Join us to discuss teaching team collaboration to engineers on Monday 10th June at 2pm BST

CC licensed Dream image by flaticon.com

Teamwork makes the dream work, or so the cliché goes. So how do you assess students ability to work together towards shared goals? Teaching students to collaborate in teams (agile or otherwise) is notoriously problematic. Dream work can rapidly descend into a nightmare struggle to motivate the free-riders while restraining the self-appointed dictators. Who gets the credit for what? What did the team agree on exactly? Join us to discuss how to develop students confidence and abilities to collaborate in teams of diverse engineers, from a paper published at ITiCSE. [1] From the Abstract

We had an outdated, unsuitable pair of courses covering software engineering over an academic year, which were rewritten last summer. Out went the plan-driven project approach of GANNT charts, and a belief that ‘better estimates’ would save the day. In came a lightweight focus on a mix of extreme programming and scrum to incrementally, and iteratively build products. The classroom changed too. Out went lecture slides in the classroom, plus self-directed pick and choose practical sessions. In came video-led lectures based on the pandemic experience, experiential learning, and more suitable practical sessions to guide students in what they need know to build their product prototypes.The initial results suggest we are headed in the right direction. It still needs more work, but shows students are developing products more confidently as teams of students.

We’ll be joined by Bruce Scharlau, author of the paper, who’ll give us a five minute lightning talk to kick-off our discussion about teaching team collaboration. All welcome, joining details at sigcse.cs.manchester.ac.uk/join-us/

References

  1. Scharlau, Bruce (2023). Being Agile in the Software Engineering Classroom: Using Agile Approaches Instead of Plan-driven Approaches. Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education (ITiCSE), pages 583–584, DOI: 10.1145/3587103.3594154

Join us to discuss using agile group projects to develop more employable graduates on Monday 13th May at 2pm BST

CC licensed agile image from flaticon.com

Employers often love academic group projects while students often loathe them. How can Agile group projects be used to develop students skills, both hard technical skills and softer people skills? Join us on Monday 13th May at 2pm BST to discuss a paper on this published by Jordan Allison and his collaborators at the University of Gloucestershire and the University of Bristol in the Journal of Further and Higher Education. [1] From the abstract:

This article presents the usage of Integrated Course Design (ICD) in the design and evaluation of applying agile methodologies within an undergraduate module of study to foster the development of computer science students employability skills. Undergraduate programs of computer science typically follow traditional educational methods which can lead to students unable to connect knowledge learned in class to actual situations and students are often assessed individually, whereas collaborative group projects are more akin to industry practice. The teaching experience reported gives students the opportunity to relate concepts learnt in class to a practical group-based project. Students must meet the requirements of a ‘client’ who will provide feedback and additional challenges for students while following the Agile framework SCRUM. Positive student feedback and module grades 7.70% higher than the department average over a four year period indicates the teaching structure and assessment presented is an effective method to foster the development of technical and soft skills of undergraduate computer science students.

We’ll be joined by the co-authors who will give us a five-minute lightning talk summary of their paper to kick-off our discussion. All welcome, joining details at sigcse.cs.manchester.ac.uk/join-us

References

  1. Jordan Allison, Abu Alam, Luke Gassmann, Gareth Nelson & Kamal Zidan (2024): Fostering the development of computer science graduate employability through agile projects, Journal of Further and Higher Education, DOI: 10.1080/0309877X.2024.2340642

Join us to discuss developing students professional competencies in software engineering on Monday 8th April at 2pm BST (UTC +1)

Some competencies in software engineering are either difficult to teach and/or hard to measure, especially in a purely academic environment. Professional competencies in software engineering are often easier to learn in the workplace, rather than taught in a University lab, workshop or lecture theatre. What evidence can students provide of the professional competencies they develop while employed in a, workplace? Join us on Monday 8th April at 2pm BST (UTC+1) to discuss a paper on this published in this years SIGCSE technical symposium (sigcse2024.sigcse.org) by Matthew Barr, Oana Andrei, Alistair Morrison and Syed Waqar Nabi at the University of Glasgow [1]. From the abstract:

