Výsledky vyhľadávania
Názov Novice programmers and the problem description effect Aut.údaje Dennis Bouvier ... [et al.] Autor Bouvier Dennis (10%)
Spoluautori Lovellette Ellie (10%)
Matta John (10%)
Alshaigy Bedour (10%)
Becker Brett A. (10%)
Craig Michelle (10%)
Jacková Jana 1963- (10%) UMBFP05 - Katedra informatiky
McCartney Robert (10%)
Sanders Kate (10%)
Zarb Mark (10%)
Zdroj.dok. ITiCSE '16 : Proceedings of the 2016 ITiCSE working group reports - Innovation and technology in computer science education conference 2016, Arequipa, July 09 - 13, 2016. S. 103-118. - New York : ACM, 2016 ; Innovation and technology in computer science education conference 2016 medzinárodná konferencia Kľúč.slová informatika - informatics programovanie - programming programátori novice programmers Jazyk dok. angličtina Krajina Spojené štáty Systematika 004 Anotácia It is often debated whether a problem presented in a straightforward minimalist fashion is better, or worse, for learning than the same problem presented with a "real-life" or "concrete" context. The presentation, contextualization, or "problem description" has been well studied over several decades in disciplines such as mathematics education and psychology; however, little has been published in the field of computing education. In psychology it has been found that not only the presence of context, but the type of context can have dramatic results on problem success. In mathematics education it has been demonstrated that there are non-mathematical factors in problem presentation that can affect success in solving the problem and learning. The contextual background of a problem can also impact cognitive load, which should be considered when evaluating the effects of context. Further, it has been found that regarding cognitive load, computer science has unique characteristics compared to other disciplines, with the consequence that results from other disciplines may not apply to computer science, thus requiring investigation within computer science. This paper presents a multi-national, multi-institutional study of the effects of problem contextualization on novice programmer success in a typical CS1 exercise. Kategória publikačnej činnosti AFC Číslo archívnej kópie 38136 Katal.org. BB301 - Univerzitná knižnica Univerzity Mateja Bela v Banskej Bystrici Báza dát xpca - PUBLIKAČNÁ ČINNOSŤ 
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Názov Naturally occurring data as research instrument: analyzing examination responses to study the novice programmer Aut.údaje Raymond Lister ... [et al.] Autor Lister Raymond
Spoluautori Clear Tony
Simon Bouvier J.
Carter Paul
Eckerdal Anna
Jacková Jana 1963-
Lopez Mike
McCartney Robert
Robbins Phill
Seppälä Otto
Thompson Errol
Zdroj.dok. ACM SIGCSE Bulletin. Vol. 41, no. 4 (2009), pp. 156-173. - New York : ACM, 2009 Kľúč.slová programátori novice programmers program comprehension taxonomy Jazyk dok. angličtina Krajina Spojené štáty Systematika 004 Anotácia In New Zealand and Australia, the BRACElet project has been investigating students’ acquisition of programming skills in introductory programming courses. The project has explored students’ skills in basic syntax, tracing code, understanding code, and writing code, seeking to establish the relationships between these skills. This ITiCSE working group report presents the most recent step in the BRACElet project, which includes replication of earlier analysis using a far broader pool of naturally occurring data, refinement of the SOLO taxonomy in code-explaining questions, extension of the taxonomy to code-writing questions, extension of some earlier studies on students’ ‘doodling’ while answering exam questions, and exploration of a further theoretical basis for work that until now has been primarily empirical Kategória publikačnej činnosti ADE Číslo archívnej kópie 29475 Kategória ohlasu RUBIO, Miguel Angel - ROMERO-ZALIZ, Rocio - MAÑOSO, Carolina - DE MADRID, Angel P. Closing the gender gap in an introductory programming course. In Computers and education. ISSN 0360-1315, 2015, vol. 82, pp. 409-420.
KUMAR, Amruth N. A study of the influence of code-tracing problems on code-writing skills. In Annual conference on innovation and technology in computer science education, ITiCSE. New York : ACM, 2013. ISBN 978-145032078-8, pp. 183-187.
LUXTON-REILLY, Andrew - DENNY, Paul - KIRK, Diana - TEMPERO, Ewan - YU, Se Young. On the differences between correct student solutions. In Annual conference on innovation and technology in computer science education, ITiCSE. New York : ACM, 2013. ISBN 978-145032078-8, pp. 177-182.
KASTO, Nadia. The development of knowledge in novice programmers. In ICER'12 Proceedings of the 9th annual international conference on international computing education research. New York : ACM, 2012. ISBN 978-1-4503-1604-0, pp. 159.
