Joe Bergin

An overview of visualization: its use and design: report of the working group in visualization

This paper presents an overview of visualization in Computer Science instruction. It is broken down in the following fashion. First, we present the motivation for using visualization and visual techniques in instruction. This is followed by a discussion of when the use of visualization is most appropriate. We then consider a broad spectrum of uses of visualization in Computer Science instruction. This spectrum is organized from passive to active in terms of a student’s involvement with the visualization tools. Types of visualizations are then categorized. The remainder of the paper focuses more on design issues for instructional visualization tools. These design issues are first presented from the perspective of the instructor who is constructing the visualization tool for students and then from the perspective of the programmer who is creating visualization software. We close the paper with some suggestions on organizing and maintaining a Web-based repository of visualization tools for Computer Science instruction.

Teaching software development methods: the case of extreme programming

This panel addresses the teaching of software development methods in undergraduate computer science and software engineering programs. Specifically, the panel focuses on the teaching of Extreme Programming (XP), which is one of the agile software development methods that have received much attention in the last decade. Following its origins in the industrial sector, XP has been explored in computer science and software engineering education, especially in educator symposiums that have been instituted in conferences on agile methods (e.g., [2]). This panel aims at discussing, together with the SIGCSE community, why and how to teach software development methods in general and XP in particular. Since the teaching of XP is discussed in this panel with respect to different courses, we believe that the panel is relevant for all SIGCSE members.

Assessment-driven course design foundational patterns

Assessment is one of the most important areas in education yet many university teachers are not trained in assessment strategies and the underlying principles. Assessment should be fair and relevant for the targeted learning outcomes. While these are honorable goals, the principles do not state how to achieve them. This is where patterns come to the rescue as they capture tested ways to ensure constructive alignment, a learning outcome oriented course design, and a clearly stated and communicated list of assessment criteria. The patterns presented in this paper have been mined by a group of practicing educators during the first EduPLoP. They are foundational assessment patterns and can be considered as entry point for more specific patterns on different assessment types.

Introducing agile development (XP) into a corporate Webmaster environment - an experience report

In this paper we examine the challenges of moving a large, traditionally waterfall-driven organization toward an agile development methodology. In particular we address the problems/successes we encountered in our attempts to adhere to the 12 practices of extreme programming given: 1) this was a first attempt with agile techniques and in particular extreme programming and 2) an organization that while supportive, is still driven by its own set of governance processes which seem to be in contradiction to extreme programming. We discuss how we prepared our development and customer teams in order to achieve an agile mindset along with the issues we encountered in our attempts to mesh IBMs internal processes with our implementation of extreme programming. Finally we address some of the lessons learned as revealed by our final project retrospective and out future plans using agile techniques.

Objects-early tools: a demonstration

Various software tools have been proposed or developed for use in introductory programming courses. Usually, presentation of a new tool at the SIGCSE symposium occurs when a tool is first developed, leaving it to interested observers to identify success or failure of tools over their lifetime.For teachers, it can be difficult to compare available tools and judge potential application in their courses.In this session, three tools with an established track record of successful classroom use are presented: Karel J Robot [1], objectdraw [2], and BlueJ [2]. In addition to considering each tool individually, opportunities for combinations of these tools are also discussed.The focus of this session will be on concrete, hands-on advice that teachers can immediately apply in their classrooms.

Day one of the objects-first first course: what to do

What should you do on the first day of your objects-first CS1 course? If you have been struggling with beginning an objects first course this special session will give you hints about how to avoid overload and make a smooth and effective start. The presenters are skilled at introducing objects to novices in interesting ways that captures the interest of the students and readies them for programming. These are gentle approaches that present deep ideas to the inexperienced. How can a course be built around objects without information overload? This session will address the opening gambit in this interesting game.

The first programming course: ideas to end the enrollment decline

This panel will discuss ways to engage undergraduates in computing and then to keep them as majors. A special emphasis will be on attracting females to computing. The panelists will discuss the relative strengths and weaknesses of four environments especially designed for the teaching of the first programming course.

Karel universe drag & drop editor

Karel Universe is a drag and drop editor integrated with the Karel J Robot [1] simulator system. It is intended for those students who wish to learn Java with the absolute minimum of syntax. The editor permits the student to create classes, objects, and programs by dragging syntactically correct program fragments from one pane to another. The resulting programs may be then executed in the Karel J Robot simulator.

Dialogical assessment patterns for learning from others

Assessment, be it formative, summative or diagnostic, is at the heart of all educational endeavour yet university teachers are not always trained in assessment strategies and their underlying principles. Assessment should be fair and relevant for the targeted learning outcomes and engage the learner in a process of reflection that develops increased self-awareness. Patterns as descriptions of tested methods of action can help in reaching these goals by scaffolding educators in the process of learning design. The five patterns presented in this paper have been mined by a group of practicing educators at the first EduPLoP workshop held in March 2015 and build upon two earlier patterns sets.

A research doctorate for computing professionals

Looking back on the first decade of the Doctor of Professional Studies in Computing---an ambitious doctoral track for people who want to do research in an industrial setting.