Competencies may be defined as the knowledge, skills, and professional dispositions that an individual is required to demonstrate in order to be considered professionally competent. Competency-based education has long been a feature of professional degree programs, but the discipline of Computing Science has only recently begun to embrace competencies as a means of structuring or evaluating students’ learning. Meanwhile, the practice of work-based learning – also well-established in other professional disciplines– has become more prevalent in Computing Science education, with increasing emphasis placed on work-based modes of learning, such as internships and apprenticeships. In this paper, we examine how students enrolled on a degree-level apprenticeship in Software Engineering have developed their professional competencies in the workplace. The paper is based on an analysis of 38 student assignments, wherein apprentices were asked to identify the competencies they have demonstrated, with reference to a portfolio of work. The UK Standard for Professional Engineering Competence and Commitment, which outlines the competencies required for certification as an Incorporated Engineer, provided the necessary framework. Competencies relating to communication and inter-personal skills were among those most often cited by apprentices, with competencies relating to knowledge and understanding and design and development systems also featuring prominently. Competencies relating to responsibility, management, or leadership were less prevalent, with professional commitment proving to be the least commonly cited category of competencies. We provide examples of how apprentices claim to have demonstrated each competency, and discuss the implications of these findings for competency-based learning in Computing Science education

We’ll be joined by the co-authors who will give us a five-minute lightning talk summary of their paper to kick-off our discussion. All welcome, joining details at sigcse.cs.manchester.ac.uk/join-us

References

  1. Matthew Barr, Oana Andrei, Alistair Morrison, Syed Waqar Nabi (2024) The Development of Students’ Professional Competencies on a Work-Based Software Engineering Program, SIGCSE 2024: Proceedings of the 55th ACM Technical Symposium on Computer Science Education, Pages 81–87, DOI:10.1145/3626252.3630944

CC licensed image from flaticon.com

Join us to discuss Collaborative Coding in the Cloud on Monday 6th February at 2pm GMT

Creative Commons cloud image by flaticon.com

More and more software development tools are available in the cloud, with tools like Replit, CodingRooms, GitHub Codespaces, Amazon Web Services Cloud9, JetBrains and Eclipse all offering online tools for developers to code collaboratively in the cloud. Integrated Development Environments (IDEs) which have traditionally been available as “fatter” clients are increasingly available as “thinner” web-based clients running in a browser. These tools can lower some of the barriers to installation and maintenance for their users. What are the strengths and weaknesses of these new tools for teaching introductory programming courses? Join us on Monday 6th February at 2pm GMT to discuss a paper by Phil Hackett and his colleagues at the Open University on this very topic [1], from the abstract:

This paper discusses a pilot research project, which investigated the use of online collaborative IDEs (Integrated development environments) during a first-year computing degree course. The IDEs used can be described as virtual computing labs because they replicate some of the actions possible in physical computing labs. Students were supported by a tutor with real-time help and feedback provided, whilst they were programming, without being collocated. The use of two different platforms is considered with the benefits and drawbacks discussed. Students and tutors indicated that they would like to use a virtual computing lab approach in the future.

We’ll be joined by the lead author of the paper Phil Hackett, who’ll give us a lightning talk summary of the paper to kick-off our journal club discussion. The paper was presented at Computing Education Practice (CEP) in Durham earlier this month. [1]

All welcome, as usual we’ll be meeting on zoom, details at sigcse.cs.manchester.ac.uk/join-us

References

  1. Phil Hackett, Michel Wermelinger, Karen Kear and Chris Douce (2023) Using a Virtual Computing Lab to Teach Programming at a Distance in CEP ’23: Proceedings of 7th Conference on Computing Education Practice Pages 5–8 DOI:10.1145/3573260.3573262

Join us to discuss why computing students should contribute to open source software projects on Mon 6th September at 2pm BST

unlocked padlock by flaticon.com

Why should students bother with open source software? Join us to discuss why via a viewpoint piece published by Diomidis Spinellis of Athens University and Delft University of Technology published in the July issue of Communications of the Association for Computing Machinery. [1] Here’s the introduction :

Learning to program is—for many practical, historical, as well as some vacuous reasons—a rite of passage in probably all computer science, informatics, software engineering, and computer engineering courses. For many decades, this skill would reliably set computing graduates apart from their peers in other disciplines. In this Viewpoint, I argue that in the 21st century programming proficiency on its own is neither representative of the skills that the marketplace requires from computing graduates, nor does it offer the strong vocational qualifications it once did. Accordingly, I propose that computing students should be encouraged to contribute code to open source software projects through their curricular activities. I have been practicing and honing this approach for more than 15 years in a software engineering course where open source contributions are an assessed compulsory requirement. Based on this experience, I explain why the ability to make such contributions is the modern generalization of coding skills acquisition, outline what students can learn from such activities, describe how an open source contribution exercise is embedded in the course, and conclude with practices that have underpinned the assignment’s success

All welcome, as usual, we’ll be meeting on Zoom see sigcse.cs.manchester.ac.uk/join-us for details

References

  1. Spinellis, Diomidis (2021). “Why computing students should contribute to open source software projects”. Communications of the ACM64 (7): 36–38. DOI:10.1145/3437254

