poster

Promoting active learning & leveraging dashboards for curriculum assessment in an OpenEdX introductory CS course for middle school

Authors:

Shuchi Grover,

Roy Pea,

Stephen CooperAuthors Info & Claims

L@S '14: Proceedings of the first ACM conference on Learning @ scale conference

Pages 205 - 206

https://doi.org/10.1145/2556325.2567883

Published: 04 March 2014 Publication History

Get Access

Abstract

Lack of teachers to teach computer science (CS) and pedagogically sound introductory CS curricula remain a significant challenge facing secondary schools attempting to teach CS. This paper describes our efforts to design and pilot an online 6-week middle/high school course using Stanford's OpenEdX platform. The pedagogy, curriculum and assessment are guided by learning theory. The course leverages OpenEdX features for contextual discussions and multiple-choice assessments that promote student learning and provide feedback. The paper reports on experiences in using instructor dashboards to identify targets of student difficulty and to aid curriculum redesign.

References

[1]

Glass, A. L., & Sinha, N. Multiple-choice questioning is an efficient instructional methodology that may be widely implemented in academic courses to improve exam performance. Current Directions in Psychological Science, 22, 6 (2013), 471--477.

Crossref

Google Scholar

[2]

Lopez, M., Whalley, J., Robbins, P. & Lister, R. Relationships between reading, tracing and writing skills in introductory programming. In Proc. ICER 2008, ACM Press (2008).

Digital Library

Google Scholar

[3]

NSF, Increasing accessibility to computer science education across the US. http://www.nsf.gov/news/news_summ.jsp?cntn_id=129882

Google Scholar

[4]

Parsons, D. and Haden, P. Parson's programming puzzles: a fun and effective learning tool for first programming courses. In Proceedings of the 8th Australasian Conference on Computing Education-Volume 52 (2006), 157--163.

Digital Library

Google Scholar

[5]

Rivard, R. Three's Company. Inside Higher Ed (2013). http://www.insidehighered.com/news/2013/04/03/stanford-teams-edx

Google Scholar

[6]

Sweller, J., & Cooper, G. A. The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 1 (1985), 59--89.

Crossref

Google Scholar

[7]

The Design-Based Research Collective. Design-based research: An emerging paradigm for educational inquiry. Educational Researcher (2003), 5--8.

Google Scholar

Cited By

View all

Zhou ZCai LGuo JZhang YChang BXu TWang Y(2024)ExeVis: concept-based visualization of exercises in online learningJournal of Visualization10.1007/s12650-024-00956-427:2(235-254)Online publication date: 14-Mar-2024
https://doi.org/10.1007/s12650-024-00956-4
Hwang RLin HSun JWu J(2021)Improving Learning Achievement in Science Education for Elementary School Students via Blended LearningResearch Anthology on Developing Effective Online Learning Courses10.4018/978-1-7998-8047-9.ch074(1494-1514)Online publication date: 2021
https://doi.org/10.4018/978-1-7998-8047-9.ch074
Llanos Mosquera JHidalgo Suarez CBucheli Guerrero V(2021)Una revisión sistemática sobre aula invertida y aprendizaje colaborativo apoyados en inteligencia artificial para el aprendizaje de programaciónTecnura10.14483/22487638.1693425:69(196-214)Online publication date: 1-Jul-2021
https://doi.org/10.14483/22487638.16934
Show More Cited By

Index Terms

Promoting active learning & leveraging dashboards for curriculum assessment in an OpenEdX introductory CS course for middle school
1. Human-centered computing

Recommendations

A blended learning course for playfully teaching programming concepts to school teachers
Abstract
In this paper we report our experiences from a University outreach program with primary and secondary education teachers of various specialties. Our goal was to improve the coding abilities of teachers through Scratch activities. The participants ...
Computational thinking via interactive journalism in middle school
SIGCSE '10: Proceedings of the 41st ACM technical symposium on Computer science education

To address the critical shortage of students entering computing fields, as well as broaden participation in computing, we present a summer and afterschool program in Interactive Journalism through which middle school students and their teachers develop ...
Formative assessment in b-learning: effectively monitoring students learning
TEEM '14: Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality

One of the objectives of Higher Education is the development of learner autonomy so that students can become effective and efficient learners, with the capability for lifelong learning and for actively engage in the development of a knowledge society. ...

Comments

Please enable JavaScript to view thecomments powered by Disqus.

