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Thies, Renate; Vahrenhold, Jan

doi:10.1145/2899415.2899442

Cited by 44 publications

(2 citation statements)

References 8 publications

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“…Each question is mapped to a specific level of the SOLO taxonomy. We use the five levels of the SOLO taxonomy as adapted by Thies and Vahrenhold [17]. To measure the results numerically, we assigned each SOLO level a number ranging from 0 (prestructural) to 4 (extended abstract).…”

Section: Methodsmentioning

confidence: 99%

Grasping the Concept of Decentralized Systems for Instant Messaging

Gebhardt

Leinweber

Jacob

et al. 2022

Proceedings of the 17th Workshop in Primary and Secondary Computing Education

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Whether a centralized, distributed, or decentralized system approach is selected for Internet-based services affects sovereignty and responsibilities of users and providers alike. Therefore, computer science education can contribute to informed decision-making and citizenship education by teaching power structures of and responsibilities in digital infrastructures. In this practical report, we focus on the example of instant messaging. We analyze three different algorithms for instant messaging that vary in their degree of (de-) centralization. Based on the analysis, we propose a teaching activity called Klemmchat using the concept of computer science unplugged to educate students on the discovered key aspects and trade-offs. We report on results obtained by teaching Klemmchat in two classes in grades 11 and 12. The evaluation shows that the activity is suitable for conveying trade-offs and helping students to engage with the topic. The results, however, leave open whether the acquired understanding affects usage decisions. CCS CONCEPTS• Security and privacy → Social aspects of security and privacy; • Applied computing → Education; • Computer systems organization → Distributed architectures.

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Section: Methodsmentioning

confidence: 99%

Grasping the Concept of Decentralized Systems for Instant Messaging

Gebhardt

Leinweber

Jacob

et al. 2022

Proceedings of the 17th Workshop in Primary and Secondary Computing Education

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“…However, despite the increasing availability of devices to teach computer programming, the unplugged approach has remained popular. While this could be due to the attraction of working with familiar physical resources rather than having to wrangle devices and software, there is also a strong sense that students are learning something valuable from the unplugged activities (Thies & Vahrenhold, 2016). Another factor may be the widely expressed concern that too much "screen time" isn't good for students' health or learning outcomes; see for example Sigman (2012), Neophytou, Manwell & Eikelboom (2021), Pardhan et al (2022).…”

Section: Unplugged and Programmingmentioning

confidence: 99%

Unplugged activities as a catalyst when teaching introductory programming

Munasinghe

Bell

Robins

2023

JPR

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An unplugged approach to teaching enables students to explore Computational Thinking without using a computer. It might appear that if students are to learn programming, they should focus on computerbased work; however, it appears that using "unplugged" activities before engaging in computer-based coding (programming) activities for each unit of work leads to better outcomes for students in the same amount of time. In this paper we explore why this could be the case, by reviewing literature that reports on these experiences, and also using different theoretical lenses (Notional Machines, Semantic Profiles, and the Zone of Proximal Development) to analyse how the combination of experiences can engage students. We also explore how the approach integrates with mathematics education.

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