HELMINEN, Juha - IHANTOLA, Petri - KARAVIRTA, Ville - MALMI, Lauri. How do students solve parsons programming problems? An analysis of interaction traces. In ICER'12 Proceedings of the 9th annual international conference on international computing education research. New York : ACM, 2012. ISBN 978-1-4503-1604-0, pp. 119-126.
YAMAMOTO, Mitsuo - SEKIYA, Takayuki - MORI, Kazumasa - YAMAGUCHI, Kazunori. Skill hierarchy revised by SEM and additional skills. In 2012 International conference on information technology based higher education and training, ITHET 2012. New York : Institute of electrical and electronics engineers, 2012. ISBN 978-146732334-5, article no. 6246009.
SUDOL-DELYSER, Leigh Ann - STEHLIK, Mark - CARVER, Sharon. Code comprehension problems as learning events. In Annual conference on innovation and technology in computer science education, ITiCSE. New York : ACM, 2012. ISBN 978-1-4503-1246-2, pp. 81-86.
BUSJAHN, Teresa - SCHULTE, Carsten - BUSJAHN, Andreas. Analysis of code reading to gain more insight in program comprehension. In Proceedings 11th Koli Calling international conference on computing education research, Koli Calling'11. New York : ACM, 2011. ISBN 978-1-4503-1052-9, pp. 1-9.
MURPHY, Laurie - MCCAULEY, Renée - FITZGERALD, Sue. 'Explain in plain English' questions: Implications for teaching. In SIGCSE'12 Proceedings of the 43rd ACM technical symposium on computer science education. New York : ACM, 2012. ISBN 978-14503-1098-7, pp. 385-390.
MULLER, Orna - HABERMAN, Bruria - HABERMAN, Bruria. A non-linear approach to solving linear algorithmic problems. In Proceedings frontiers in education conference, FIE. New York City : Institute of electrical and electronics engineers, 2010. ISBN 978-142446259-9, pp. F1D1-F1D6.
HARLAND, James - D'Souza, Daryl - HAMILTON, Margaret. A comparative analysis of results on programming exams. In Computing education 2013 : proceedings of the fifteenth Australian computing conference (ACE 2013), Adelaide, Australia, 29 January - 1 February 2013. Sydney : ACM, 2013. ISBN 978-1-921770-21-0, s. 117-124.
WHALLEY, Jacqueline - KASTO, Nadia. How difficut are novice code writing tasks? A software metrics approach. In Computing education 2014 : proceedings of the sixteenth Australian computing conference (ACE 2014), Auckland, New Zeland, 20th - 23th January 2014. Sydney : ACM, 2014. ISBN 978-1-921770-21-0, s. 105-112.
MURPHY, Laurie - FITZGERALD, Sue - GRISSOM, Scott - MCCAULEY, Renée. Bug infestation! A goal-plan analysis of CS2 students' recursive binary tree solutions. In SIGCSE 2015 - proceedings of the 46th ACM Technical Symposium on computer science education, Kansas City 4 March 2015 - 7 March 2015. [S. l.] : Association for Computing Machinery, 2015. ISBN 978-145032966-8, pp. 482-487.
GINAT, David - MENASHE, Eti. SOLO taxonomy for assessing novices' algorithmic design. In SIGCSE 2015 - proceedings of the 46th ACM Technical Symposium on computer science education, Kansas City, 4 March 2015 - 7 March 2015. [S. l.] : Association for computing machinery, 2015. ISBN 978-145032966-8, pp. 452-457.
SEITER, Linda. Using SOLO to classify the programming responses of primary grade students. In SIGCSE 2015 - proceedings of the 46th ACM Technical Symposium on computer science education, Kansas City, 4 March 2015 - 7 March 2015. [S. l.] : Association for computing machinery, 2015. ISBN 978-145032966-8, pp. 540-545.
RUBIO, Miguel Angel - ROMERO-ZALIZ, Rocio - MANOSO, Carolina - DE MADRID, Angel P. Enhancing an introductory programming course with physical computing modules. In Proceedings frontiers in education conference, FIE : 44th annual frontiers in education conference, FIE 2014, Madrid, 22 October 2014 - 25 October 2014. [Madrid] : Institute of electrical and electronics engineers, 2015. ISSN 1539-4565, article no. 7044153.
KUMAR, Amruth N. Solving code-tracing problems and its effect on code-writing skills pertaining to program semantics. In 20th ACM Conference on innovation and technology in computer science education. New York : Association for computing machinery, 2015. ISBN 978-145033440-2, pp. 314-319.
ELNAFFAR, Said. Using software metrics to predict the difficulty of code writing questions. In IEEE Global engineering education conference EDUCON 2016, Abu Dhabi, 10th-13th April 2016. New York : IEEE, 2016. ISBN 978-1-4673-8633-3, pp. 513-518.
