding these experiences in scenarios different from firstyear Computer Science (CS) courses. Looking further from CS introductory courses, this paper presents the results of a pilot study that evaluated the interaction of a group of CS Colombian students with DStBlocks, which is a scaffolded block-based instructional technology created to ease linear data structures understanding. The findings and results of this pilot study are favorable, corresponding to tests centered on user experience and learning impact. [ABSTRACT FROM AUTHOR]

Multimedia environments provide multiple resources for expression, collaboration, and knowledge-creation. Yet there is much to be learned about the design of such environments, the forms of collegial discourse that take place, and the benefits of participation. To this end, we study the 2017 STEM for All Video Showcase, a multimodal environment, that enabled educational researchers to share and discuss short videos depicting their federally-funded work to improve STEM education. The event (http://stemforall2017.videohall.com) featured 171 video narratives, each accompanied by meta-data, an abstract, and its own discussion. This Showcase, funded by the National Science Foundation (NSF #1642187), has been held annually for 4 years and has attracted thousands of researchers and practitioners engaged in science, technology, engineering, mathematics, and computer science education. In a mixed methods study, we investigate the forms of participation that look place and the benefits that accrued to those who presented. We provide a thematic analysis of the textual discussions that took place, to further an understanding of the potential of a multimodal environments to facilitate rich collegial exchanges. Finally, the paper describes design decisions and embedded features that promoted different forms of interactivity among participants. [ABSTRACT FROM AUTHOR]

Compared with other courses, especially non-engineering ones, software development courses teaching (SDCT) has many unique characteristics, such as higher requirement to students' logical reasoning, the need for students to have comprehensive problem-solving capabilities, good communication and teamwork skills, etc. The practices of Agile Methodology can be compatible with these characteristics. Therefore, it is a matter of course to integrate Agile Methodology with SDCT. This paper analyses the problems and difficulties in the practices of applying agile teaching in SDCT. In addition, it uses an agile teaching project graph instead of linear teaching schedule to control teaching progress. Moreover, a deep generative model is used to obtain the abstract representation of students' implicit skill status so that the construction and implementation of agile teaching project graph can be carried out. Finally, a deep-learning-based agile teaching framework for SDCT is proposed, which has the potential to positively transform SDCT's future. [ABSTRACT FROM AUTHOR]

The development of information and communication technologies (ICT) has led to the significant changes in many areas of human lives. One of the aspects becoming much more challenging is the education of ICT professionals. Latest statistics show that the labor market demand for ICT practitioners exceeds the number of higher education graduates in the field of ICT. This paper provides a brief overview of the past and current situation on the labor market regarding the demand for ICT professionals, as well as forecasts by 2020. Paper also provides a research of demanded competencies in ICT jobs advertisements, and their comparison with competencies defined within the e-Competence framework 3.0 and generic competencies defined by Tuning project. [ABSTRACT FROM AUTHOR]

Alternate reality games (ARG) are games that deliver an interactive narrative to the players using different types of media. ARGs often blur the boundaries of reality and fiction and entice players to collaborative puzzle solving in order to solve a mystery or quest included in the game. In this paper, we describe an alternate reality game that was organized to study the potential of using ARGs in education and especially in computer science education. The game was evaluated in terms of how authenticity, intrinsic motivation, and replayability were taken into account in the game design. Furthermore, the learning effects of the game were evaluated by analyzing the feedback collected after the game as well as the spontaneous player discussions during the game. The results show that the players were able to learn various computer science concepts because of the game. Furthermore, the discussions during the game showed how the players were solving the puzzles collaboratively. Main themes that emerged from the feedback about positive aspects of using ARGs in educational settings as well as possible issues are also discussed in the paper. The educational potential of alternate reality games is not limited to a certain discipline and the results reported in this paper can also be applied to topics other than computer science. [ABSTRACT FROM AUTHOR]

This paper is based on many years’ experience with multimedia applications supporting the area of computer science education and it could serve as an inspirational material directed to all educators developing students’ algorithmic thinking. Education of subjects related with computer science is from the perspective of other for centuries taught subjects, still in its infancy. Even nowadays a teaching method aimed at developing algorithmic thinking of students is still the subject of extensive discussions and teachers are looking for different ways on how to access it to students. Next to the educational approach to this base of computer science it is also important to find a suitable support for students’ self-learning. Multimedia applications give teachers an excellent chance to demonstrate and visualize the subject matter more clearly and comprehensibly, as well as also enabling them to prepare study material for students which optimizes their study habits. Along with large software products developed by a team of professionals there are also various smaller programs dealing with objects appropriate to course subject matter created on a script given by the teacher with regard to students’ needs. In the paper such application prepared to intensify self-preparation of students in subjects developing algorithmic thinking is introduced and its benefit discussed. Animations useful to be used as an introductory complement to lectures are introduced as well. At the end advantages of the professional virtual learning environment containing such study material are mentioned. [ABSTRACT FROM AUTHOR]

