Exploring studio-based instructional models for computing education

Hundhausen, Christopher D.; Narayanan, N. Hari; Crosby, Martha E.

doi:10.1145/1352322.1352271

Cited by 32 publications

(27 citation statements)

References 19 publications

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“…[4, 7, 8. 14]) Although the logistics and procedures of the design studio have been described for HCI education [8,14]-project-based assignments, supplemented with public critiques and individual student-teacher conferences-little is known about the instructional methods and processes through which students can learn to develop innovative design solutions.…”

Section: Introductionmentioning

confidence: 99%

Promoting creativity in the computer science design studio

Cennamo

Douglas

Vernon

et al. 2011

Proceedings of the 42nd ACM Technical Symposium on Computer Science Education

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Revolutionary advances in technologies will require computer science professionals who are able to develop innovative software solutions. In order to identify techniques that can lead students to creative insights in their work, we have conducted an ethnographic study of the studio method as enacted in architecture, industrial design (ID), and human-computer interaction (HCI) classes. Our analysis of the activities conducted during studio critiques revealed that while the ID and architecture studios had a primary focus on experimentation, the primary emphasis of the HCI studios was on idea refinement. In this paper, we describe four barriers to creative thought observed in the HCI classrooms and identify ways that the architecture and ID instructors helped students to overcome similar challenges.

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Section: Introductionmentioning

confidence: 99%

Promoting creativity in the computer science design studio

Cennamo

Douglas

Vernon

et al. 2011

Proceedings of the 42nd ACM Technical Symposium on Computer Science Education

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“…100P also has a strong relationship with recent work in studio-based learning by researchers at Auburn University, the University of Hawaii, and Washington State University [19,20].…”

Section: Related Workmentioning

confidence: 95%

Experiences with CS2 and data structures in the 100 problems format

Kraft

Hong

Lusth

et al. 2011

2011 Frontiers in Education Conference (FIE)

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A dissatisfaction appears to permeate the process of educating computer science students. Both students and instructors seem uninspired in the classroom, resulting in many attempts to enliven, freshen, and improve the experience. These attempts show efficacy, but the pace of improvement is slow. 100 Problems (100P) is an innovative guided discovery curriculum in which students are freed from the classroom and instead work on 100 concept-and research-related problems throughout their undergraduate careers. The 100 problems guide the students to discover the fundamental knowledge and skills required of a graduate of the degree program. Each student is free to create an individualized mode of learning and discovery. As such, the curriculum fosters deep learning among students and challenges students' intellectual growth. In this paper we introduce the 100P curriculum, describe the 100P course format and our experiences offering courses in this format, and report our early findings.

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“…Researchers at Washington State University, Auburn University, and the University of Hawaii, introduced an approach called studio-based learning [10]:…”

Section: Studio-based Learningmentioning

confidence: 99%

“…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. Some institutions have explored using a pedagogical approach called studio-based learning [10], in which students present solutions to both their instructors and peers for feedback and discussion, allowing students to fill roles typically reserved for course instructors. These institutions have had success integrating peer review activities into computer science courses; they were able to increase student engagement with respect to coursework, while providing students with some communication and teamworking experience [9,14].…”

Section: Introductionmentioning

confidence: 99%

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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Exploring studio-based instructional models for computing education

Cited by 32 publications

References 19 publications

Promoting creativity in the computer science design studio

Promoting creativity in the computer science design studio

Experiences with CS2 and data structures in the 100 problems format

Investigating studio-based learning in a course on game design

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