%0 Conference Paper %1 KurVih11 %A Kurhila, Jaakko %A Vihavainen, Arto %B Proceedings of the 2011 conference on Information technology education %C New York, NY, USA %D 2011 %I ACM %K cs1 management programming structures %P 3--8 %R 10.1145/2047594.2047596 %T Management, structures and tools to scale up personal advising in large programming courses %U http://doi.acm.org/10.1145/2047594.2047596 %X We see programming in higher education as a craft that benefits from a direct contact, support and feedback from people who already master it. We have used a method called Extreme Apprenticeship (XA) to support our CS1 education. XA is based on a set of values that emphasize actual programming along with current best practices, coupled tightly with continuous feedback between the advisor and the student. As such, XA means one-on-one advising which requires resources. However, we have not used abundant resources even when scaling up the XA model. Our experiments show that even in relatively large courses (n = 192 and 147), intensive personal advising in CS1 does not necessarily lead to more expensive course organization, even though the number of advisor-evaluated student exercises in a course grew from 252 to 17420. A thorough comparison of learning results and organizational costs between our traditional lecture/exercise-based course model and XA-based course model is presented. %@ 978-1-4503-1017-8

@inproceedings{KurVih11, abstract = {We see programming in higher education as a craft that benefits from a direct contact, support and feedback from people who already master it. We have used a method called Extreme Apprenticeship (XA) to support our CS1 education. XA is based on a set of values that emphasize actual programming along with current best practices, coupled tightly with continuous feedback between the advisor and the student. As such, XA means one-on-one advising which requires resources. However, we have not used abundant resources even when scaling up the XA model. Our experiments show that even in relatively large courses (n = 192 and 147), intensive personal advising in CS1 does not necessarily lead to more expensive course organization, even though the number of advisor-evaluated student exercises in a course grew from 252 to 17420. A thorough comparison of learning results and organizational costs between our traditional lecture/exercise-based course model and XA-based course model is presented.}, acmid = {2047596}, added-at = {2012-10-01T09:57:56.000+0200}, address = {New York, NY, USA}, author = {Kurhila, Jaakko and Vihavainen, Arto}, biburl = {https://www.bibsonomy.org/bibtex/266220095f947a97ebefeb54abf2bd219/ziticca}, booktitle = {Proceedings of the 2011 conference on Information technology education}, description = {Management, structures and tools to scale up personal advising in large programming courses}, doi = {10.1145/2047594.2047596}, interhash = {7480437c30839da1b1a34fb36865f747}, intrahash = {66220095f947a97ebefeb54abf2bd219}, isbn = {978-1-4503-1017-8}, keywords = {cs1 management programming structures}, location = {West Point, New York, USA}, numpages = {6}, pages = {3--8}, publisher = {ACM}, series = {SIGITE '11}, timestamp = {2012-10-01T09:57:56.000+0200}, title = {Management, structures and tools to scale up personal advising in large programming courses}, url = {http://doi.acm.org/10.1145/2047594.2047596}, year = 2011 }