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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

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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.

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

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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

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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

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

Overall Acceptance Rate 117 of 440 submissions, 27%

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Cited By

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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
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Falkner KSheard J(2019)Pedagogic ApproachesThe Cambridge Handbook of Computing Education Research10.1017/9781108654555.016(445-480)Online publication date: 15-Feb-2019
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