Rethinking CS0 with JavaScript

ReedDavid,

doi:10.1145/366413.364552

Cited by 17 publications

(13 citation statements)

References 18 publications

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“…Many web development courses [16,19,23,30,29] include a programming component, and the course in our study was no exception. In ten weeks, students were introduced to three distinct computing languages, had their first taste of procedural programming, and learned a wide array of topics beyond that.…”

Section: Discussionmentioning

confidence: 78%

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Learning web development

Park

Wiedenbeck

2011

Proceedings of the Seventh International Workshop on Computing Education Research

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Web development can provide a rich context for exploring computer science concepts and practicing computational creativity. However, little is known about the experiences that people have when first learning web development. In this paper, we investigate the help-seeking activity of forty-nine students in an introductory web development course. By applying content analysis to the help forums of the course, we characterize the challenges they encountered and sought help for, relating them to development, instruction, technology, content, and design issues. We apply a second level of content analysis to the development issues, identifying aspects of learning HTML, CSS, and JavaScript that challenged students most often. Finally, we identify several computational concepts that relate to these challenges, including notation, hierarchies and paths, nesting, parameters and arguments, and decomposition and abstraction. We conclude with a discussion on the implications of our findings for computing education.

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Section: Discussionmentioning

confidence: 78%

“…Though a number of case studies demonstrate the viability of web development in CS curricula [16,19,23,30,29], they are positioned mainly as programming courses. Interviews conducted by Dorn and Guzdial [7] similarly focus on the programming knowledge that professional web developers have acquired.…”

Section: Introductionmentioning

confidence: 99%

Learning web development

Park

Wiedenbeck

2011

Proceedings of the Seventh International Workshop on Computing Education Research

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“…Reed [14] shows an early version of a non-majors course that includes programming in JavaScript in addition to the usual breadth topics. Zimmerman [16] gives an overview of such a typical course along with a reasonable set of textbooks.…”

Section: Other Non-major Coursesmentioning

confidence: 99%

A robust web programming and graphics course for non-majors

Gousie

2006

Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education

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Web Programming, Graphics, and Design is a course with no prerequisites that teaches non-computer science majors how to create their own sophisticated web pages. The course begins with the use of popular software such as Dreamweaver and Fireworks and then progresses to writing interactive web pages in Java. Students learn how to program with Java's Abstract Window Toolkit (AWT) as well as the graphics library, leading to the creation of 3D images. Solving problems involving mathematics is a theme throughout much of the course. Finally, following Wheaton College's curricular emphasis on inter-departmental offerings, the course is linked with Graphic Design I in the Art Department, enabling students to learn the design portion in even greater depth.

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“…Dave Reed of Creighton University has created and taught a CS0 course that uses HTML and JavaScript as the languages for its programming component [6]. Although his course is not online, it does make use of online components that students can use.…”

Section: Html and Javascriptmentioning

confidence: 99%

Exploiting value-added content in an online course

ZacharyJoseph

JensenPeter

2003

SIGCSE Bull.

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Online courses have proliferated across all disciplines in recent years. One commonly-used approach for creating an online course is to build a web site containing as much course information-assignments, solutions, lecture notes, streaming videos, and the like-as possible. The goal of this type of course is to replicate online, to the maximum extent possible, the classroom experience. Online courses built this way exploit the communications capabilities of networked computers. We believe, however, that online courses should also strive to exploit the computational capabilities of computers. That is, online courses should provide value-added components that make possible learning experiences beyond what is feasible in the traditional classroom. We describe such an online course, called Creating Interactive Web Content, that we created and have taught successfully for the last three years. It is a general enrollment course that uses HTML and JavaScript as a vehicle for teaching elementary programming concepts.

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Rethinking CS0 with JavaScript

Cited by 17 publications

References 18 publications

Learning web development

Learning web development

A robust web programming and graphics course for non-majors

Exploiting value-added content in an online course

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