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Displaying 1-13 out of 13 total
The Case for Validated Tools in Computer Science Education Research
Found in: Computer
By Allison Elliott Tew,Brian Dorn
Issue Date:September 2013
pp. 60-66
Measuring student learning in computer science education presents particular challenges, making objective assessment elusive to educators and researchers. Development and validation of the FCS1 and CAS assessment tools demonstrate both the feasibility and ...
 
Community-Based Scaffolding to Promote End-User Learning
Found in: Visual Languages and Human-Centric Computing, IEEE Symposium on
By Brian Dorn
Issue Date:September 2007
pp. 254-255
End-user programming provides a unique opportunity to study informal computer science education and knowledge acquisition in the real world. We seek to explore the use of community-based scaffolding to deliver computing content knowledge to an audience of ...
   
Introductory Computing Construct Use in an End-User Programming Community
Found in: Visual Languages and Human-Centric Computing, IEEE Symposium on
By Brian Dorn, Allison Elliott Tew, Mark Guzdial
Issue Date:September 2007
pp. 27-32
Previous studies of end-user programmers have indicated a reliance on related examples for learning. Accordingly, we analyzed the projects contained in an online community with respect to their use of introductory computing constructs. In general, the proj...
 
Including HCI and user experience (UX) methodologies in computing curriculum (abstract only)
Found in: Proceeding of the 44th ACM technical symposium on Computer science education (SIGCSE '13)
By Brian Dorn, Dave Berque, Debra Lee Davis, Janet Davis, Kip Irvine, Matt Jadud
Issue Date:March 2013
pp. 753-753
With a growing awareness of the importance of Human Computer Interaction (HCI) and User Experience (UX) Design and Research in industry, many departments are examining ways to integrate this topic into their curriculum. What are the best ways to do this? S...
     
Becoming experts: measuring attitude development in introductory computer science
Found in: Proceeding of the 44th ACM technical symposium on Computer science education (SIGCSE '13)
By Allison Elliott Tew, Brian Dorn
Issue Date:March 2013
pp. 183-188
We have begun the process of examining how students perceive the field of computer science by employing a novice-to-expert continuum framework. As part of this exploration we have developed and are validating the Computing Attitudes Survey (CAS). In this s...
     
Toward a validated computing attitudes survey
Found in: Proceedings of the ninth annual international conference on International computing education research (ICER '12)
By Allison Elliott Tew, Brian Dorn, Oliver Schneider
Issue Date:September 2012
pp. 135-142
The Computing Attitudes Survey (CAS) is a newly designed instrument, adapted from the Colorado Learning Attitudes about Science Survey (CLASS), for measuring novice to expert-like perceptions about computer science. In this paper we outline the iterative d...
     
ScriptABLE: supporting informal learning with cases
Found in: Proceedings of the seventh international workshop on Computing education research (ICER '11)
By Brian Dorn
Issue Date:August 2011
pp. 69-76
Informal learning resources have the potential to reach millions of currently underserved learners teaching themselves about the basics of computing using the Web, example code, peer networks, books, and other materials. In this paper, we investigate the e...
     
Reaching learners beyond our hallowed halls
Found in: Communications of the ACM
By Brian Dorn
Issue Date:May 2011
pp. 28-30
Rethinking the design of computer science courses and broadening the definition of computing education both on and off campus.
     
Discovering computing: perspectives of web designers
Found in: Proceedings of the Sixth international workshop on Computing education research (ICER '10)
By Brian Dorn, Mark Guzdial
Issue Date:August 2010
pp. 23-30
This paper presents findings of an exploratory, qualitative study of professional web and graphic designers who regularly write computer programs. These participants have a wide variety of educational backgrounds, including some who had a few classes in co...
     
Learning on the job: characterizing the programming knowledge and learning strategies of web designers
Found in: Proceedings of the 28th international conference on Human factors in computing systems (CHI '10)
By Brian Dorn, Mark Guzdial
Issue Date:April 2010
pp. 703-712
This paper reports on a study of professional web designers and developers. We provide a detailed characterization of their knowledge of fundamental programming concepts elicited through card sorting. Additionally, we present qualitative findings regarding...
     
Context as Support for Learning Computer Organization
Found in: Journal on Educational Resources in Computing (JERIC)
By Allison Elliott Tew, Brian Dorn, Mark Guzdial, William D. Leahy
Issue Date:October 2008
pp. 1-18
The ubiquity of personal computational devices in the lives of today's students presents a meaningful context for courses in computer organization beyond the general-purpose or imaginary processors routinely used. This article presents results of a compara...
     
Graphic designers who program as informal computer science learners
Found in: Proceedings of the 2006 international workshop on Computing education research (ICER '06)
By Brian Dorn, Mark Guzdial
Issue Date:September 2006
pp. 127-134
We introduce end-user programmers as a group of persons engaged in informal Computer Science education. Results of a small-scale survey for a previously unstudied population of end-users, users of graphics manipulation software, are presented. We find that...
     
Jeroo: a tool for introducing object-oriented programming
Found in: Proceedings of the 34th SIGCSE technical symposium on Computer science education (SIGCSE '03)
By Brian Dorn, Dean Sanders
Issue Date:February 2003
pp. 201-204
Jeroo is a tool that has been developed to help students in beginning programming courses learn the semantics of fundamental control structures, learn the basic notions of using objects to solve problems, and learn to write methods that support a functiona...
     
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