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Rethinking Teaching Methods in Computer Science: Are We Teaching the Right Things?

This presentation explores the effectiveness of current teaching methods in computer science. It analyzes course materials, assessments, and student feedback to determine if we are truly meeting educational goals. Key issues addressed include the challenges of teaching beginners, the appropriateness of assessments, and the balance between structured learning and creative freedom. The presentation advocates for a shift toward more inclusive and adaptive teaching strategies, emphasizing the importance of aligning formative and summative assessments to enhance student comprehension and engagement.

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Rethinking Teaching Methods in Computer Science: Are We Teaching the Right Things?

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Presentation Transcript

  1. Disciplinary CommonsPortfolio Presentation Quintin CS – 1P

  2. Are we teaching the right thing? • Artefact – course materials • Ada • Standard imperative offering • Contexts: bespoke graphical, JEWL, text i/o • Commentary • Wrong language – hard to simplify for beginner • type system in particular a major headache • Too hung up on formatted textual i/o • several major exercises • Jury out on imperative vs. OO • I’m wondering what would persuade me? CS – 1P

  3. L L L L L L L a b s T u t s T u t s hand-in hand-back Are we using the right methods? • Artefacts – course handbook, focus group transcripts and questionnaires • Course sessions • Lectures with handsets, tutorials & labs • All rated highly by students • Linkage/feedback all wrong CS – 1P

  4. Right methods…? • Beginners and experienced together… • good/bad? Evidence - silent tutorials? • should we be streaming? • No freedom to do their own thing • everything for course is prescribed • surely wrong! • flies in anecdotal face of many of our recollections of learning to program CS – 1P

  5. Are we assessing appropriately? • Assessment components • 2 lab exams, 1 class test, 1 degree exam • no ongoing weekly/fortnightly summative assessment • Believed to be an acceptable assessment, except • formative exercises not congruent with these CS – 1P

  6. Can we be sure students are getting it? • Artefact • Annotated exam scripts, exercise submissions etc • Analysis • Still not sure what to make of all the data • Anecdotally • Many students fail • Those who are the strongest self-learners make it CS – 1P

  7. prep for lab session L a b s LGT L LGT L p&p exercises Changes for next time • Play and creativity emphasised • New language • New contexts • free programming project (thanks Durham) • Streaming of small group teaching (after first ¼) • Align formative & summative assessments • Feedback cycles maximised • entirely new structures - Thank you Sally and all for an inspirational experience CS – 1P

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