Learning and the reflective journal in computer science
ACSC '02 Proceedings of the twenty-fifth Australasian conference on Computer science - Volume 4
A service-learning program for computer science and software engineering
Proceedings of the 8th annual conference on Innovation and technology in computer science education
An introductory software engineering course that facilitates active learning
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Fostering a creative interest in computer science
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Incorporating service learning into computer science courses
Journal of Computing Sciences in Colleges
Extreme programming promotes extreme learning?
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Blogging: an inquiry into the efficacy of a web-based technology for student reflection in community college computer science programs
Robots make computer science personal
Communications of the ACM - Software product line
Implementing studio-based learning in CS2
Proceedings of the 41st ACM technical symposium on Computer science education
Teaching an iterative approach with rotating groups in an undergraduate software engineering course
Journal of Computing Sciences in Colleges
Service learning in introductory computer science
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
Challenge and creativity: using .NET gadgeteer in schools
Proceedings of the 7th Workshop in Primary and Secondary Computing Education
Hi-index | 0.00 |
This paper describes the pedagogy we applied in a 5-week class, in which students taught themselves (and each other) a new language, new OS, GUI programming, and simple networking for collaborative games. They learned communication, negotiation, collaboration, presentation and teamwork skills; and project design and iterative development. We had four goals: increased learning, enthusiasm about CS, confidence in technical ability and communication skills. To achieve these goals, we decided to rely solely on the integration of teaching techniques that we believed would be highly effective: collaborative teams, student presentations, student critique of work, open-ended projects of student design, iterative process, journal re-ection, and motivation through helping others. The students had to learn about each technique through discussion, modeling, and moderated practice. We focused on this process learning and trusted that the technical material would come from solving the (unspecified) assignments. This focus left no time for traditional teaching activities. We present quantitative and qualitative results from a student survey and the students' re-ective journals. Students reported learning at a greater rate than in other CS courses while maintaining (and in some cases acquiring) a high level of enthusiasm and confidence.