Challenging the advanced first-year student's learning process through student presentations

Kaczmarczyk, Lisa C.; Boutell, Matthew

doi:10.1145/1288580.1288583

Cited by 5 publications

(2 citation statements)

References 23 publications

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“…One of the foci of the study by [32] relates to how students experienced a challenging pedagogical intervention, which challenged them to become in-depth researcher-learners. This study is placed on a course level.…”

Section: Student(s)/community Of Students/citizens -Teacher's/ Organimentioning

confidence: 99%

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Kinnunen

Meisalo

Malmi

2010

Proceedings of the Sixth International Workshop on Computing Education Research

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In this paper, we introduce a new way to categorise existing educational research making it possible to find new previously overlooked research topics. This novel categorisation system is based on the didactic foci of the research papers. Our categorisation scheme is not data driven as in previously published categorisation systems but is derived from the didactic triangle, which is a theoretical model describing the elements of a teachingstudying-learning processes.The didactic-focus-based categorisation system can be used to promote discussion about missing types of research foci within the computing education research (CER) community. In addition, the new categorisation system supports meta-level analysis of published research papers and thus contributes to the discussion of the goals and the present state of CER. We analyse previously existing categorisation systems and describe how our system differs. Finally, we give two examples how to apply the new theoretical categorisation system. First, we use research papers published in ICER conferences 2005-2009 as our source material to illustrate how to apply the new theoretical categorisation system for revealing a number of areas for novel research such that seem to have received little attention from the CER community. The second example highlights how the categorisation system can be used to find overlooked research topics on some specific research area (in our example students' success in CS1).

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Section: Student(s)/community Of Students/citizens -Teacher's/ Organimentioning

confidence: 99%

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Kinnunen

Meisalo

Malmi

2010

Proceedings of the Sixth International Workshop on Computing Education Research

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“…Particularly concerning was the fact that survey results showed a drop in student interest in regards to course work and in further pursuing studies in game design. Other researchers addressing communication and teamwork skills have also reported declines in student enthusiasm for computing [11]. These results prompted us to investigate a way to refine our course's teamworking activities in a way to promote student enthusiam towards course work.…”

Section: Introductionmentioning

confidence: 90%

Investigating studio-based learning in a course on game design

Estey

Long

Gooch

et al. 2010

Proceedings of the Fifth International Conference on the Foundations of Digital Games

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Jobs in the computing field demand communication and teamwork skills in addition to programming skills. Focus at the undergraduate level needs to be shifted towards developing these collaborative skills to enable a more smooth transition into employment in industry. The University of Victoria is in its second year of offering a course on game design. In the first offering, new activities were introduced to address issues identified by recent studies on university graduates entering industry. We focused on integrating cooperative learning, group orientation, and peer review activities into the game design process. The course attracted students across multiple disciplines, and an analysis indicated increased student interest in pursuing a computer science degree. Unfortunately, the same pre-and post-surveys suggested that our collaborative activities may have resulted in a decrease in student interest regarding course work and in pursuing studies in game design. In this paper we report on how we used a studio-based pedagogical approach to restructure the peer review activities in our course. In our previous offering, students received peer feedback only on their final game presentation. In our latest offering, we integrated peer review activities into every step of the game development process, allowing students to refine their ideas while progressing through a game project. A quantitative analysis informs us that our refined peer review activities were successful in increasing student presentation confidence, sense of community, and excitement towards their course projects.

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Blending active learning in a modified SPOC based classroom

Bansal

Singh

2015

2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE)

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Challenging the advanced first-year student's learning process through student presentations

Cited by 5 publications

References 23 publications

Have we missed something?

Have we missed something?

Investigating studio-based learning in a course on game design

Blending active learning in a modified SPOC based classroom

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