Purpose This study aims to increase understanding about the co-creation of digital facilities management (FM) services with and for FM during a construction project. Design/methodology/approach The paper reports a case study on the co-creation of a digital facilities management service during the Mission Bay medical center construction project for the University of California, San Francisco. The sub-contractors and the FM team co-created a quick-response (QR) code system for valves on the project. This digital service is now used by the FM team for training purposes and in emergency situations when information on valves and their service areas is quickly needed. Researchers made on-site observations, conducted 84 interviews and reviewed archival data in 2012, 2014 and 2016. Findings The findings show that a successful co-creation process consists of three elements: a dialogue between the project parties, the creation of shared context between the project parties and the creation of shared understanding about the FM’s needs and the service providers’ ways of satisfying those needs. The study describes ways to promote these elements. Originality/value Previous studies emphasize the need for digital FM but few explain how FM teams can be involved in creating digital services for them. This paper describes how to co-create digital FM services with and for FM in the context of a construction project.

We asked students to explain the structure and execution of their small programs after they had submitted them to a programming exercise. These questions about learner's code (QLCs) were delivered at three occasions in an online and open course in introductory programming as a part of the digital learning material. We make inductive content analysis to research the open-ended text answers we collected. One third of the students struggled to explain their own program code. This estimates possible occurrences of fragile learning at the moment when a student seemingly succeeds in a program writing exercise. Furthermore, we examine correlations between the correctness of the answers with other learning data.Our results indicate that answering properly aligned QLCs correctly has stronger correlation with student success and retention than merely submitting a correct program. Additionally, we present observations on learning event-driven programming to explore QLCs' potential in identifying students' thinking process. CCS CONCEPTS• Social and professional topics → Computing education; • Applied computing → Education; E-learning; Computer-assisted instruction; • Software and its engineering → Publish-subscribe / event-based architectures.

Students sometimes produce code that works but that its author does not comprehend. For example, a student may apply a poorly-understood code template, stumble upon a working solution through trial and error, or plagiarize. Similarly, passing an automated functional assessment does not guarantee that the student understands their code. One way to tackle these issues is to probe students' comprehension by asking them questions about their own programs. We propose an approach to automatically generate questions about student-written program code. We moreover propose a use case for such questions in the context of automatic assessment systems: after a student's program passes unit tests, the system poses questions to the student about the code. We suggest that these questions can enhance assessment systems, deepen student learning by acting as self-explanation prompts, and provide a window into students' program comprehension. This discussion paper sets an agenda for future technical development and empirical research on the topic.

The ability to use version control systems is a highly desired skill in the software industry and the need to teach it has been recognized in the literature. Git, and other version control systems, have previously been used by instructors in classrooms to distribute exercises, to facilitate assessment, and as a platform for project collaboration and teamwork. Using version control brings benefits to instructors, e.g. by lowering the need for administrative tasks, as well as to students, e.g. by providing experience with standard software industry tools.We describe how to incrementally present features of Git and incorporate them into the course workflow. We present a case study of running a large (ca. 200 students) course utilizing Git and evaluate the results both from instructor's and learner's point of view. Our evaluation shows, that a distributed version control system can be used successfully to disseminate course materials and facilitate exercise submissions.

We present Jask, a system capable of generating questions about a learner's code written in Java. Given Java code as input, Jask provides a set of meaningful questions formulated in terms of the actual code (using its constructs and identifiers) and the corresponding correct answers. We integrated Jask in a web-based system where students submit their code (e.g., from lab exercises), answer questions about it, and obtain immediate formative feedback with the correct answers. An initial study involving 123 distinct introductory programming students providing 2274 answers revealed that questions pertaining to program dynamics tend to register low scores, possibly evidencing fragile comprehension of programming constructs. Participants were surveyed, revealing a positive view towards the usefulness of Jask, especially with respect to consolidating terminology.