Agile software development methods assume that user requirements are formulated as short user stories written on paper note cards. Students often seem to be suspicious about this approach, finding user stories not precise enough to describe the desired functionality. Therefore, practical experience is needed to overcome initial doubts and impart good understanding of the potential benefits and limitations. This paper describes how user stories are taught within the scope of the software engineering capstone course at the University of Ljubljana, Slovenia, and provides an in-depth analysis of students' opinions on the basis of several surveys that have been conducted since the 2009/10 academic year. The analysis indicates that students' opinions are mostly positive and significantly improve after they gain more experience. Students successfully grasp the main concepts and understand the advantages and limitations of user stories. However, better students are more confident about potential benefits and keener to use user stories in practice. Students' satisfaction can be largely attributed to proper instruction of the course, which stimulates learning through problem solving and requires close cooperation among students, the Product Owner, and the ScrumMaster. [ABSTRACT FROM AUTHOR]

This paper assesses the market demand for the different programming languages and technologies covered in web programming courses. It will use the assessment of the market demand data to suggest content and technologies to teach at a web programming course at the department of Computer Science (COSC) at a university located in Western Pennsylvania. A faculty member at the Computer Science department at Indiana University of Pennsylvania (IUP) has been collecting data about job demand for a number of languages and technologies used in Computer Science courses. In this paper we share the data gathered that is related to web programming, analysis of the data and implications for curriculum content in web programming courses. In order the give background information about this study, the paper begins by discussing the factors that influence the decision for selecting content to teach in web programming courses. It then explains that market demand is a factor that needs to be considered in selecting the same content for web programming courses and provide analysis for the collected data. The study last shares the experience of one faculty that is collecting the data and analyzing them to determine content and technologies to teach in his web programming course. [ABSTRACT FROM AUTHOR]

Abstract Computer programming learning requires the acquisition of skills to design algorithms. The level of achievement of these skills depends on the student's effort involved to develop a program, as well as the final quality of the product. The level of skills that students achieve in programming courses is diverse, being able to observe significant differences in the degree of effectiveness of the solutions, as well as in the students' learning development time. This paper describes a pilot experience aimed at measuring the incidence of focused practical activities assigned by the teacher through a CMS, as well as the self-regulation carried out by them. These aspects were measured and based on indicators derived from the activities carried out by the students in the CMS. The results are not statistically conclusive regarding the qualifications; however, the experience shows that it significantly improves the information available to the teacher and the student: (1) It provides the teacher with information regarding the ability of each student to solve different types of problems, at different moments during the course directly. (2) It allows the teacher to recommend activities or exercises tending to improve students' learning results, and (3) It provides the student with immediate feedback of the solution developed, to correct it when appropriate. [ABSTRACT FROM AUTHOR]

This paper describes a proposal to improve curricula to promote secure software development through the application of standards, by providing not only coverage about discipline specific standards, but also using these standards as key course components throughout the curriculum. Being cognizant of the already limited contact hours available during a course, the presentation of content is designed to provide an instructor with the flexibility to select specific modules to incorporate in the course and/or use as additional online self-managed activities that can be assigned to students. While the intent is to be able to use this work in an applied undergraduate program in Computer Science, the developed artifacts can be used in other relevant programs in Computing. [ABSTRACT FROM AUTHOR]

This paper explains the evaluation method applied to a specific capstone course, called "Ubiquitous computing", taught in different Computer Science Degrees of the University of Alcala (Spain). Along the previous editions of the course several issues have been discovered, which are intended to be solved with the proposed method that was used as evaluation system of the subject in year 2016-2017. The issues are related to the number of students of each degree that compose the group each year, the contents' deviation, the low marks obtained in previous years, the methodological mismatch in relation with other subjects and the bad alignment of the evaluation method used before. With the idea of obtaining better marks, a closer experience to the real situation in software companies and higher satisfaction level of the students, the learning experience proposed implies teamwork, a project-based learning perspective and a balanced use of the technologies. Taking the results obtained through its implantation along the last academic year, it can be concluded that the evaluation method shown in this document enhances the learning process and the contents are closer to the course initial conception, and students got more involved and obtained better results. [ABSTRACT FROM AUTHOR]

