A Comparative Study of Programming Competencies in Vocational Training and Higher Education

Kiesler, Natalie; Thorbrügge, Carsten

doi:10.1145/3502718.3524818

Cited by 11 publications

(4 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Scholars have highlighted persistence challenges such as lack of faculty expertise [20,42], faculty resistance [33,42], time and resource constraints [5,20], and the perception that ethics is outside the scope of computing [11,43]. Efforts to integrate ethics into CS courses are ongoing, with various models and solutions being proposed, ranging from a stand-alone course to incorporating it across CS courses [11,16,21,26,29]. While we have yet to fully integrate ethics in CS, we also know that ethics integration is not enough.…”

Section: Introductionmentioning

confidence: 99%

“…Socially responsible computing goes beyond ethical considerations. It acknowledges that computing enacts a form of power, thus computing professionals need to develop a critical understanding of how technology can perpetuate or challenge societal inequities [11,29,40]. The goal is to support computing students, who are going to be builders of technology in the near future, to develop a sense of responsibility toward the systems they create.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Socially Responsible Computing in an Introductory Course

Gautam,

Kulkarni,

Hug

et al. 2024

Proceedings of the 55th ACM Technical Symposium on Computer Science Education v. 1

View full text Add to dashboard Cite

Given the potential for technology to inflict harm and injustice on society, it is imperative that we cultivate a sense of social responsibility among our students as they progress through the Computer Science (CS) curriculum. Our students need to be able to examine the social complexities in which technology development and use are situated. Also, aligning students' personal goals and their ability to achieve them in their field of study is important for promoting motivation and a sense of belonging. Promoting communal goals while learning computing can help broaden participation, particularly among groups who have been historically marginalized in computing. Keeping these considerations in mind, we piloted an introductory Java programming course in which activities engaging students in ethical and socially responsible considerations were integrated across modules. Rather than adding social on top of the technical content, our curricular approach seeks to weave them together. The data from the class suggests that the students found the inclusion of the social context in the technical assignments to be more motivating and expressed greater agency in realizing social change. We share our approach to designing this new introductory socially responsible computing course and the students' reflections. We also highlight seven considerations for educators seeking to incorporate socially responsible computing. CCS CONCEPTS• Social and professional topics → Computing education.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Socially Responsible Computing in an Introductory Course

Gautam,

Kulkarni,

Hug

et al. 2024

Proceedings of the 55th ACM Technical Symposium on Computer Science Education v. 1

View full text Add to dashboard Cite

show abstract

“…In formal education, it is possible that this could lead to a more condensed curriculum and a need for more efficient teaching methods [8,9].…”

Section: Introductionmentioning

confidence: 99%

Source Code Analysis in Programming Education: Evaluating Learning Content with Self-Organizing Maps

2023

View full text Add to dashboard Cite

Due to the everchanging and evergrowing nature of programming technologies, the gap between the programming industry’s needs and the educational capabilities of both formal and informal educational environments has never been wider. However, the need to learn computer programming has never been greater, regardless of the motivation behind it. The number of programming concepts to be taught is increasing over time, while the amount of time available for education and training usually remains the same. The objective of this research was to analyze the source codes used in many educational systems to teach fundamental programming concepts to learners, regardless of their prior experience in programming. A total of 25 repositories containing 3882 Python modules were collected for the analysis. Through self-organization of the collected content, we obtained very compelling results about code structure, distribution, and differences. Based on those results, we concluded that Self-Organizing Maps are a powerful tool for both content and knowledge management, because they can highlight problems in the curriculum’s density as well as transparently indicate which programming concepts it has successfully observed and learned to recognize. Based on the level of transparency exhibited by Self-Organizing Maps, it is safe to say that they could be used in future research to enhance both human and machine learning of computer programming. By achieving this level of transparency, such an Artificial Intelligence system would be able to assist in overall computer programming education by communicating what should be taught, what needs to be learned, and what is known.

show abstract

“…We will apply the selected scientific methods in accordance with [60]. The key comparative papers are [50,56,61]. These papers investigate the general relationship of programmer competencies; the key limiting factor of our paper is the focus on industrial engineers.…”

mentioning

confidence: 99%

Competencies of Industrial Engineers for Implementing Augmented Reality Metadata Systems

et al. 2022

View full text Add to dashboard Cite

The paper focuses on the use of augmented reality (AR) by industrial engineers, especially for determining the necessary competencies required for its use. Industrial engineers are not inherently programmers. Nevertheless, augmented reality is a modern trend in their field, especially in relation to the concept of Industry 4.0 and industry in general, where it has a higher potential than virtual reality. In the first part of this paper, we placed augmented reality and the competencies required for its use in the context of industrial engineering. Subsequently, we described our own methods of implementing an augmented reality industrial metadata visualization system, namely Help Lightning Fieldbit and Unity 3D, using the Vuforia extension. We chose the metadata used in the methods with regard to their environmental potential. In this part of the paper, we also described the chosen and applied testing methodology using a questionnaire survey. Subsequently, we described the results from the questionnaire surveys of both these approaches of implementing augmented reality methods. Finally, we evaluated the results and compared them with each other and with results from other authors. As the results show, the most important competencies for creating the described AR environments are analytical competencies. We draw conclusions from the collected data regarding the necessary competencies for the creation of AR scenes using these methods and their deployment in industry, including an outline for further research.

show abstract

A Comparative Study of Programming Competencies in Vocational Training and Higher Education

Cited by 11 publications

References 5 publications

Socially Responsible Computing in an Introductory Course

Socially Responsible Computing in an Introductory Course

Source Code Analysis in Programming Education: Evaluating Learning Content with Self-Organizing Maps

Competencies of Industrial Engineers for Implementing Augmented Reality Metadata Systems

Contact Info

Product

Resources

About