Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...

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(n=15) strongly agreed that their students found the lecture interesting while the remaining 4 agreed – a 100% positive response. 73.7% (n=14) strongly agreed that the lecture had improved the students’ understanding of the subject with the remaining 5 agreeing. The last question in this section asked whether some students had changed their view of computer science in a positive way. 36.8% (n=7) strongly agreed. 42.1% (8) agreed and the remaining 21.1% were neutral. We asked whether, as a result of the lecture, one or more students were now more likely to consider taking computing subjects further at school. 20% (n=3) strongly agreed with this statement, 53.3% (n=8) agreed (i.e. 73.3% of responses were positive) and the remaining 4 were neutral. Four teachers did not answer. We asked a similar question about students’ university choices. In response, 23.5% (n=4) strongly agreed that one or more students were more likely to go on to take the subject at university, 52.9% (n=9) agreed, meaning 76.4% of responses were positive. A further 17.6% (n=3) were neutral, 1 person strongly disagreed and 1 did not answer the question. The teacher who strongly disagreed was otherwise very positive about the lecture, and did not suggest any improvements. It is unclear why they answered the question the way they did. 3.2 Comments The comments in response suggest that teachers believe the form of a lecture affects student enjoyment as much as its content. A typical comment said, “The lecture was fast-paced, dynamic and really challenged the students [...] This was a very appealing way to promote the study of ICT.” Another teacher approved of “the mix of talking, video and practical examples.” Many others mentioned that the kinaesthetic activities were the students’ favourite parts of the lectures. Comments by teachers on the benefits of the interactive elements followed a couple of themes. Some mentioned stylistic benefits (e.g., increasing student enjoyment and engagement), while others mentioned contentrelated benefits (e.g., modeling of computer functionality and opening students’ minds). 4. DISCUSSION AND CONCLUSIONS We have evaluated teachers’ perceptions of the value of university lectures taking place in schools. This involves lectures that draw from research topics and involve interactivity using a kinaesthetic approach. In particular we focused on teachers’ perceptions about the immediate effect of the lectures and whether it had changed students’ attitudes to taking the subject further. Teachers were confident that their students had found the lectures interesting and now understood the subject better. They were less strong but still very positive in their agreement that the lectures had changed their students’ perception about computing, and that they had influenced students’ plans for the future. This may reflect the difficulty of one lecture to change overall perceptions or future plans, but it may also simply be a reflection of the difficulty teachers face in assessing and reporting students’ views. 5. FUTURE WORK This pilot study examined teacher responses to 19 lectures about computing. We hope to gather more responses in a larger study to come. We also intend to gather more direct and in-depth data on student perceptions. Finally, we are in the process of collecting 152 and analysing recruitment data to examine the ultimate effect of talks on recruitment at university. Whilst this study has focused on the value of such talks to teachers, this ongoing work will explore the value to universities. 6. ACKNOWLEDGMENTS The cs4fn programme is funded by EPSRC research agreement (EP/F032641/1) with additional support from Google’s CS4HS programme. CHI+MED: Multidisciplinary Computer-Human Interaction research for the design and safe use of interactive medical devices project is funded by EPSRC research agreement EP/G059063/1. 7. REFERENCES [1] Bartsch , R.A. & Cobern, K.M. 2003. Effectiveness of PowerPoint presentations in lectures, Computers & Education, 41 (1) August, 77–86, Elsevier, DOI= http://dx.doi.org/10.1016/S0360-1315(03)00027-7 [2] Cooper, B. & Foy, J.M. 1967. Evaluating the effectiveness of lectures, Higher Education Quarterly, 21(2) 182-185. March. DOI: 10.1111/j.1468-2273.1967.tb00231.x [3] Curzon, P. 2007. "Serious Fun in Computer Science", 12th Annual Conference on Innovation and Technology in Computer Science Education, organised by the ACM Special Interest Group on Computer Science Education (SIGCSE), ACM SIGCSE Bulletin 39(3) p1, DOI: 10.1145/1269900.1268785 [4] Curzon, P., Black, J., Meagher, L.R., McOwan, P.W. 2009. “cs4fn.org: Enthusing students about Computer Science”, Proceedings of Informatics Education Europe IV, Christoph Hermann, Tobias Lauer, Thomas Ottmann and Martina Welte (Eds.), pp73-80, Freiburg, Germany, November. [5] Curzon, P. & McOwan, P.W. 2008. “Engaging with Computer Science through Magic Shows”, ITiCSE 2008, The 13th ACM SIGCSE Annual Conference on Innovation and Technology in Computer Science Education, ACM SIGCSE Bulletin 40 (3), pp179-183. June 30-July 2, Madrid, Spain. DOI: 10.1145/1384271.1384320 [6] Myketiak, C., Curzon, P., Black, J., McOwan, P.W., and Meagher, L.R. 2012. cs4fn: a flexible model for computer science outreach. In Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education (ITiCSE '12). ACM, New York, NY, USA, 297-302. DOI: 10.1145/2325296.2325366
Technocamps: Bringing Computer Science to the far west ABSTRACT Roger D. Boyle Computer Science Aberystwyth University Penglais Aberystwyth SY23 3DB Wales rob21@aber.ac.uk Technocamps is a 3-year EU funded project to bring an awareness of technical Informatics to the 11-19 age group in the ‘Convergence zone’ of Wales. The project is coordinated through four universities, with materials and activities being developed in each of the academic hubs. Projects of this scale are rare, both in terms of geographic area and financial backing, creating a new set of challenges and opportunities. We review the background to the project and its need, outline its activities during its first year and the challenges they have presented, and make observations about portability and derived good practice that might inform similar projects elsewhere. Longer term evaluation and longitudinal study will develop during the next two years of the work. 1. BACKGROUND Wales is a small country at the west of the UK mainland with a clear and illustrious culture, including a vibrant language. It is predominantly rural, although the south of the country became pre-eminent in [now defunct] coal mining and associated heavy industry. It is a victim of rural poverty, seasonal (un)employment and the collapse of industry with no compensatory re-investment. Informatics in UK schools is in a difficult state of transition [3]. 