Online education supported by digital courseware will radically alter higher education in ways that we cannot predict. New technologies such as MOOCs and Khan Academy have generated interest in new models for knowledge delivery. The nature of Computer Science content provides special opportunities for computer-supported delivery in both traditional and online classes. Traditional CS textbooks are likely to be replaced by online materials that tightly integrate content with visualizations and automatically assessed exercises. We refer to these new textbook-like artifacts as icseBooks (pronounced "ice books"), for interactive computer science electronic books. IcseBook technology will in turn impact the pedagogy used in CS courses. This report surveys the state of the field, addresses new use cases for CS pedagogy with icseBooks, and lays out a series of research questions for future study.
eL-CID (e-Learning to Communicate Iterative Development) demonstrates computer programs' iterative design using computer animation. It translates descriptions of iterative editing into a dynamic visualisation of the changes, as if code was being edited in front of the user.A range of animations has been developed and the system evaluated through action research. The evaluation shows that it is particulary useful as a reflective tool, revealing the problem solving inherent to development.
Since 2012 the United Kingdom has fundamentally reformed its computing teaching: the subject matter, the reliance on university specialists, even the subject name has changed. We describe the response at Sheffield Hallam University, which has been to involve academic staff from both the Department of Education and the Department of Computing, forming the Centre for Computing Education.The aim of our integrated approach is to help support the transformation from 'ict' to 'Computing'. Through the Centre's work, a new generation of young teachers and trainees are being supported to embrace the cultural change. The growing use of tools and resources we provide, the visits, events, and teacher support network is strengthening the curricular shift in many schools.However, the challenge remains to reach schools who, so far, struggle to engage with the depth of change in the curriculum. Whilst still young, we believe that our integrated approach can continue to make a strong contribution to the teaching of computing at K-12 level in the uk.
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