Zobrazeno 1 - 10
of 16
pro vyhledávání: '"Greg L. Nelson"'
Autor:
Benjamin Xie, Greg L. Nelson, Francisco Enrique Vicente Castro, Nicholas Lytle, Briana Bettin
Publikováno v:
Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8334aa075eeb38b012be267fb8753604
https://doi.org/10.1145/3545947.3573343
https://doi.org/10.1145/3545947.3573343
Autor:
Amy J. Ko, Greg L. Nelson
Publikováno v:
ACM Inroads. 10:74-83
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::203db1d8fe3b489d4da66f966c556cd3
https://doi.org/10.1145/3306153
https://doi.org/10.1145/3306153
Autor:
Dastyni Loksa, Matt J. Davidson, Harrison Kwik, Min Li, Andrew J. Ko, Alex Hui Tan, Benjamin Xie, Dongsheng Dong, Greg L. Nelson, Leanne Hwa
Publikováno v:
Computer Science Education. 29:205-253
Background and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming.Objective: We proposed a theory which identifies four dis...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1c0a144f76be5c33e1d09b8d7bce49ef
https://doi.org/10.1080/08993408.2019.1565235
https://doi.org/10.1080/08993408.2019.1565235
Publikováno v:
L@S
Choices learners make when navigating a self-directed online learning tool can impact the effectiveness of the experience. But these tools often do not afford learners the agency or the information to make decisions beneficial to their learning. We e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1ba159adae7ad9a4381d08cd17ad14e3
https://doi.org/10.1145/3386527.3405928
https://doi.org/10.1145/3386527.3405928
Autor:
Violetta Lonati, Greg L. Nelson, Filip Strömbäck, Mattia Monga, Karen H. Jin, Marjahan Begum, Ben Blamey, Bonnie MacKellar, Ari Korhonen
Publikováno v:
ITiCSE (Working Group Reports)
Computing learners may not master basic concepts, or forget them between courses or from infrequent use. Learners also often struggle with advanced computing courses, perhaps from weakness with prerequisite concepts. One underlying challenge for rese
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6c9b5fb8e2f3387ecae7c3e72d15ea53
https://doi.org/10.1145/3437800.3439204
https://doi.org/10.1145/3437800.3439204
Autor:
Violetta Lonati, Ari Korhonen, Marjahan Begum, Ben Blamey, Bonnie MacKellar, Ibrahim Al-Bluwi, Karen H. Jin, Greg L. Nelson, Filip Strömbäck, Mattia Monga
Publikováno v:
ITiCSE
Students often struggle with advanced computing courses, and comparatively few studies have looked into the reasons for this. It seems that learners do not master the most basic concepts, or forget them between courses. If so, remedial practice could
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3eafdcfc6c80b7424f0939b7b990f727
https://doi.org/10.1145/3341525.3394990
https://doi.org/10.1145/3341525.3394990
Autor:
Shwetak N. Patel, Mohit Jain, Ravi Karkar, Greg L. Nelson, Mayank Goel, Eric Whitmire, Divye Jain
Publikováno v:
Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies. 1:1-21
Input is a significant problem for wearable systems, particularly for head mounted virtual and augmented reality displays. Existing input techniques either lack expressive power or may not be socially acceptable. As an alternative, thumb-to-finger to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::12acf3fcb09c550604365b3eb96eefe0
https://doi.org/10.1145/3130978
https://doi.org/10.1145/3130978
Autor:
Greg L. Nelson
Publikováno v:
Koli Calling
Two large multinational studies show more than 60% of students incorrectly answer questions about the execution of basic programs. Past work has explored writing-focused curricula, but little work explores a reading-first pedagogy, teaching and asses
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::aae6dfaf09c2d14783795109cc13c1e9
https://doi.org/10.1145/3364510.3366164
https://doi.org/10.1145/3364510.3366164
Publikováno v:
Koli Calling
Formative assessments can have positive effects on learning, but few exist for computing, even for basic skills such as program tracing. Instead, teachers often rely on overly broad test questions that lack the diagnostic granularity needed to measur
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::adc0d529b9c186506e4be36278682152
https://doi.org/10.1145/3364510.3364525
https://doi.org/10.1145/3364510.3364525
Publikováno v:
SIGCSE
As we celebrate the 50th SIGCSE Symposium, this panel explores how computing education researchers chart a course individually and as a community to build our research practices and collective knowledge of computing education. This navigation involve
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e71571528a083cfd670d54ecd40e920d
https://doi.org/10.1145/3287324.3287329
https://doi.org/10.1145/3287324.3287329