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Getting algorithm visualizations into the classroom
- In Proceedings of the 42nd ACM Technical Symposium on Computer Science Education (SIGCSE’11
, 2011
"... Algorithm visualizations (AVs) are widely viewed as having the potential for improving computer science education. However, the rate of AV use and overall impact on education does not match the positive interest in their use that instructors report. Surveys of CS faculty show that impediments to suc ..."
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Algorithm visualizations (AVs) are widely viewed as having the potential for improving computer science education. However, the rate of AV use and overall impact on education does not match the positive interest in their use that instructors report. Surveys of CS faculty show that impediments to successful use of AVs in the classroom include difficulties in finding quality AVs on desired topics, difficulties in adapting AVs to a given classroom setting, and lack of knowledge on the best way to deploy AVs. This indicates a need for better support for instructors, to get them past these barriers. We seek to provide this support through an online educational community that relies on a new model based less on the “digital library ” approach of information gained by going to a site and searching. Instead, the focus is on community-added content through members ’ discussions, reviews, and ratings of content items. The AlgoViz community effort will better focus the future direction of AV development and use.
Deepening Students ’ Understanding of Algorithms: Effects of Problem Context and Feedback Regarding Algorithmic Abstraction
, 2011
"... Copyright c ○ 2011 Leigh Ann SudolAbstractIn the study of computer science, programming is a fundamental skill, not just for the production of code, but for the practice of problem decomposition and algorithmic production. In introductory classes, students are expected to learn the skills to decompo ..."
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Copyright c ○ 2011 Leigh Ann SudolAbstractIn the study of computer science, programming is a fundamental skill, not just for the production of code, but for the practice of problem decomposition and algorithmic production. In introductory classes, students are expected to learn the skills to decompose problems into component parts, select appropriate algorithmic strategies, and compose those various strategies into a semantically and syntactically correct program. The challenge for students is understanding that programming is not simply about constructing individually correct lines of code, but how those lines work together to produce a coherent algorithm. Current technological approaches to developing pedagogical tools for supporting code production focus on either supporting students at the beginning of the process by prompting for small steps in the code writing process, or scaffolding the debugging process after the student produces compilable code. These approaches do not support deeper understanding of the algorithms that will transfer to future problem solving situations. The early assistance robs them of the opportunity to navigate the search space to retrieve the strategies appropriate for the particular
Ercan Top
"... Öğrenciler bilgisayar programlamayı öğrenirken çeşitli zorluklarla karşılaşmaktadır. Araştırmacılar öğrencilere bu zorlukları aşmada yardımcı olmak için çalışmalar yapmışlardır. Bu çalışmada matematik eğitimi bağlamında geliştirilmiş olan ACE döngüsü isimli öğretim ortamı programlama eğitimine PACE ..."
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Öğrenciler bilgisayar programlamayı öğrenirken çeşitli zorluklarla karşılaşmaktadır. Araştırmacılar öğrencilere bu zorlukları aşmada yardımcı olmak için çalışmalar yapmışlardır. Bu çalışmada matematik eğitimi bağlamında geliştirilmiş olan ACE döngüsü isimli öğretim ortamı programlama eğitimine PACE döngüsü olarak uyarlanmıştır. Çalışmanın amacı PACE döngüsünün etkililiğini nicel ve nitel boyutlarıyla araştırmaktır. Çalışmanın örneklemini 62 makine mühendisliği öğrencisi oluşturmaktadır. Öğrenciler deney ve kontrol gruplarına rastgele atanmıştır. Deney grubunda PACE döngüsü kontrol grubunda ise ‘geleneksel öğretim ’ uygulanmıştır. Öğretim sürecinden önce ve sonra nicel ve nitel yöntemler kullanılarak veri toplanmıştır. Elde edilen sonuçlara göre kontrol ve deney gruplarının başarı ve tutum puanları arasında anlamlı bir fark bulunamamıştır. Fakat sadece bu sonuca bağlı olarak PACE döngüsünün etkililiği yeterince değerlendirilemez. Nitel veriden elde edilen bulgular kontrol grubundaki öğrencilerin verilen öğretimi yenilikçi bir ortam olarak tanımladıklarını göstermektedir. Bu da ‘geleneksel öğretim ’ ortamı tarifinin bağlamsal olarak değişebileceğine işaret eder. Öğrencilerin öğretim ortamı algısı ve deneyimleri
Paper ID #5951 Evaluating Online Tutorials for Data Structures and Algorithms Courses
"... (DSA) courses. Her applied research in education is in cognitive functioning using online learning technologies. She has redesigned two undergraduate courses in Thermodynamics for online/Distance delivery at the ME Department at VT. In 2010, with an education grant from Nuclear Regulatory Commission ..."
