Constructivism in computer science education
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Software Abstractions: Logic, Language, and Analysis
Software Abstractions: Logic, Language, and Analysis
Project the wiki way: using wiki for computer science course project management
Journal of Computing Sciences in Colleges - Papers of the twelfth annual CCSC Northeastern Conference
Building collaborative capacities in learners: the M/cyclopedia project revisited
Proceedings of the 2007 international symposium on Wikis
ACM SIGCSE Bulletin
Using daily student presentations to address attitudes and communication skills in CS1
Proceedings of the 40th ACM technical symposium on Computer science education
Student-authored Wiki textbook in CS1
Journal of Computing Sciences in Colleges
Creating Community through the Use of a Class Wiki
OCSC '09 Proceedings of the 3d International Conference on Online Communities and Social Computing: Held as Part of HCI International 2009
Wiki-enhanced social scribing of lectures: a case study in an undergraduate course
FIE'09 Proceedings of the 39th IEEE international conference on Frontiers in education conference
Students in computer ethics-speak up
Journal of Computing Sciences in Colleges
Tools for "contributing student learning"
ACM Inroads
Tools for "contributing student learning"
Proceedings of the 2010 ITiCSE working group reports
Uses of peer assessment in database teaching and learning
BNCOD'10 Proceedings of the 27th British national conference on Data Security and Security Data
Adding a contributing student pedagogy component to an introductory database course
Proceeding of the 44th ACM technical symposium on Computer science education
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We report on our recent experiences with Collis' "contributing student approach" in two computing courses. Departing radically from traditional lecture-based teaching, the approach involves students preparing learning resources to share with other members of the class. Contributions are peer assessed, lectures become class meetings, and the course web page is replaced by a shared "wiki" collaboration tool to which all students can contribute. Consequently, students are inescapably placed at the centre of all learning activities.The approach may form a model for higher education courses that aspire to equip students with the skills necessary to function effectively in the knowledge era.