2012 saw very consequential announcements by government [5] and the Royal Society [6]. In particular the latter proposes the teaching of Informatics be partitioned three ways: Hannah M. Dee Computer Science Aberystwyth University Penglais Aberystwyth SY23 3DB Wales hmd1@aber.ac.uk • Computer Science [CS]: The rigorous academic discipline, encompassing programming languages, data structures, algorithms, etc. • Information Technology [IT]: The use of computers, in industry, commerce, the arts and elsewhere, including aspects of IT systems architecture, human factors, project management, etc. • Digital Literacy: The general ability to use computers. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, to republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. WiPSCE 2012, Hamburg, Germany Copyright 20XX ACM X-XXXXX-XX-X/XX/XX ...$15.00. 153 Frédéric Labrosse Computer Science Aberystwyth University Penglais Aberystwyth SY23 3DB Wales ffl@aber.ac.uk In brief, it is widely agreed that Digital Literacy should be achieved by all but is a skill akin to the ability to read, unsuited to formal curriculum time or assessment in high schools. IT is a respectable and necessary academic activity but is distinct from CS. It is the very weak condition of CS that has provoked concern in influential quarters. 2. IMPLEMENTATION 2.1 Organisation Technocamps [7] is an EU Convergence European Social Fund project, specifically designed to address the CS gap within the 11-19 age group within the Welsh Convergence Zone. Its aims are: to encourage interest in Science and Technology; to provide opportunities for students to gain insight into the practical application of cognate STEM subjects in a work environment; to increase the number of girls taking up science and technology; to increase the number of students who progress to computer science, technology and engineering at higher levels. The 3-year project attracted funding of £6M and involves 4 universities across the zone. By design, activities are where possible portable between sites. Significant transport problems and sparse population mean that in most cases schools are served by their closest HEI. After decades of decline, the Welsh language is enjoying a slow but steady recovery, which is strongest in many of the more isolated areas the project serves [8]. Accordingly, materials and activities are being made bilingually. The project targets 11-19 year-olds, and especially females and those who are not in education, employment, or training. ‘Engagement’ is defined not to be a passing contact, and should be a minimum of 6 hours of exposure. It is acknowledged that 6 consecutive hours would be unlikely, and the precise target is to meet an individual at least twice for at least 3.5 hours each time. 2.2 Activities One day engagements: Most contact is via one-day contact; material is specifically designed to be distinct from the school curriculum. Sessions last about 4 hours, with topics ranging from general (Scratch programming) to the more rarefied (such as cryptography, robotics, or Arduino [1] based work). Bootcamps: ‘Bootcamps’ are 3-day engagements: robot navigation, and Arduino projects (sailing robots and (digitally ornamented clothing) have been topics. Clearly, three full days provide a depth of opportunity in excess of 3.5 hours: this is an opportunity of great use to research-oriented
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Fakultät für Mathematik, Informat
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Program Committee Michal Armoni Wei
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Challenge and Creativity: Students
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Challenges in Computer Science Educ
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These echo a 2008 report from the N
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examples, and in practice teachers
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Figure 3: A trace of bubble sort fr
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either their own program or another
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ital system used a variety of inter
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computer science, and with the less
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effect of different factors on the
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(GE) and freshmen CS and Lyceum (GR
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Performance Expectancy (PE) Satisfa
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for active CS teachers. Furthermore
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participants change between the roo
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Altogether 830 participants visited
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7. ACKNOWLEDGMENTS The initial equi
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• self-concept in science • ins
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8. REFERENCES [1] Bell, T. et al. 2
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Agile Projects in High School Compu
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ited time, heterogeneous student ab
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the target audience. This phase is
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longer than one to two weeks (which
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e.g. assessing individual achieveme
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Conceptual Change and Epistemologic
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einterpreted, or excluded, for exam
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How Teachers in Different Education
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attended by about a 33-40 % of all
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The assumption of sphericity was no
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[23] Huynh, H. and Feldt, L. S. 197
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Ways of Planning Lessons on the Top
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other topic. The reasons given vari
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Promoting Computational Thinking wi
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algorithm or a product is viewed as
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Preparing Teachers for Teaching Inf
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However, even when such learning th
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Grand challenges for the UK: Upskil
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first two questions. We maintain th
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(Some) Grand Challenges of Computer
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ecoming more student-centered. Inde
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[13] OECD. (2006). Are students rea
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in the world, for example, as descr
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The aims of the case study were to
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Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...

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