Computational thinking as springboard for learning object-oriented programming in an interactive MOOC

Krugel, Johannes; Hubwieser, Peter

doi:10.1109/educon.2017.7943079

Cited by 21 publications

(18 citation statements)

References 22 publications

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“…Finally, it should be noted that the conference "Computational Thinking, Curriculum and Interdisciplinarity" was a space to promote discussions within the Education Faculty in the University of Antioquia about Computational Thinking and to contrast with significant experiences materialized in schools in Germany (to learn more about it, see Krugel & Hubwieser, 2017. Therefore, it constitutes a valuable resource for the readers of this interview to expand on other ideas.…”

Section: Danielmentioning

confidence: 99%

Computational Thinking, Curriculum and Interdisciplinarity. An interview with Johannes Krugel

Quiroz-Vallejo

2020

Unipluri

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Section: Danielmentioning

confidence: 99%

Computational Thinking, Curriculum and Interdisciplinarity. An interview with Johannes Krugel

Quiroz-Vallejo

2020

Unipluri

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“…• In the area of software verification and validation, a teaching area of software security, we found an article where the authors propose a partnership with the industry to develop 14 hours of course modules, containing class exercises, case studies and didactic videos on the content [28]. The authors make a proposal for the student's understanding to be assessed through quizzes, tests, assignments and a learning survey • We found a study describing a course that provides an introduction to computational thinking and object-oriented concepts before introducing programming, through a MOOC called, LOOP: Learning Object-Oriented Programming [29]. Besides using normal tests, interactive exercises were developed and used to allow students to experiment and interact directly with the concepts being taught.…”

Section: Quality Assessmentmentioning

confidence: 99%

“…[6]- [8], [23], [24], [26], [30] [7], [23], [24], [27], [28], [31] Online Courses 4 [8], [26], [29], [30] Online Courses Hybrid Course 1 [8] Intelligent Tutor System 2 [7], [25] Inverted Class Course 3 [6], [23], [26] Regarding Phases of the Zimmerman Cyclical Model (implicitly or explicitly) considered, the articles did not analyse quizzes directly through the perspective of the Zimmerman Cyclical Model, but they approached them nonetheless. Table VIII shows the results.…”

Section: Number Of Studies Studiesmentioning

confidence: 99%

Quizzes (As a Tool for Self-Regulated Learning) in Software Engineering Education

Rocha

Costa

Prada

et al. 2020

2020 IEEE 32nd Conference on Software Engineering Education and Training (CSEE&T)

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This paper discusses how quizzes are applied within the field of software engineering learning and how quizzes can help self-regulate student learning. For this, a systematic mapping that selected the most relevant studies on the use of quizzes in education was performed, aiming to clarify their relationships and mutual impacts. Our analysis shows that student engagement and quiz work is a prominent learning solution for increasing motivation in and out of the classroom. We found that quizzes can be applied in software engineering and through generic quizzes, online Quizzes, pop-Quizzes, gamified Quizzes, in quiz games or, alternatively, as an exercise in creating quizzes. However, we did not find approaches to the use of quizzes, explicitly containing Zimmerman's cyclic model, only some of the model's activities in isolation and not explicitly. We argue that sharing the quizzes will raise the potential for then to be use as a self-regulation tool in software engineering education. We describe the steps taken by a Software Engineering Gamification project to create a effective tool for creating and sharing software engineering quizzes. Our next requirement to be implemented in the project will be the application of self-regulation of learning containing the three phases of the Zimermman cyclic model.

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“…Zeller states that the programming style improved faster than in earlier courses, which was seemingly a result of the peer review of the code by students [19]. While most of the systems described in [12]- [21] have been applied to university courses, MOOCs have also been using automatic and semi-automatic review systems [20], [21], [23], [24]. Systems like the JACK system by Krugel et al [20], [23], ArTEMiS [24], as well as the INGInious platform described by [25] showcase the usage of these systems in a distributed online course format.…”

Section: Related Workmentioning

confidence: 99%

Transitioning to a Large-Scale Distributed Programming Course

Schmiedmayer

Reimer

Jovanović

et al. 2020

2020 IEEE 32nd Conference on Software Engineering Education and Training (CSEE&T)

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hall with a capacity of about 100 seats. Students could ask for support by simply raising their hand, and tutors were standing by to help. Every participating student brought their own private computer to the lecture hall or was provided with a computer with a preinstalled Xcode integrated development environment (IDE) and tools to take part in the programming exercises and lectures. In general, the programming course is scheduled to run for ten days over a two-week period before the beginning of each semester. During the course, students learn the fundamentals of the Swift programming language and how to develop iOS and iPadOS applications. As Swift, iOS, and iPadOS development concepts change regularly, the curriculum of the course is adapted every semester. Due to the university lockdown starting four weeks prior to the scheduled start of the programming course, we were confronted with additional challenges as we were unable to conduct the course in a personalized, on-site setting. In this paper, we describe the experiences, challenges, methods, and outcomes of transitioning the Swift programming course to a large-scale distributed format. II. TEACHING CONCEPTS In the following paragraphs, we provide a summary of the teaching concepts relating to the Swift programming course and the subsequent multi-project capstone course. A. Capstone Course: iPraktikum The iPraktikum is a practical course which allows students to experience software engineering first-hand in a projectbased structure [1]. It focuses on mobile applications in larger system architectures that can include, for example, IoT devices or server components. With up to 100 students each semester, the course is split into a maximum of 12 teams to develop applications for customers from industry. Each team consists of one project leader (a doctoral candidate or post-doc from the host chair), one coach (a student who has already participated in the capstone course before), and the student developers. The iPraktikum is offered to undergraduate and graduate students from different fields of study such as biomedical computing, computer science, data engineering and analytics, electrical engineering, information systems, management and technology, mathematics, mechanical engineering, physics,

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Computational thinking as springboard for learning object-oriented programming in an interactive MOOC

Cited by 21 publications

References 22 publications

Computational Thinking, Curriculum and Interdisciplinarity. An interview with Johannes Krugel

Computational Thinking, Curriculum and Interdisciplinarity. An interview with Johannes Krugel

Quizzes (As a Tool for Self-Regulated Learning) in Software Engineering Education

Transitioning to a Large-Scale Distributed Programming Course

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