Proceedings of the 16th Koli Calling International Conference on Computing Education Research
Koli Calling is a vibrant single-track conference with a program including a keynote address, paper presentations and a poster session. At Koli Calling 2017, Professor Katrina Falkner from the University of Adelaide, Australia, presented a keynote address on the topic What Can We Learn about Teaching from MOOCs? Although the conference had a strong Computational Thinking flavour this year, the paper and poster presentations also covered a variety of topics including teaching and learning programming; program design; affect and emotion expression in CS and while programming; reflection, feedback and assessment; program plagiarism; and visualisation tools.
INTED2018 Proceedings. 12th International Technology, Education and Development Conference Valencia, Spain. 5-7 March, 2018.
Nowadays, the e-learning market is rapidly growing both fi nancially and geographically. More and more often, e-learning resources involve a multicultural audience and are becoming available to people with diff erent educational backgrounds. However, there are cognitive specifi city and diff erent approaches to the learning process in diff erent cultures. This paper is devoted to illustrating a possible solution for adaptation of content of an e-learning resource to a multicultural audience. The solution described applies the adaptive content concept based on individual educational trajectories and preparing content according to the individual cultural characteristics of learner and his or her competencies, both obtained and desired. During the research, the learner-centric model of learning processes was developed. In the article, both high-level and detailed models are presented. Principles of planning the individual learning trajectory based on the learner’s obtained and desired competencies, and statistical data about his or her learning style are also described. As an example of the possibility to apply historical data on how learning style aff ects successful passing through the learning course, the statistical analysis is provided. The analysis relies on person-course deidentifi ed dataset from seven courses on HarvardX and MITx platforms provided during the 2013/14 academic year. This analysis demonstrated the statistical signifi cance of several parameters. A comparison of algorithms for estimating the probability of successfully passing the course depending on the learning style, is also presented.
We follow a design-based approach to design and evaluate a collaboration tool for code and report sharing in a mixed-major undergraduate minor programme in Data Science for non-STEM students, investigating and enhancing practices of knowledge transfer among students, and analysing connection of exchange participation with educational achievement and the number of student's friends.
In this paper, we present our current research regarding information interaction strategies of students of minor specialization in Data Science. We employed an online platform, consisted of a third-party and our software, to provide students with means of learning and analyse their learning activity. We developed several indicators to estimate their activity: coding activity, friends network size, and Q&A activity. We show that high-achieving and low-achieving students use resources in different ways, with substantial inequality in resource access/use. Based on the research, we propose two features that supposedly would provoke students to participate in a Q&A activity decreasing inequality in the use of these resources.
Active learning and formative assessment techniques are the cutting edge of the modern education. This paper considers peer assessment automation and touches the topic of high actuality in advancing ICT for active learning. The roots of the study are obtained difficulties in adoption of the currently available peer assessment systems to engineering education introductory courses. The main goal of the paper is to collect software requirements and to build a peer assessment system, which may be easily agreed with standard educational routines (e.g. e-mailing) and which is be able to support complex artifacts interchange during a peer assessment session. The software requirements specification (SRS) for such a system has been created as a result of reviewing educational studies, technical reports and academic publications on common peer assessment processes and existing peer assessment systems. We also introduce the open source Mail-based Randomized Double-Blinded Peer-assessment System for Complex Artifacts called PASCA, which is developed according to this SRS and the results of PASCA adoption to an introductory programming course.
The article presents computational pedagogy and realization of its components (thinking, participation and reflection) in the Scratch community.
This article is talking about state management and cultural policy, their nature and content in term of the new tendency - development of postindustrial society. It mentioned here, that at the moment cultural policy is the base of regional political activity and that regions can get strong competitive advantage if they are able to implement cultural policy successfully. All these trends can produce elements of new economic development.