Concurrency wordt over het algemeen als een lastig onderwerp ervaren. Met alleen creativiteit is het moeilijk een concurrent programma goed werkend te krijgen. Veel studieboeken en cursussen op dit gebied komen ook niet verder dan de syntaxconstructies gevolgd door enkele voorbeelden van gebruik. Hoe een concurrent programma te ontwerpen en welke stappen daarin gevolgd kunnen worden, komt meestal niet aan bod.
We investeren in grote software projecten. We maken dromen waar met inzet van de nieuwste technologieën. De complexiteit is enorm. We nemen
beslissingen genomen zonder te weten of alle beslissingen goed zijn.
Als opleiding willen dat studenten
• leren beslissingen beter te nemen
• zich ervan bewust zijn dat ze soms verkeerde beslissingen nemen
• leren dat hun fouten gevonden kunnen worden, liefst snel
• leren dat door hun fout niet het hele project mislukt
Nico van Diepen, Universiteit Twente / ELAN Twente Academy
Alie Blume-Bos, Universiteit Twente / ELAN Twente Academy
Samenvatting:
Van de studenten die op de Universiteit Twente de bacheloropleiding Technische informatica volgen, heeft een deel in het voortgezet onderwijs het vak Informatica gekozen en een deel niet. De vraag die wij wilden beantwoorden is: is het studiesucces van de studenten mét informatica in hun VO-pakket bij de opleiding TI beter dan dat van de studenten zonder?
Karen Brennan, Assistant Professor of Education, Graduate School of Education, Harvard University
Samenvatting:
Young people are surrounded by interactive media – but they engage with this media primarily as consumers, rather than as producers. In this talk, Brennan described how access to tools and access to community can support a shift from consumption to production, using the Scratch programming language as an extended case study. Based on interviews and observation, she shares five years of young people’s activities with Scratch, in both formal (K‐12 classroom environments) and informal (the Scratch online community) learning environments.
dr. Geert de Haan, Media Technology / Human Centred ICT, Communication, Media & Information Technology, Rotterdam University of Applied Sciences
Samenvatting:
The paper and presentation discussed the need for a Human Centred Creative Technology approach to the design and education of HCI and Media Technology. We briefly describe our current practice what HCI and Media technology design and education (should) look like, being grounded on a vision of the future of area of interest as informal, not‐necessarily goal‐directed and lightweight practice, associated the technology generation of ubiquitous computing, smartphone apps and the internet of things.
Honoring the theory that expertise is a consequence of deliberate practice, we propose the application of automatic assessment of programming exercises to enable instructors to provide adequate practice opportunities for students to start developing expert status in programming. A brief introduction to the theory of assessment serves as foundation for the evaluation of occurrences of automatic assessment reported in the literature.
Teaching a formal method to business students can be quite challenging. For this purpose, the authors have developed RAP, a platform for researchers and students that supports the learning of rule‐based design in a formal method called Ampersand. Students perform design exercises in RAP, and researchers can collect measurements on the student’s behavior. RAP was designed to experiment with measurements of student behavior, for the purpose of studying the didactics of this specific subject.
Holmes is a plagiarism detection tool for Haskell programs. In this paper, we describe Holmes and show that it can detect plagiarism in a substantial corpus (2,122 Haskell submissions spread over 18 different assignments) of Haskell programs submitted by undergraduate students in a undergraduate level functional programming course over a period of ten years, and consider its sensitivity to superficial changes in the source code.
This paper looks at how courses by experts that are available on the internet can be used to enhance student understanding of computer science prior to them entering or during their first year of study at a university. A secondary school exit skill‐set is proposed which is based on existing secondary school curricula and studies that have recently been conducted.
Fred G. Martin, Associate Professor, Computer Science department / Director of Student Success, College of Sciences, University of Massachusetts Lowell, USA
Samenvatting:
Wolff‐Michael Roth introduced the term ‘Apria’ to refer to the paradox of being a learner: how can we intentionally direct ourselves toward learning something new, when we necessarily do not yet understand – nor are we even able to perceive – the very thing that we seek to know?