Join us to discuss when study turns digital on Monday 2nd August at 2pm BST

Public domain image of Coronavirus by Alissa Eckert and Dan Higgins at CDC.gov on Wikimedia commons w.wiki/ycs


The pandemic has accelerated changes to the way we teach and learn. Join us to discuss the Covid-19 shutdown: when studying turns digital, students want more structure: a paper by Vegard Gjerde, Robert Gray, Bodil Holst and Stein Dankert Kolstø on the effects of the pandemic on Physics Education at a Norwegian University. [1]

In March 2020, universities in Norway and many other countries shut down due to the Covid-19 pandemic. The students lost access to classrooms, libraries, study halls, and laboratories. Studying turned digital. Because it is unclear when this pandemic will cease to affect students and because we cannot know whether or when a new pandemic occurs, we need to find ways to improve digital study-life for students. An important step in this direction is to understand the students’ experiences and perspectives regarding how the digitalization affected their study-life both in structured learning arenas and their self-study. Therefore, we interviewed 12 students in an introductory mechanics course at a Norwegian university in June of 2020. Through a thematic analysis, we identified four broad categories in the students’ different experiences and reflections, namely that digitalization: (a) provides benefits, e.g. the flexibility inherent in online video lectures; (b) incurs learning costs, e.g. students reducing their study effort; (c) incurs social costs, e.g. missing being around other students; and (d) increases the need for structure, e.g. wanting to be arranged in digital groups to solve mandatory tasks. We also found that the 2019 students on average scored significantly better on the final exam than the 2020 students, d = 0.31, but we discuss why this result should be interpreted with caution. We provide suggestions for how to adapt courses to make students’ digital studying more socially stimulating and effective. Furthermore, this study is a contribution to the historical documentation of the Covid-19 pandemic.

All welcome, as usual, we’ll be meeting on Zoom see sigcse.cs.manchester.ac.uk/join-us for details. Thanks to Sarah Clinch for suggesting the paper.

References

  1. Gjerde, Vegard; Gray, Robert; Holst, Bodil; Kolstø, Stein Dankert (2021). “The Covid-19 shutdown: when studying turns digital, students want more structure”. Physics Education56 (5): 055004. doi:10.1088/1361-6552/ac031e

Join us to discuss cognitive load on Monday 7th June at 2pm

Cognitive Load Theory provides a basis for understanding the learning process. It has been widely used to improve the teaching and learning of many subjects including Computer Science. But how can it help us build better collaborative learning experiences? Join us to discuss via a paper by Paul Kirschner, John Sweller, Femke Kirschner & Jimmy Zambrano R. [1] From the abstract:

Cognitive load theory has traditionally been associated with individual learning. Based on evolutionary educational psychology and our knowledge of human cognition, particularly the relations between working memory and long-term memory, the theory has been used to generate a variety of instructional effects. Though these instructional effects also influence the efficiency and effectiveness of collaborative learning, be it computer supported or face-to-face, they are often not considered either when designing collaborative learning situations/environments or researching collaborative learning. One reason for this omission is that cognitive load theory has only sporadically concerned itself with certain particulars of collaborative learning such as the concept of a collective working memory when collaborating along with issues associated with transactive activities and their concomitant costs which are inherent to collaboration. We illustrate how and why cognitive load theory, by adding these concepts, can throw light on collaborative learning and generate principles specific to the design and study of collaborative learning.

Thanks to Nicola Looker for suggesting this months paper. As usual, we’ll be meeting on zoom, see sigcse.cs.manchester.ac.uk/join-us for details.

References

  1. Kirschner, Paul A.; Sweller, John; Kirschner, Femke; Zambrano R., Jimmy (2018). “From Cognitive Load Theory to Collaborative Cognitive Load Theory”. International Journal of Computer-Supported Collaborative Learning13 (2): 213–233. DOI:10.1007/s11412-018-9277-y

Join us to discuss blended learning & pedagogy in Computer Science on Monday 6th July at 3pm

What is innovative pedagogy? CC-BY licensed picture by Giulia Forsythe

Join us for our next journal club meeting on Monday 6th July at 3pm, the papers we’ll be discussing below come from the #paper-suggestions channel of our slack workspace at uk-acm-sigsce.slack.com.

Show me the pedagogy!

The first paper is a short chapter by Katrina Falkner and Judy Sheard which gives an overview of pedagogic approaches including active learning, collaborative learning, cooperative learning, contributing student pedagogy (CSP), blended learning and MOOCs. [1] This was published last year as chapter 15 of the Cambridge Handbook on Computing Education Research edited by Sally Fincher and Anthony V. Robins. A lot of blended learning resources focus on technology, this chapter talks about where blended learning fits with a range of different pedagogic approaches.

