Jirarat Sitthiworachart

Effective peer assessment for learning computer programming

Peer assessment is a technique that has been successfully employed in a variety of academic disciplines, and which is considered to be effective in developing students higher cognitive skills. In this paper, we consider the results of applying novel web-based technology to the delivery of peer assessment in the context of an undergraduate computer programming course, and discuss the benefits of this approach.

Web-based peer assessment in learning computer programming

Peer assessment is a method of motivating students in learning computer programming, involving students marking and providing feedback on other students work. We report on the design and implementation of a novel Web-based peer assessment system, and discuss its deployment on a large programming module. The results indicate that this peer assessment system has successfully helped students to develop their understanding of computer programming.

Categorising computer science education research

The interdisciplinary nature of Computer Science Education as a field of study is a complicating factor when authors are choosing appropriate journals and conferences for publishing research results. This paper reports a survey of 42 such publications in order to identify the types of paper frequently accepted for publication in each. We review existing taxonomies developed for the general fields of Computer Science and Education, and from this starting point, we develop a novel faceted taxonomy, specifically aimed to help new researchers in the field understand what types of papers are published and where they appear. Our results confirm previous studies indicating the predominance of practice-based, technology-driven reports. We also observe certain differences in educational themes between those found in publications grounded in the Computer Science Education corpus and those emerging from more general Higher Education literature.

Incorporating technologies into a flexible teaching space

Higher education institutions are increasingly exploring how they can use emerging technologies to develop and enhance the learning experiences offered to students. These activities have mainly focused on developing student-centred facilities. The University of Warwick has taken the next step by developing a space (the Teaching Grid) specifically designed to meet the needs of teaching staff across the institution. This paper describes how the Teaching Grid supports teachers by providing a flexible experimental space together with a rich collection of established and new technologies, and with comprehensive staff support. We analysed the use of the facility during the first 30 months of operation, using data collected from 119 case studies, in order to present a perspective on how they have used the technologies and how this has impacted on their teaching practice. We present a taxonomy that provides a concrete framework to support future analysis of and comparisons between such spaces.

Exploring the impact of a flexible, technology-enhanced teaching space on pedagogy

Approaches to teaching and learning are increasingly influenced by the introduction of new technologies and innovative use of space. Recognising the need to keep up to date many institutions has created technology-rich, flexible spaces. Studies so far have concentrated on how students use such facilities; however, their availability also strongly impacts on teaching staff, presenting new possibilities and challenges. To encourage the development of activities that make the most of these resources, the University of Warwick launched the Teaching Grid (2008), a flexible space with state-of-the-art technology. Advisers support colleagues in developing and delivering novel, experimental teaching sessions. This paper reports on use of the facility during its first three years, considering the effects on pedagogy of experimental use of space and technology; this is correlated to an increase in number and variety of teaching and learning activities which, it is suggested, enhances the student experience.