AAA and CS 1: the applied apprenticeship approach to CS 1
SIGCSE '95 Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education
Design guidelines for the lab component of objects-first CS1
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
An approach to teaching Java using computers
ACM SIGCSE Bulletin
Systematic testing should not be a topic in the computer science curriculum!
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Enhancing apprentice-based learning of Java
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Helping novice programming students succeed
Journal of Computing Sciences in Colleges
Instructional design of a programming course: a learning theoretic approach
Proceedings of the third international workshop on Computing education research
A survey of literature on the teaching of introductory programming
Working group reports on ITiCSE on Innovation and technology in computer science education
Clean Code: A Handbook of Agile Software Craftsmanship
Clean Code: A Handbook of Agile Software Craftsmanship
Experiences with a Focus on Testing in Teaching
Reflections on the Teaching of Programming
Extreme apprenticeship method in teaching programming for beginners
Proceedings of the 42nd ACM technical symposium on Computer science education
Multi-faceted support for MOOC in programming
Proceedings of the 13th annual conference on Information technology education
Three years of design-based research to reform a software engineering curriculum
Proceedings of the 13th annual conference on Information technology education
Scaffolding students' learning using test my code
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
Massive increase in eager TAs: experiences from extreme apprenticeship-based CS1
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
MOOC as semester-long entrance exam
Proceedings of the 14th annual ACM SIGITE conference on Information technology education
International Journal of Technology Enhanced Learning
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We see programming in higher education as a craft that benefits from a direct contact, support and feedback from people who already master it. We have used a method called Extreme Apprenticeship (XA) to support our CS1 education. XA is based on a set of values that emphasize actual programming along with current best practices, coupled tightly with continuous feedback between the advisor and the student. As such, XA means one-on-one advising which requires resources. However, we have not used abundant resources even when scaling up the XA model. Our experiments show that even in relatively large courses (n = 192 and 147), intensive personal advising in CS1 does not necessarily lead to more expensive course organization, even though the number of advisor-evaluated student exercises in a course grew from 252 to 17420. A thorough comparison of learning results and organizational costs between our traditional lecture/exercise-based course model and XA-based course model is presented.