A video summary of all sixteen chapters of the Cambridge Handbook of Computing Education Research, including chapter 15 which we’ll be discussing

Implementing blended learning

The second paper (suggested by Jane Waite) is Design and implementation factors in blended synchronous learning environments [2], here’s a summary from the abstract:

Increasingly, universities are using technology to provide students with more flexible modes of participation. This article presents a cross-case analysis of blended synchronous learning environments—contexts where remote students participated in face-to-face classes through the use of rich-media synchronous technologies such as video conferencing, web conferencing, and virtual worlds. The study examined how design and implementation factors influenced student learning activity and perceived learning outcomes, drawing on a synthesis of student, teacher, and researcher observations collected before, during, and after blended synchronous learning lessons. Key findings include the importance of designing for active learning, the need to select and utilise technologies appropriately to meet communicative requirements, varying degrees of co-presence depending on technological and human factors, and heightened cognitive load. Pedagogical, technological, and logistical implications are presented in the form of a Blended Synchronous Learning Design Framework that is grounded in the results of the study.

We look forward to seeing you there, zoom details are on the slack channel, email me if you’d like to request an invitation to the slack channel. Likewise, if you don’t have access to the papers let me know.

Short notes from the discussion

Some of the questions discussed on the day:

  • Inclusion raises a number of questions in terms of room management, gender balance – was this a consideration?
  • What effect do you think the absence of anyone F2F would have on the case studies and/or your outcomes?
  • How scalable is this approach? Can it be used with classes of 200 or 300 students?
  • Constructive alignment plays an important role in getting this kind of blended learning to work, see the work of John Biggs e.g. Teaching for Quality Learning at University book

Further reading from co-authors

Jaqueline Kenney, one of the co-authors of the paper we discussed joined us for the session (thanks again Jacqueline). Matt Bower also emailed some suggestions of work that follows on

  • See related work Collaborative learning across physical and virtual worlds: Factors supporting and constraining learners in a blended reality environment DOI:10.1111/bjet.12435 and blendsync.org
  • Bower, M. (2006). Virtual classroom pedagogy. Paper presented at the Proceedings of the 37th SIGCSE technical symposium on Computer science education, Houston, Texas, USA. DOI:10.1145/1121341.1121390
  • Bower, M. (2006). A learning system engineering approach to developing online courses. Paper presented at the Proceedings of the 8th Australasian Conference on Computing Education – Volume 52, Hobart, Australia. 
  • Bower, M. (2007). Groupwork activities in synchronous online classroom spaces. Paper presented at the Proceedings of the 38th SIGCSE technical symposium on Computer science education, Covington, Kentucky, USA. DOI:10.1145/1227310.1227345
  • Bower, M. (2007). Independent, synchronous and asynchronous an analysis of approaches to online concept formation. Paper presented at the Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education, Dundee, Scotland. DOI:10.1145/1268784.1268827
  • Bower, M. (2008). The “instructed-teacher”: a computer science online learning pedagogical pattern. Paper presented at the Proceedings of the 13th annual conference on Innovation and technology in computer science education, Madrid, Spain. DOI:10.1145/1384271.1384323
  • Bower, M., & McIver, A. (2011). Continual and explicit comparison to promote proactive facilitation during second computer language learning. Paper presented at the Proceedings of the 16th annual joint conference on Innovation and technology in computer science education, Darmstadt, Germany. DOI:10.1145/1999747.1999809
  • Bower, M., & Richards, D. (2005). The impact of virtual classroom laboratories in CSE. Paper presented at the Proceedings of the 36th SIGCSE technical symposium on Computer science education, St. Louis, Missouri, USA. DOI:10.1145/1047344.1047447As well, this Computers & Education paper specifically relates to a study of teaching computing online:
  • Bower, M., & Hedberg, J. G. (2010). A quantitative multimodal discourse analysis of teaching and learning in a web-conferencing environment–the efficacy of student-centred learning designs. Computers & education, 54(2), 462-478.

References

  1.  Falkner, Katrina; Sheard, Judy (2019). “Pedagogic Approaches”: 445–480. doi:10.1017/9781108654555.016. Chapter 15 of the The Cambridge Handbook of Computing Education Research
  2. Bower, Matt; Dalgarno, Barney; Kennedy, Gregor E.; Lee, Mark J.W.; Kenney, Jacqueline (2015). “Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis”. Computers & Education86: 1–17. doi:10.1016/j.compedu.2015.03.006ISSN 0360-1315.