Zie ook de site van het Lerarencongres (ResearchEd)

Hoe zet je leerlingen aan het denken over onze toekomst met technologie? En over de samenleving waar we naartoe willen? Leerlingen zijn vaak wat fatalistisch of juist enorme tech-optimisten.

We studied how instructors assess open-ended programming assignments in university-level computer science courses in the Netherlands. Evaluating such assignments is labour-intensive, so our long-term goal is to develop tool support for this assessment. Effective tool support, however, requires understanding the existing practice. Through interviews with teachers and teaching assistants and …

Providing effective feedback on open-ended programming assignments is a challenge, particularly at scale. This challenge impacts student learning, as timely and accurate feedback is crucial to improve their programming and program design skills. We intend to develop an approach leveraging automation to support the feedback process, without requiring changes to …

Assessment of open-ended assignments such as programming projects is a complex and time-consuming task. When students learn to program, however, they benefit from receiving timely feedback, which requires an assessment of their current work. Our goal is to build a tool that assists in this process by partially automating the …

Last week my co-author Vadim Zaytsev presented our paper A Refined Model of Ill-definedness in Project-Based Learning at the Educators Symposium of MODELS 2022. Go read that paper first, or this won’t make much sense. In this post I try to answer a question we got afterwards.

If you …

Project-based courses are crucial to gain practically relevant knowledge in modelling and programming education. However, they fall into the “ill-defined” domain: there are many possible solutions; the quality of a deliverable is subjective and not formally assessable; reaching the goals means designing new artefacts and analysing new information; and the …

In the programming course of our engineering design degree tutorials are the focal point of learning. This is especially so since we employ a tinkering based educational approach, in which students explore, from the very beginning, the material by self-defined projects. The assignment defines ingredients to use and sets expectations …

Individual feedback is a core ingredient of a personalised learning path. However, it also is time-intensive and, as a teaching form, it is not easily scalable. In order to make individual feedback realisable for larger groups of students, we develop tool support for teaching assistants to use in the process …

The aim of the Atelier project is to develop an online platform that creates an atelier-like setting that emphasises collaboration and sharing of ideas. It is built for the Community of Practice of students, student assistants, and lecturers involved in teaching programming in Processing in the first year of the …

With online forms of education, it has become harder to ‘gauge the room’ and get an impression of how well students are following along. We introduce Apollo, a tool that automatically analyses code uploaded by students to get an overview of their progression towards the learning objectives of the course …