NDLI: Proceedings of the 2016 ACM Conference on International Computing Education Research (ICER '16)

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Affective and Cognitive - Designing Educational Experiences that Transform

When Everyone Knows CS is the Best Major: Decisions about CS in an Indian context

Evaluation of a Frame-based Programming Editor

Control-Flow-Only Abstract Syntax Trees for Analyzing Students' Programming Progress

Replication, Validation, and Use of a Language Independent CS1 Knowledge Assessment

Lightweight, Early Identification of At-Risk CS1 Students

A Picture of the Growing ICER Community

Computer Science Principles: Impacting Student Motivation & Learning Within and Beyond the Classroom

With a Little Help From My Friends: An Empirical Study of the Interplay of Students' Social Activities, Programming Activities, and Course Success

Examining the Value of Analogies in Introductory Computing

Cognitive, Affective, and Dispositional Components of Learning Programming

Perceived Instrumentality and Career Aspirations in CS1 Courses: Change and Relationships with Achievement

Flipping the Assessment of Cognitive Load: Why and How

Analyzing Student Practices in Theory of Computation in Light of Distributed Cognition Theory

Benchmarking Introductory Programming Exams: Some Preliminary Results

Some Trouble with Transparency: An Analysis of Student Errors with Object-oriented Python

Methodological Rigor and Theoretical Foundations of CS Education Research

Aspects of Graduateness in Computing Students' Narratives

Learning to Program: Gender Differences and Interactive Effects of Students' Motivation, Goals, and Self-Efficacy on Performance

Distractors in Parsons Problems Decrease Learning Efficiency for Young Novice Programmers

Early Identification of Novice Programmers' Challenges in Coding Using Machine Learning Techniques

"I Don't Code All Day": Fitting in Computer Science When the Stereotypes Don't Fit

How Kids Code and How We Know: An Exploratory Study on the Scratch Repository

The Role of Self-Regulation in Programming Problem Solving Process and Success

Evidence That Computer Science Grades Are Not Bimodal

Learning Curve Analysis for Programming: Which Concepts do Students Struggle With?

Identifying Design Principles for CS Teacher Ebooks through Design-Based Research

Learning Loops: A Replication Study Illuminates Impact of HS Courses

A Study of Code Design Skills in Novice Programmers using the SOLO taxonomy

The Role of Spatial Reasoning in Learning Computer Science

Bringing the Innovations in Data Management to Secondary CS Education

Dynamically Adaptive Parsons Problems

Accounting for the Role of Policy in the Underrepresentation of Women in Computer Science

Pedagogy and Measurement of Program Planning Skills

Geospatial Analysis of Computer Science Course Offerings in Wisconsin Public High Schools

Computational Thinking as a Computer Science Education Framework and the Related Effects on Gender Equity

Mixed Methods for the Assessment and Incorporation of Computational Thinking in K-12 and Higher Education

Teaching: Learning of Troubleshooting Skills for Computer Science Undergraduates

Learning and Collaboration in Physical Computing

Mobile Learning Application for Computer Science Students: A Transactional Distance Perspective

Situating Physical Computing in Secondary CS Education

Improving Scientific Inquiry through Physical Computing

Examining Graduateness through Narratives

Improving Students' Knowledge Integration in Data Structures

Identify and Help At-Risk Students Before It Is Late

Proceedings of the 2016 ACM Conference on International Computing Education Research (ICER '16)

Content Provider	ACM Digital Library
Editor	Chinn, Donald Lewis, Colleen Guzdial, Mark Hundhausen, Chris Tenenberg, Josh Fincher, Sally Falkner, Katrina Robins, Anthony Dorn, Brian Doane, William Sheard, Judy
Copyright Year	2016
Abstract	We warmly welcome you to the twelfth annual International Computing Education Research conference (ICER 2016), sponsored by the ACM Special Interest Group on Computer Science Education. This year ICER will be held in Melbourne, Australia, and will be located in the Monash University Law Chambers in the city centre of Melbourne. The ICER conference has been steadily growing. This year there were a record number of research paper submissions with a total of 102 papers submitted and 26 papers accepted for an acceptance rate of 25%. The papers were double-blind reviewed by an international program committee. The review process was overseen by a meta-review team consisting of three conference co-chairs (Sheard, Dorn and Tenenberg) and the two associate chairs. Our paper authors represent eight different countries: Australia, Canada, Finland, Germany, India, Netherlands, United Kingdom and USA. Associated with ICER 2016 is a Doctoral Consortium with 18 doctoral students who are working on computing education research projects and a Work in Progress workshop where 9 participants will receive in-depth feedback on their proposals for computing education research projects. The ICER program is organized around nine paper presentation sessions with a variety of computing education topics such as understanding how students code, identifying students at risk, assessment benchmarking, and programming tools and IDEs. We have continued ICER's well established single-track format with time allocated for audience discussion to each paper presentation. In addition, there will be 4 lightning talks with posters, 4 lightning talks, and 6 posters, with additional poster presentations from the Doctoral Consortium participants. A highlight of the conference is our keynote speaker Associate Professor Richard Buckland from the University of New South Wales. Richard is an award winning computing educator with many innovations in online and face-to-face teaching. His keynote address Affective and Cognitive -- Designing Educational Experiences that Transform, will explore teaching and learning in the affective domain.
ISBN	9781450344494
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	2016-08-25
Access Restriction	Subscribed
Content Type	Text
Resource Type	Conference Proceedings

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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