Active and cooperative learning: final tips and tricks (part IV)
ITiCSE-WGR '06 Working group reports on ITiCSE on Innovation and technology in computer science education
Databases, non-majors and collaborative learning: a ternary relationships
Proceedings of the 13th annual conference on Innovation and technology in computer science education
Student-generated active-learning exercises
Proceedings of the 40th ACM technical symposium on Computer science education
Designing Project-Based Courses with a Focus on Group Formation and Assessment
ACM Transactions on Computing Education (TOCE)
How should transversal competence be introduced In computing education?
ACM SIGCSE Bulletin
Journal of Computing Sciences in Colleges
Experiences with active learning in CS 3
Journal of Computing Sciences in Colleges
Strategies for preparing computer science students for the multicore world
Proceedings of the 2010 ITiCSE working group reports
A lab-based approach for introductory computing that emphasizes collaboration
Computer Science Education Research Conference
Problem-Based Learning in a Technical Course in Computing: A Case Study
International Journal of Information and Communication Technology Education
AP CS A exploration of a change from GridWorld to labs
Proceeding of the 44th ACM technical symposium on Computer science education
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Active and cooperative learning can energize the instructor, students, and the classroom. This third article in a series on active and cooperative learning discusses the characteristics that make groups effective as well as techniques for the formation and evaluation of groups. Icebreaking exercises that can demonstrate the value of cooperation and teamwork are also discussed.