Usability inspection methods
Usability inspection methods
The cognitive walkthrough method: a practitioner's guide
Usability inspection methods
Fundamentals of algorithmics
ACM SIGACT News
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SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
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Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Fundamentals of Computer Alori
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The greedy trap and learning from mistakes
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Evaluating the educational impact of visualization
Working group reports from ITiCSE on Innovation and technology in computer science education
Using software testing to move students from trial-and-error to reflection-in-action
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Computer Science Education Research
Computer Science Education Research
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Proceedings of the first international workshop on Computing education research
JHAVÉ: Supporting Algorithm Visualization
IEEE Computer Graphics and Applications
Communications of the ACM - Self managed systems
On the role of proofs in a course on design and analysis of algorithms
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Human-Computer Interaction (3rd Edition)
Human-Computer Interaction (3rd Edition)
Data Structures, Algorithms, And Applications In Java
Data Structures, Algorithms, And Applications In Java
Fully integrating algorithm visualization into a cs2 course.: a two-year experience
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
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Proceedings of the 39th SIGCSE technical symposium on Computer science education
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Electronic Notes in Theoretical Computer Science (ENTCS)
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Active learning of greedy algorithms by means of interactive experimentation
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
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ICER '09 Proceedings of the fifth international workshop on Computing education research workshop
Introduction to Algorithms, Third Edition
Introduction to Algorithms, Third Edition
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IEEE Transactions on Learning Technologies
Guide to Teaching Computer Science: An Activity-Based Approach
Guide to Teaching Computer Science: An Activity-Based Approach
The design and coding of greedy algorithms revisited
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
Refinement of an experimental approach tocomputer-based, active learning of greedy algorithms
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
Observations as a Method to Evaluate a Computer-Based Approach to Learning Algorithms
ICALT '12 Proceedings of the 2012 IEEE 12th International Conference on Advanced Learning Technologies
GreedEx: A Visualization Tool for Experimentation and Discovery Learning of Greedy Algorithms
IEEE Transactions on Learning Technologies
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Greedy algorithms constitute an apparently simple algorithm design technique, but its learning goals are not simple to achieve. We present a didactic method aimed at promoting active learning of greedy algorithms. The method is focused on the concept of selection function, and is based on explicit learning goals. It mainly consists of an experimental method and the interactive system, GreedEx, that supports it. We also present our experience of five years using the didactic method and the evaluations we conducted to refine it, which are of two kinds: usability evaluations of GreedEx and analysis of students’ reports. Usability evaluations revealed a number of opportunities of improvement for GreedEx, and the analysis of students’ reports showed a number of misconceptions. We made use of these findings in several ways, mainly: improving GreedEx, elaborating lecture notes that address students’ misconceptions, and adapting the class and lab sessions and materials. As a consequence of these actions, our didactic method currently satisfies its initial goals. The article has two main contributions. First, the didactic method itself can be valuable for computer science educators in their teaching of algorithms. Secondly, the refinement process we have carried out, which was a multifaceted, medium-term action research, can be of interest to researchers of technology-supported computing education, since it illustrates how the didactic method was integrated into our educational practice.