Coding is one of the most lucrative skills in the industry. It opens up a plethora of options for you as a programmer.
If you are looking to make money through your skills, then you are in luck! There are many ways one can earn money.
One such way is teaching others how to build products.
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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.
E. Sweedyk, M. deLaet, M. Slattery, and J. Kuffner. SIGCSE '05: Proceedings of the 36th SIGCSE technical symposium on Computer science education, page 256--257. New York, NY, USA, ACM, (2005)
B. Simon, P. Kinnunen, L. Porter, and D. Zazkis. ITiCSE '10: Proceedings of the fifteenth annual conference on Innovation and technology in computer science education, page 214--218. New York, NY, USA, ACM, (2010)
R. Garlick, and E. Cankaya. ITiCSE '10: Proceedings of the fifteenth annual conference on Innovation and technology in computer science education, page 165--168. New York, NY, USA, ACM, (2010)
J. Bayliss, and S. Strout. SIGCSE '06: Proceedings of the 37th SIGCSE technical symposium on Computer science education, page 500--504. New York, NY, USA, ACM, (2006)- CS1 peliteemalla 10 viikon kesäkurssina
- Peliteema näkyi sekä luennossa, että demoissa
- Opiskelijat eivät saaneet suoraan kredittiä kurssista
- Opiskelijat menestyivät paremmin, eivät kokeneet vaivautumista parempien opiskelijoiden takia (lienee osittain etämuotoisen kurssin ansiota), hieman pienempi keskeyttämisprosentti
- Naisia 2 kpl 48:sta aloittaneesta. 4 ei koskaan aloittanutkaan, 3 keskeytti kesätöiden takia, 1 sairastui vakavasti, 3 lopetti muuten vaan.
- Kurssia mitattiin tasokokeella sekä opiskelijoiden mielipiteiden mittauksella.
M. Masuch, and L. Nacke. International Conference on Computer Games: Artificial Intelligence, Design and Education, page 347--351. Reading, UK, University of Wolverhampton UK, (November 2004)