50 Years of CS1 at SIGCSE

Becker, Brett A.; Quille, Keith

doi:10.1145/3287324.3287432

Cited by 73 publications

(13 citation statements)

References 49 publications

(49 reference statements)

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“…Becker and Quille [7] analysed an evolution in programming education research in the last 50 years. They reported a shift from general and content-oriented approaches to the student-centred approaches closely connected to the e-learning courses available MOOCs and LMSs supplemented by the labs for practising programming languages.…”

Section: Related Workmentioning

confidence: 99%

Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment

et al. 2021

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Understanding how software works and writing a program are currently frequent requirements when hiring employees. The complexity of learning programming often results in educational failures, student frustration and lack of motivation, because different students prefer different learning paths. Although e-learning courses have led to many improvements in the methodology and the supporting technology for more effective programming learning, misunderstanding of programming principles is one of the main reasons for students leaving school early. Universities face a challenging task: how to harmonise students’ education, focusing on advanced knowledge in the development of software applications, with students’ education in cases where writing code is a new skill. The article proposes a conceptual framework focused on the comprehensive training of future programmers using microlearning and automatic evaluation of source codes to achieve immediate feedback for students. This framework is designed to involve students in the software development of virtual learning environment software that will provide their education, thus ensuring the sustainability of the environment in line with modern development trends. The paper’s final part is devoted to verifying the contribution of the presented elements through quantitative research on the introductory parts of the framework. It turned out that although the application of interactive features did not lead to significant measurable progress during the first semester of study, it significantly improved the results of students in subsequent courses focused on advanced programming.

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Section: Related Workmentioning

confidence: 99%

Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment

et al. 2021

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“…CS is for nerds, CS is not for girls etc. which is widely regarded as a key factor in the lack of gender diversity in the computing industry [33] and the focus of increasing research efforts [3,22]. However, recent studies suggest that outreach programmes can positively affect general uptake at third level and interest in the domain [25,30].…”

Section: Related Literaturementioning

confidence: 99%

Developing an Inclusive K-12 Outreach Model

Nolan

Faherty

Quille

et al. 2020

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

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This paper outlines the longitudinal development of a K-12 outreach model, to promote Computer Science in Ireland. Over a three-year period, it has been piloted to just under 9700 K-12 students from almost every county in Ireland. The model consists of a two-hour camp that introduces students to a range of Computer Science topics: addressing computing perceptions, introduction to coding and exploration of computational thinking. The model incorporates on-site school delivery and is available at no cost to any interested school across Ireland. The pilot study so far collected over 3400 surveys (pre-and post-outreach delivery). Schools from all over Ireland self-selected to participate, including male only, female only and mixed schools. The no-cost nature of the model meant schools deemed "disadvantaged", to private fee-paying schools participated. Initial findings are very positive, including the balance of male and female participants, where in the 2017-18 academic year it was 56:44 and in 2019-20 (to date), it is 35:65 respectively. Once the model is validated and tweaked (based on survey data), the model will be published (open access) for other institutions to implement the model locally. In addition, the authors intend to link schools (that the team have worked with over the three years) with local institutions, thus developing a sustainable ecosystem for the program to continue. This paper describes the model structure and outlines early findings. CCS CONCEPTS • Social and professional topics → Computer science education.

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“…What is taught in CS1 has been the subject of numerous studies over several decades [3,13]. Although many computing degrees have similar structures, and CS1 often fills a common place in them, there are many approaches.…”

Section: Related Workmentioning

confidence: 99%

What Do CS1 Syllabi Reveal About Our Expectations of Introductory Programming Students?

Becker

Fitzpatrick

2019

Proceedings of the 50th ACM Technical Symposium on Computer Science Education

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PublisherACM PressLink to online version https://dl.acm.org/citation.cfm?id=3287485Item record/more information http://hdl.handle. ABSTRACTA well-received ITiCSE 2016 paper challenged the orthodox view that programming is hard to learn. It contended that CS1 educators' expectations are too high, which can result in poor teaching and learning, and could impact negatively on diversity and equity. The author posed a challenge to the community to collect researchbased evidence of what novice programmers can achieve, and use evidence to derive realistic expectations for achievement. We argue that before rising to this challenge we must determine: What exactly do educators expect of introductory programming students? This paper presents our efforts toward answering this question. We manually curated hundreds of CS1 syllabi, providing a fresh perspective of expectation in CS1 courses. We analyzed learning outcomes and their concepts, in addition to languages utilized and other useful CS1 design and delivery information.This work contributes to a current picture of what is expected of introductory programming students, and provides an interactive online tool linked to all collected syllabi and containing all learning outcomes and other associated information. We hope this will aid the community in deciding whether or not we have unrealistic expectations of our CS1 students and if so, our contributions provide a starting point for the community to adjust them.

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50 Years of CS1 at SIGCSE

Cited by 73 publications

References 49 publications

Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment

Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment

Developing an Inclusive K-12 Outreach Model

What Do CS1 Syllabi Reveal About Our Expectations of Introductory Programming Students?

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