Continuous reform process is inevitable to overcome challenges of the increasingly knowledge based economy of any country of the world (UNESCO, 2005 and Cheng, Chaw, & Mok. 2007). Successful implementation of this reform process is subjected to favorable attitude of the teachers- the real change agents (Hattie, 2015: OECD, 2005: Ambani & Birla, 2000). Keeping this in view, this paper was derived from the study in which teachers' attitude towards reform process at school level in Punjab was analyzed. For this purpose, from total population, seventy two schools having equal number of gender, demographic and category were selected through stratified cluster sampling technique. Being a descriptive study, survey method technique was applied. A questionnaire as an adaptation of ASTTP (Hussain, 2004) based on the five-point Likert scale comprising a demographic information sheet and 63 statements divided into five dimensions was developed. The tool was got validated by determining the Cronbatch Alpha, Factor Loading and through experts' opinions. To analyze the data, percentage, arithmetic mean and standard deviation were calculated and t- test was applied. From results of this study, it was inferred that overall the respondents showed positive attitude towards all dimensions. Females showed more enthusiastic attitude towards all dimensions than males except computer education. Qualification wise analysis showed that irrespective of the gender, degree of qualification and positive attitude are directly proportional. Comparison between levels of the schools showed that secondary school teachers had better favorable attitude than elementary teachers. [ABSTRACT FROM AUTHOR]

Due to many factors, the quality of students in higher vocational colleges has fallen sharply. It's a question worth studying to get more students to listen, study, understand and learn in class. The traditional "task-driven teaching method" cannot fully adapt to the present higher vocational classroom teaching. This paper introduces the "task-driven small-step fast-forward teaching method" to improve the traditional "task-driven teaching method," and verifies with two courses in practice. [ABSTRACT FROM AUTHOR]

In this era of technological abundance, it is difficult to imagine cyber education outside the cyberspace. The purpose of this paper is to extend the growing body of research on cyber education, by reporting the experiences of a Cybersecurity department cut-off from Internet access. The value of Cyber education is expressed even beyond the cyberspace. This qualitative exploratory study uses semi-structured interviews and content analysis to collect a wide variety of rich data in order to demonstrate the need and possibility of cyber education, even without Internet access. Willingness to learn and the hope of a fulfilled career were found to be the most significant factors for students' continual motivation. The presence of an eminent "force majeure" was seen more as an opportunity for novel explorations. In contrast to customary thinking, the constructs of information security and assurance were fully fledged outside the cyberspace. [ABSTRACT FROM AUTHOR]

Programming skills become ever more important and a core competency in 21st century and for its learning students need learning environments where they can practice and receive immediate assessment that help them to progress. In this paper we have developed eALGO, an automated assessment tool of flowchart programs that allows the students to practice algorithms problems. The assessment method used in eALGO is based on graph matching. To validate the method, an experimental study was conducted for investigating the effects of the automated flowchart algorithms scoring system compared to teachers scoring. About 35 flowchart algorithms were selected during a lab session and scored by eALGO system and after that scored by five teachers. Statistical analysis of the results reveals that eALGO tool seems to correlate well with teachers. Furthermore, a strong correlation was noticed between eALGO and the average scores of teachers. Hence, the findings of this study show that using automated assessment of flowcharts algorithms based on graph matching methods can help teachers to alleviate the scoring load, while allowing students learning designing algorithms. [ABSTRACT FROM AUTHOR]

Abstraction is a key concept in computer science (CS), and one of the most fundamental ideas underlying its practice. However, teaching this soft concept to novices is a very difficult task, as has been emphasized by many computer science education (CSE) experts. This paper discusses this issue and suggests a general framework for teaching abstraction in CS to novices, a framework that would fit into most kinds of introductory courses. While this paper draws on some anecdotal evidence to support its claims, it is not an empirical work. Rather, it builds on the research literature and experience to outline some concrete rules that can contribute to teaching abstraction. [ABSTRACT FROM AUTHOR]

This paper is a detailed technical description of the Progressive Learning Platform (PLP). The PLP system is a System on a Chip design with accompanying tools reflecting a contemporary CPU architecture. The paper is intended to be a reference for users who are interested in using the platform, developers who intend to contribute to the project, educators who would like to adopt PLP in their computer engineering course, and engineering education researchers who would like to use PLP as a vehicle for conducting research. All hardware components of PLP are written in Verilog HDL, are open source, and are freely available. To support the hardware components, a unified assembler, cycle accurate emulator, and board interface software package is included. The software is written in Java, works on Linux, Windows, and Mac OS, is open source, and is freely available. The PLP hardware and software components are licensed under the General Public License version 3 to encourage open access and contribution. All parts of the system are publicly hosted and a public mailing list is used to serve as a communication channel between users and developers of the system. [ABSTRACT FROM AUTHOR]

