Computer science as a field requires curricular guidance, as new innovations are filtered into teaching its knowledge areas at a rapid pace. Furthermore, another trend is the growing number of students with different cultural backgrounds. These developments require taking into account both the differences in learning styles and teaching methods in practice in the development of curricular knowledge areas. In this paper, an intensive collaborative teaching concept, Code Camp, is utilized to illustrate the effect of learning styles on the success of a course. Code Camp teaching concept promotes collaborative learning and multiple skills and knowledge in a single course context. The results indicate that Code Camp as a concept is well liked, increases motivation to learn and is suitable for both intuitive and reflective learners. Furthermore, it appears to provide interesting creative challenges and pushes students to collaborate and work as a team. In particular, the concept also promotes intuition.
Elegant, instructive examples of functional programming. Supposed to be fun, and teach important programming techniques and fundamental design principles. Traditionally appear in Journal of Functional Programming, and at ICFP and affiliated workshops.
On January 10, 1938, computer scientist Donald Knuth, developer of the seminal computer science textbooks 'The Art of Computer Programming', was born. He is also widely known for his development of the TeX typesetting framework and the Metafont font definition language. Actually, Donald Knuth is one of my personal heroes in computer science. The very day I started to study this subject, his textbooks had already become a sort of 'holy bible' when it comes to algorithms and esp. the analysis of algorithms, i.e. the very heart of computer science. About the person behind the book, I almost knew next to nothing...
All teachers of programming find that their results display a 'double hump'. It is as if there are two populations: those who can [program], and those who cannot [program], each with its own independent bell curve. Almost all research into programming teaching and learning have concentrated on teaching: change the language, change the application area, use an IDE and work on motivation. None of it works, and the double hump persists. We have a test which picks out the population that can program, before the course begins. We can pick apart the double hump. You probably don't believe this, but you will after you hear the talk. We don't know exactly how/why it works, but we have some good theories.
This is a collection of bibliographies of scientific literature in computer science from various sources, covering most aspects of computer science. The bibliographies are updated weekly from their original locations such that you'll always find the most recent versions here.
J. Hughes, and D. Peiris. Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education, page 275--279. New York, NY, USA, ACM, (2006)
A. Miller, and J. Kay. Proceedings of the 7th annual conference on Innovation and technology in computer science education, page 9--13. New York, NY, USA, ACM, (2002)