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(DSA) courses. Her applied research in education is in cognitive functioning using online learning technologies. She has redesigned two undergraduate courses in Thermodynamics for online/Distance delivery at the ME Department at VT. In 2010, with an education grant from Nuclear Regulatory Commission (NRC) she completed the online design of the Graduate nuclear engineering certificate program. In 2011, the new education grant from NRC, allowed initiating the design of two new nuclear graduate courses for the Master program. She maintains research and publishing tracks in nascent interdisciplinary trust concepts, eLearning, and innovative teaching, learning in fields of statistics and research methods, engineering, medical fields, and assessment methods.
The Role of Visualization in Computer Science Education
, 2012
"... Publication details, including instructions for authors and subscription information: ..."
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Publication details, including instructions for authors and subscription information:
Sixth Program Visualization Workshop 1 Truly Interactive Textbooks for Computer Science Education
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OpenDSA: Beginning a Community Active-eBook Project
"... In this paper, we present our vision for OpenDSA, an opensource, community-based effort to create a complete activeeBook for Data Structures and Algorithms courses at the undergraduate level. We define active-eBooks as going beyond classic hypertextbooks, being a close integration of text and images ..."
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In this paper, we present our vision for OpenDSA, an opensource, community-based effort to create a complete activeeBook for Data Structures and Algorithms courses at the undergraduate level. We define active-eBooks as going beyond classic hypertextbooks, being a close integration of text and images with interactive visualizations/simulations and assessment activities. The OpenDSA project is meant to proceed with broad participation from the CS Education community, with maximum flexibility on reuse of materials, and with the ability for a given instructor to pick and choose material from the collection and modify as desired. We discuss the goals of the project, our initial community organization efforts, and the technical infrastructure that we envision for the project. Initial progress is described. 1.
Compiler Construction Animation of Mathematical and
, 2012
"... This is to certify that: (i) The thesis comprises only my original work toward the Bachelor De-gree. (ii) Due acknowledgement has been made in the text to all other material used. ..."
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This is to certify that: (i) The thesis comprises only my original work toward the Bachelor De-gree. (ii) Due acknowledgement has been made in the text to all other material used.
General Terms
"... Learning abstract concepts in data structures and algorithms (DSA) courses is often difficult for students. To improve understanding of DSA topics, numerous algorithm visual-ization (AV) systems and stand-alone AVs have been de-veloped, supporting a wide range of algorithms and differ-ent engagement ..."
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Learning abstract concepts in data structures and algorithms (DSA) courses is often difficult for students. To improve understanding of DSA topics, numerous algorithm visual-ization (AV) systems and stand-alone AVs have been de-veloped, supporting a wide range of algorithms and differ-ent engagement strategies. Prior studies show that active engagement of students is necessary to make AVs educa-tionally effective. In this paper, we introduce JSAV, a new JavaScript framework for creating engaging algorithm visu-alizations with active learning features. JSAV is meant to be used with HTML5-based online learning materials. We describe the special features of JSAV that support active learning, and discuss its potential for use in online educa-tion projects.
LiveCG: an Interactive Visualization Environment for Computational Geometry
"... We describe LiveCG, an interactive visualization environ-ment for algorithms and data structures from Computa-tional Geometry. LiveCG offers many primitives that make it easy to create interactive algorithm animations and illus-trations for education and research. It can be seen as an attempt to dev ..."
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We describe LiveCG, an interactive visualization environ-ment for algorithms and data structures from Computa-tional Geometry. LiveCG offers many primitives that make it easy to create interactive algorithm animations and illus-trations for education and research. It can be seen as an attempt to develop a modern version of technologically ob-solete systems such as XYZ Geobench or the Workbench for Computational Geometry. 1.