This paper focuses on the concept of personalized e-Learning for the computer science (or informatics) education. Several authors have stated that personalization, in educational context, allows executing more efficient and effective learning processes. On the other side the use of Semantic Web technologies (e.g. ontologies) is more and more often considered as a technological basis for personalization in e-Learning (the so-called self-regulated learning). In this paper we describe how personalization can be exploited in e-Learning systems, focusing on our proposal: the Intelligent Web Teacher (IWT). Therefore we present the evaluation of our personalization tools tested in real academic courses, where e-Learning activities are carried out to complement the traditional lectures. [ABSTRACT FROM AUTHOR]

Education in the field of embedded system programming became an even more important aspect in the qualification of young engineers during the last decade. This development is accompanied by a rapidly increasing complexity of the software environments used with such devices. Therefore a qualified and solid teaching methodology is necessary, accompanied by industry driven technological innovation with an emphasis on programming. As part of three European projects regarding lifelong-learning a comprehensive blended learning concept for teaching embedded systems and robotics was developed by paper authors. It comprises basic exercises in micro controller programming up to high-level student robotic challenges. These implemented measures are supported by a distance learning environment. The programming of embedded systems and microcontroller technology has to be seen as the precursor for more complex robotic systems in this context, but with a high importance for later successfully working with the technology for further professional utilization with these technologies. Current paper introduces the most novel part; the online accessible Virtual Micro Controller Platform (VMCU) and its underlying simulation framework platform. This approach conquers the major existing problems in engineering education: outdated hardware and limited lab times. This paper answers the question about advantages of using virtual hardware in an educational environment. [ABSTRACT FROM AUTHOR]

Abstract: Systems engineering simulation models provide a valuable means to understand and learn important concepts related to systems engineering. Simulators can be used for education and as decision support systems in order to evaluate the dynamic consequences of various courses of action. This paper examines existing research mined from literature related to systems and software engineering processes, risks, and best practices. It seeks to guide the definition of priorities for systems engineering process simulator development. The paper identifies an initial set of research opportunities for the development of systems engineering process simulators. [Copyright &y& Elsevier]

This paper presents an educational experience developed in the fourth year of Computer Science degree at Huelva University (Spain). To make Artificial Intelligent (AI) learning processes more captivating, a new educational project was incorporated into classical teaching of Artificial Intelligence and Knowledge Engineering subject. In this paper, we present the experience fulfilled with a group of college students. Here it is related how they changed for some days their classroom lessons for the robotic competition arena. With this project we have extended regular classroom lessons with additional work that could be useful and cannot be provided by traditional practical lessons, the real life experience. As a real example about how the work was accomplished we describe the mechanical construction of the mobile robots as well as the software development process. [ABSTRACT FROM AUTHOR]

In this paper we present the steps taken to introduce PBL into the Industrial Computers course in Computer Engineering education. Our goal was to supplement the methodology based on a combination of theoretical lessons and laboratory experiences by solving a specific technical problem. To achieve this, we applied a pedagogical model that incorporates theoretical lessons, laboratory experiences and Problem-Based Learning (PBL). The scheme presented in this paper is designed to minimize disturbances due to the introduction of PBL. The most important issues in the proposed pedagogical model are covered in this paper, such as: the features of the proposed problem that really drive student learning; the method used to supervise student learning and the scheduled evaluations made during the course. The proposed model has been applied since 2006. The results of a survey completed by the students in academic years 2006/07, 2007/08 and 2008/09 are presented. The objective of the survey was to verify the advantages of the proposed pedagogical model. The results of both the survey and the students' evaluations indicate that the objectives were met and, at the same time, students were highly satisfied with the knowledge they had acquired during the course. [ABSTRACT FROM AUTHOR]

