Values and Objectives in Computing Education Research (original) (raw)
Related papers
Koli Calling 2009: 8th International Conference on Computing Education Research
2009
This volume collects together the papers presented and discussed at the 2008 Koli Calling International Conference on Computing Education Research. This volume is the culmination of more than a year of planning and effort on the part of both the local organising committee and the conference chairs. However, we were not working alone. Without an active community of researchers doing quality research and writing papers, a conference like Koli has no function or purpose. Consequently, a large part of the success of Koli Calling lies in its vibrant research community. It is your submissions that have made it possible for us to select this year's crop of interesting and thought provoking contributions. During the preparations for the 2008 conference we embarked on a process of clarification and innovation. The major outcomes of that process are a more well defined submissions and review process based around the use of EasyChair. We have also crafted new guidelines for the evaluation of the conference submission categories; which we hope are useful to both authors and reviewers alike. We also introduced the Tools Workshop submission category and the Tool Award in the 2008 call for contributions. We wish to extend our sincere thanks to Ari Korhonen who was Tools Workshop Chair for the 2008 conference. A new role, and one that he managed with panache. So now, without further ado, we leave you to the further perusal of the contents of the volume, in the hope that you will find its content both elucidatory and inspirational.
Koli Calling 2008, 8th International Conference on Computing Education Research
2009
The aim of higher education is to enable students to acquire knowledge and to exercise cognitive skills in order support them in their preparation for a professional career. Rather than transferring knowledge in face-to-face contact the modern teacher has to design a stimulating learning environment. The success of educational models, like Problem-Based-Learning and Active Learning is often explained by the motivating effect of discussing real-life problems in small groups of students. The technology of virtual reality provides new possibilities to involve students in learning activities. No longer do groups of students (and their teacher) have to meet at a fixed time and place. Simulations and gaming can motivate students to engage in activities that make them learn. The biggest challenge for the teacher is to imagine what is motivating for a present day student.
Theoretical underpinnings of computing education research
Proceedings of the tenth annual conference on International computing education research - ICER '14, 2014
We analyze the Computing Education Research (CER) literature to discover what theories, conceptual models and frameworks recent CER builds on. This gives rise to a broad understanding of the theoretical basis of CER that is useful for researchers working in that area, and has the potential to help CER develop its own identity as an independent field of study.
Models and Methods for Computing Education Research
2012
We have been engaged in computing education research for close to two decades. One characteristic of the field has been a preponderance of exploratory research, Marco Polo papers as Valentine termed them. Even considering the entire research corpus it is hard to discern a clear trend in terms of models and methods for conducting research.
ACM Transactions on Computing Education
In this editorial, we introduce the second set of papers for the special issue “Conceptualizing and Using Theory in CER”. These papers focus on meta level discussion on theories in CER, addressing the definition of theories, what theoretical contributions have been developed for CER, how theories have been used, and what other type of contributions there are in the field. The issue also includes guest editors’ own reflections on theory.
A Selective Review of Computing Education Research
Routledge eBooks, 2023
This chapter has been made available under a CC-BY-NC-ND license. 2 Brief History and Overview of Computing Education Research (CER) Computer science (CS) is a young discipline compared to natural sciences and many fields of engineering. Consequently, computing education is a younger field than engineering education. Computing education emerged in the mid-1950s as computers started being used in industry. This
Up Close and Pedagogical: Computing Academics Talk About Teaching
This paper describes and enacts a process for bootstrapping a more systematic discussion of computing education within a school of computing at a researchintensive Australasian university. Thus far, the project has gone through three stages. In the first stage, some academics were interviewed about their approach to teaching. In the second stage, selected anonymous quotes from the interviews were presented and discussed by other interested members of the school at workshops. In the final stage, selected anonymous quotes from the interviews and workshops were placed on a web-based survey, to which interested members of the school responded. These forms of data will be used to drive further stages of debate within the school. The theoretical underpinnings of this project are Wenger's concept of a community of practice, phenomenography, and socially constructivism. The aim is not to instruct the academics in any "right way" to teach. Instead, the aim is to facilitate debate, where the teachers identify the problems, and in finding the solutions they construct their own "pedagogic reality". As facilitators of this process, the authors of this paper highlighted dialectically opposed views in quotes from the teachers, and then allow the teachers to synthesise those views into a more sophisticated view. Our ultimate project aim is to grow a teaching community that balances reified theories of teaching and learning with participation in a community of practice.
Proceedings of the 2019 ACM Conference on International Computing Education Research, 2019
In order to mature as a research field, computing education research (CER) seeks to build a better theoretical understanding of how students learn computing concepts and processes. Progress in this area depends on the development of computing-specific theories of learning to complement the general theoretical understanding of learning processes. In this paper we analyze the CER literature in three central publication venues-ICER, ACM Transactions of Computing Education, and Computer Science Education-over the period 2005-2015. Our findings identify new theoretical constructs of learning computing that have been published, and the research approaches that have been used in formulating these constructs. We identify 65 novel theoretical constructs in areas such as learning/understanding, learning behaviour/strategies, study choice/orientation, and performance/progression/retention. The most common research methods used to devise new constructs include grounded theory, phenomenography, and various statistical models. We further analyze how a number of these constructs, which arose in computing education, have been used in subsequent research, and present several examples to illustrate how theoretical constructs can guide and enrich further research. We discuss the implications for the whole field. CCS CONCEPTS • Social and professional topics → Computing education.
Supporting Computing Educators to Create a Cycle of Teaching and Computing Education Research
United Kingdom and Ireland Computing Education Research conference., 2021
Despite a rich history of computing education in the United Kingdom and Ireland, computing educators often rely on the same procedures and teaching practices rather than embrace innovations. Similarly, while a growing collection of literature exists on educational theory and practice in computing education, much of this focuses on the same concepts and concerns. An aspiration is that both these problems can be simultaneously addressed by computing educators adopting a cycle of embracing existing literature when devising teaching practice and then feeding their experience and findings back to the community in a rigorous fashion. Consequently, this panel supports computing educators by acting as advisers on a one-on-one basis to support audience members in discovering or devising their own cycle of teaching practice and computing education research.