Information & Contributors

Information

Published In

L@S '14: Proceedings of the first ACM conference on Learning @ scale conference

March 2014

234 pages

ISBN:9781450326698

DOI:10.1145/2556325

General Chair:
Mehran Sahami
Stanford University, USA
,
Program Chairs:
Armando Fox
University of California, Berkeley, USA
,
Marti A. Hearst
University of California, Berkeley, USA
,
Michelene T.H. Chi
Arizona State University, USA

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 04 March 2014

Check for updates

Author Tags

Qualifiers

Poster

Conference

L@S 2014

Sponsor:

ACM Ed Board

L@S 2014: First (2014) ACM Conference on Learning @ Scale

March 4 - 5, 2014

Georgia, Atlanta, USA

Acceptance Rates

L@S '14 Paper Acceptance Rate 14 of 38 submissions, 37%;

Overall Acceptance Rate 117 of 440 submissions, 27%

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

14
Total Citations
View Citations
415
Total Downloads

Downloads (Last 12 months)12
Downloads (Last 6 weeks)2

Reflects downloads up to 11 Jan 2025

Other Metrics

View Author Metrics

Citations

Cited By

View all

Zhou ZCai LGuo JZhang YChang BXu TWang Y(2024)ExeVis: concept-based visualization of exercises in online learningJournal of Visualization10.1007/s12650-024-00956-427:2(235-254)Online publication date: 14-Mar-2024
https://doi.org/10.1007/s12650-024-00956-4
Hwang RLin HSun JWu J(2021)Improving Learning Achievement in Science Education for Elementary School Students via Blended LearningResearch Anthology on Developing Effective Online Learning Courses10.4018/978-1-7998-8047-9.ch074(1494-1514)Online publication date: 2021
https://doi.org/10.4018/978-1-7998-8047-9.ch074
Llanos Mosquera JHidalgo Suarez CBucheli Guerrero V(2021)Una revisión sistemática sobre aula invertida y aprendizaje colaborativo apoyados en inteligencia artificial para el aprendizaje de programaciónTecnura10.14483/22487638.1693425:69(196-214)Online publication date: 1-Jul-2021
https://doi.org/10.14483/22487638.16934
Grover SSherriff MMerkle LCutter PMonge ASheard J(2021)Toward A Framework for Formative Assessment of Conceptual Learning in K-12 Computer Science ClassroomsProceedings of the 52nd ACM Technical Symposium on Computer Science Education10.1145/3408877.3432460(31-37)Online publication date: 3-Mar-2021
https://dl.acm.org/doi/10.1145/3408877.3432460
Koutsakas PKaragiannidis CPolitis PKarasavvidis I(2020)A computer programming hybrid MOOC for Greek secondary educationSmart Learning Environments10.1186/s40561-020-0114-17:1Online publication date: 4-Mar-2020
https://doi.org/10.1186/s40561-020-0114-1
Hwang RLin HSun JWu J(2019)Improving Learning Achievement in Science Education for Elementary School Students via Blended LearningInternational Journal of Online Pedagogy and Course Design10.4018/IJOPCD.20190401049:2(44-62)Online publication date: Apr-2019
https://doi.org/10.4018/IJOPCD.2019040104
Lundqvist KWarburton S(2019)Visualising Learning Pathways in MOOCs2019 IEEE Learning With MOOCS (LWMOOCS)10.1109/LWMOOCS47620.2019.8939659(185-190)Online publication date: Oct-2019
https://doi.org/10.1109/LWMOOCS47620.2019.8939659
Falkner KSheard J(2019)Pedagogic ApproachesThe Cambridge Handbook of Computing Education Research10.1017/9781108654555.016(445-480)Online publication date: 15-Feb-2019
https://doi.org/10.1017/9781108654555.016
(2019)The Cambridge Handbook of Computing Education Research10.1017/9781108654555Online publication date: 15-Feb-2019
https://doi.org/10.1017/9781108654555
de Waard IDemeulenaere K(2017)The MOOC-CLIL project: using MOOCs to increase language, and social and online learning skills for 5th grade K-12 studentsBeyond the language classroom: researching MOOCs and other innovations10.14705/rpnet.2017.mooc2016.669(29-42)Online publication date: 28-Jun-2017
https://doi.org/10.14705/rpnet.2017.mooc2016.669
Show More Cited By

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Cited By

Index Terms

Recommendations

A blended learning course for playfully teaching programming concepts to school teachers

Computational thinking via interactive journalism in middle school

Formative assessment in b-learning: effectively monitoring students learning