Problem-Based Learning (PBL) is a promising and student-centered teaching method This paper discusses the methodology and its application to teach Artificial Intelligence (AI) in detail. Also, it aims to construct a web- and problem-based (PBL) system for students at the department of computer science and information engineering. The central bases on the instructional theory, learning theory, and PBL activities are applied to this paper Given this, the authors intend to educate students with team working, data analyzing, and problem-solving capabilities. The learning experiences in the two course forms including the PBL approach and the traditional one are compared by using a questionnaire response and examination scores. Moreover, the ability of technological innovation can enable students to enhance their competencies. The research results obviously show that the PBL approach can help students learn more about Artificial Intelligence (AI). Additionally, in the PBL course with an interaction in small groups, students learn how to present what they thought, how to clarify and define what a problem is, and how to precisely grasp what the relevant information is. [ABSTRACT FROM AUTHOR]

In this paper we will consider some of the aspects related to the teaching of sustainable development within the Higher Education computing curriculum - including students' views on the relevance of this to their education, grounded on the outcome from a case study on student attitudes to this topic. The inclusion of sustainable development material within the curriculum can link with the professional development and career planning of students, as well as providing an appropriate vehicle for the teaching of ethics and exploring issues of social responsibility. The growing recognition of this general area by government, professional bodies and industry means that it can be considered as the role of computing departments to develop this awareness and set of skills in students. This paper is a revised and updated version of a paper presented at the 2009 Higher Education Academy Subject Centre for Information and Computer Sciences Annual Conference (Gordon, 2009). [ABSTRACT FROM AUTHOR]

This paper considers the use of group work and peer assessment in the teaching of Computer Science in Higher Education, and in particular the value of peer assessment as a mechanism to encourage student engagement with the activity. Regarding peer assessment itself, this paper provides details of how an online application - in this case WebPA - can provide a valuable tool for educators as well as providing a suitable environment for learners to provide feedback and assessment of themselves and their team mates. [ABSTRACT FROM AUTHOR]

The objective of this paper is to explore improvements in the learning process for Computer Science using a new tool (an IDE simulator) and to demonstrate the pedagogic and cognitive aspects of the tool This work presents the design and implementation of a web-based self-assessment environment with multi-language programming questions. The application has been implemented in a complete e-learning system, known as Aula Web, and is being used as a facility to encourage students on computer science courses to practice programming techniques with different programming languages, for example, Java and C/C++. Furthermore, this paper describes the pedagogical methodology and some results drawn from the experience. [ABSTRACT FROM AUTHOR]

At the Faculty of Education, University of Ljubljana we educate future computer science teachers. Beside didactical, pedagogical, mathematical and other interdisciplinary knowledge, students gain knowledge and skills of programming that are crucial for computer science teachers. For all courses, the main emphasis is the absorption of professional competences, related to the teaching profession and the programming profile. The latter are selected according to the well-known document, the ACM Computing Curricula. The professional knowledge is therefore associated and combined with the teaching knowledge and skills. In the paper we present how to achieve competences related to programming by using different didactical models (semiotic ladder, cognitive objectives taxonomy, problem solving) and modern teaching method "pair programming". Pair programming differs from standard methods (individual work, seminars, projects etc.). It belongs to the extreme programming as a discipline of software development and is known to have positive effects on teaching first programming language. We have experimentally observed pair programming in the introductory programming course. The paper presents and analyzes the results of using this method: the aspects of satisfaction during programming and the level of gained knowledge. The results are in general positive and demonstrate the promising usage of this teaching method. [ABSTRACT FROM AUTHOR]

This paper considers the role of inquiry based learning in connecting research with teaching in the Higher Education environment, in particular in the case of teaching Computer Science. The way in which technology can enhance and support inquiry based learning is briefly touched upon. Inquiry Based Learning is a topic which is identified with the so called "teaching research nexus", an issue which has been identified internationally and in particular within the U.K. as of growing importance. Pressures on H.E. education have brought the matter of how research interfaces with undergraduate teaching into the spotlight. Indeed, in 2007 one of the key issues identified by the U.K. Higher Education Academy is the research-teaching nexus. This topic is relevant to the H.E. sector in general, but the focus of this paper is on how inquiry based learning is relevant to and can impact on the teaching of computer science, a subject which is often perceived as focussed on practical and applied knowledge. [ABSTRACT FROM AUTHOR]

This paper presents the experiences and perceptions of undergraduate computer science and computer engineering students from Minority Serving Institutions with regard to the classes, teachers, academic advisors, and teaching assistants within their programs. It is based on 150 in-depth interviews with female and male students, members of five major ethnic/racial groups (White, Black, Hispanic, Asian, and American Indian). It shows that significant differences exist between female and male students with respect to their perceptions of classes, teachers, and advisors. Both male and female students noted their dissatisfaction with teaching assistants. The paper concludes with suggestions regarding policy directions to improve the situation for female students. [ABSTRACT FROM AUTHOR]