Category: CS Pedagogy
Our work in Computer Science pedagogy looks at specific learning approaches or understanding of learning within Computer Science. This addresses issues such as understanding how students develop their mental models of the software development process, and the identification of self-regulated learning strategies that are specific to the Computer Science discipline. We also explore the fundamentals of computational thinking – and how we can better understand how to teach computational thinking as a process. This places an emphasis on the problem solving and problem construction process, over the technical details of programming itself.
Within this space, we also have an interest in some of the core issues that impact Computer Science as a discipline, one of which is equity concerns – why is it that female students tend to participate in low levels in our field? We are working to better understand this fundamental question, as well as exploring broader equity issues such as the inclusion of Indigenous Australians.
Research Contract: Pathways to Computer Science: Enabling Equity and Diversity, Google Research Contract. K. Falkner, C. Szabo, A. Szorenyi, and D. Michell. ($55,000) (2015-2016)
Research Contract: Pathways to Computer Science: Enabling Equity and Diversity, Google Research Contract. K. Falkner, C. Szabo, A. Szorenyi, and D. Michell. ($55,000) (2015-2016) The underrepresentation of women in Computer Science (CS) remains a crucial problem despite significant efforts by both industry and academia to redress the issue. A large number of studies exist in […]
We are so excited to see so many people starting to learn to code in our online course, Think Create Code, and also to see some of the amazing artworks that people are producing. One of the most exciting things for me in this course is to see so many people learning from each other, […]
On the 1st May, our online course through EdX, Think. Create. Code officially opened! After spending the past 6-8 months designing and building the course, it is fantastic to see students starting to learn to code, and create their own artworks through code! Think. Create. Code. teaches programming through the creation of art. There are […]
There is widespread concern about lack of student engagement in Information and Communication Technology (ICT) courses and the influence of this on learning outcomes, retention, and the student experience overall. Lack of engagement is particularly concerning for first year students, who are developing their study behaviours for the remainder of their degree programs. This study […]
The CSER group has begun a collaboration with colleagues working in the Gender Studies area, to better understand how gender influences our teaching and research environments within CS. The first results of this collaboration have been accepted for publication at ITiCSE 2015. Despite increased attention from Universities and Industry, the low representation of female students […]
The development of discipline-specific cognitive and meta-cognitive skills is fundamental to the successful mastery of software development skills and processes. This development happens over time and is influenced by many factors, however its understanding by teachers is crucial in order to develop activities and materials to transform students from novice to expert software engineers. In […]
This paper reports on an investigation of the teaching context of first-year Information and Communications Technology (ICT) courses at Australian universities and the influences of this on students’ learning experiences. This is part of a larger project which aimed to identify and disseminate good practices in ICT teaching at Australian universities with a specific focus […]
This paper details current research and teaching practice for first-year Information and Communications Technology (ICT) students at Australian universities. The project aims to record and disseminate good practice in first-year ICT teaching in Australia. The aim of the paper is to examine how academics are addressing the challenge of engaging first-year ICT students in the […]
This paper presents an investigation of assessment in first- year Information and Communications Technology (ICT) courses with a focus on Australian universities. This study was part of a project that aimed to identify and disseminate good practices in first-year ICT teaching in Australian universities. Through a systematic review of the last five years of research […]
ACE 2015: Computational Thinking, the Notional Machine, Pre-Service Teachers, and Research Opportunities
There is general consensus regarding the urgent and pressing need to develop school students’ computational thinking abilities, and to help school teachers develop computational thinking pedagogies. One possible reason that teachers (and students) may struggle with computational thinking processes is because they have poorly developed mental models of how computers work, i.e., they have inadequate […]