Student culture vs group work in computer science
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Agent-based end-user development
Communications of the ACM - End-user development: tools that empower users to create their own software solutions
Communications of the ACM - Self managed systems
Proceedings of the 37th SIGCSE technical symposium on Computer science education
ICSE '07 Proceedings of the 29th international conference on Software Engineering
Poogle and the unknown-answer assignment: open-ended, sharable cs1 assignments
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Broadening participation through scalable game design
Proceedings of the 39th SIGCSE technical symposium on Computer science education
ACM SIGCSE Bulletin
iTunes University and the classroom: Can podcasts replace Professors?
Computers & Education
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
Using scalable game design to teach computer science from middle school to graduate school
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
Towards social gaming methods for improving game-based computer science education
Proceedings of the Fifth International Conference on the Foundations of Digital Games
Visualizing student game design project similarities
Diagrams'10 Proceedings of the 6th international conference on Diagrammatic representation and inference
CS education re-kindles creativity in public schools
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
Journal of Computing Sciences in Colleges
A comparison of two approaches for hint generation in programming tutors (abstract only)
Proceedings of the 45th ACM technical symposium on Computer science education
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The way programming is currently taught at the University level provides little incentive and tends to discourage student peer-to-peer interaction. These practices effectively stifle any notion of a 'learning community' developing among students enrolled in university level programming classes. This approach to programming education stands in stark contrast to the 'middle school computer club' approach; As part of 10 years of research projects aiming to teach programming to middle school children, it is observed that middle school students in computer clubs freely share programming ideas, code, and often query one another and provide solutions to the various programming problems encountered. To enable these interactions at the university level, a novel online infrastructure has been developed over the past 6 years through use in the Educational Game Design Class at the University of Colorado Boulder. The culmination of the submission system, entitled the Scalable Game Design Arcade (SGDA), seems to foster the flow of ideas among students yielding an effective open classroom approach to programming education.