AHADI, Alireza - HELLAS, Arto - IHANTOLA, Petri - KORHONEN, Ari - PETERSEN, Andrew. Replication in computing education research : researcher attitudes and experiences. In 16th International conference on computing education research, Koli Calling, Finland, 24th-27th November 2016. New York : Association for computing machinery, 2016. ISBN 978-145034770-9, pp. 2-11.
SCHOEMAN, Marthie - GELDERBLOM, Helene. The effect of students' educational background and use of a program visualization tool in introductory programming. In ACM International conference of the South African institute of computer scientists and information technologists : SAICSIT 2016, Johannesburg, South Africa; 26th-28th September 2016. New York : Association for computing machinery, 2016. ISBN 978-145034805-8.
BIRCH, Geoff - FISCHER, Bernd - POPPLETON, Michael. Using fast model-based fault localisation to aid students in self-guided program repair and to improve assessment. In Conference on innovation and technology in computer science education : ITiCSE 2016, Arequipa, Peru, 11th-13th July 2016. New York : Association for computing machinery, 2016. ISBN 978-145034231-5, pp. 168-173.
GRISSOM, Scott - MCCAULEY, Renée - MURPHY, Laurie - FITZGERALD, Sue. Paper vs. computer-based exams : a study of errors in recursive binary tree algorithms. In 47th ACM Technical symposium on computing science education : SIGCSE 2016, Memphis, 2nd-5th March 2016. New York : Association for computing machinery, 2016. ISBN 978-145033856-1, pp. 6-11.
SHI, Nianfeng - ZHANG, Ping - SUN, Ximing. B-learning on novice programmer learning with roles of variables. In International journal of simulation : systems, science and technology. ISSN 1473-8031, 2016, vol. 17, no. 32.
FABIC, Geela - MITROVIC, Antonija - NESHATIAN, Kourosh. Investigating strategies used by novice and expert users to solve parsons problems in a mobile python tutor. In 24th International conference on computers in education : ICCE 2016, Mumbai, India, 28th November - 2nd December 2016. : Asia-Pacific society for computers in education, 2016. ISBN 978-986940121-0, pp. 434-444.
ALLEN, J. Tomas - BIDJERANO, Temi. Tracking the novice programmer. In 27th annual workshop psychology of programming interest group (PPIG), Cambridge, 7th-10th September 2016 [online]. Cambridge : University of Cambridge, 2016, pp. 46-50 [cit. 2017-07-31]. Dostupné na: http://www.ppig.org/sites/ppig.org/files/2016-PPIG-27th-Allen.pdf
Katal.org. BB301 - Univerzitná knižnica Univerzity Mateja Bela v Banskej Bystrici Báza dát xpca - PUBLIKAČNÁ ČINNOSŤ nerozpoznaný
Názov Contributing student pedagogy Aut.údaje John Hamer ... [et al.] Autor Hamer John
Spoluautori Cutts Quintin
Jacková Jana 1963-
Luxton-Reilly Andrew
McCartney Robert
Purchase Helen
Riedesel Charles
Saeli Mara
Sanders Kate
Sheard Judithe
Zdroj.dok. ACM SIGCSE Bulletin. Vol. 40, no. 4 (2008), pp. 194-212. - New York : ACM, 2008 Kľúč.slová pedagogika - pedagogické vedy - educational science - pedagogy - pedagogics konštruktivizmus - constructivism Jazyk dok. angličtina Krajina Spojené štáty Systematika 371 Anotácia A Contributing Student Pedagogy (CSP) is a pedagogy that encourages students to contribute to the learning of others and to value the contributions of others. CSP in formal education is anticipatory of learning processes found in industry and research, in which the roles and responsibilities of 'teacher' and 'student' are fluid. Preparing students for this shift is one motivation for use of CSP. Further, CSP approaches are linked to constructivist and community theories of learning, and provide opportunities to engage students more deeply in subject material. In this paper we advance the concept of CSP and relate it to the particular needs of computer science. We present a number of characteristics of this approach, and use case studies from the available literature to illustrate these characteristics in practice. We discuss enabling technologies, provide guidance to instructors who would like to incorporate this approach in their teaching, and suggest some future directions for the study and evaluation of this technique. We conclude with an extensive bibliography of related research and case studies which exhibit elements of CSP. Kategória publikačnej činnosti ADE Číslo archívnej kópie 29473 Kategória ohlasu DANIELS, Mats - CAJANDER, Åsa - CLEAR, Tony - MCDERMOTT, Roger. Collaborative technologies in global engineering: New competencies and challenges. In International journal of engineering education. ISSN 0949-149X, 2015, vol. 31, no. 1, pp. 267-281.
YU, Fu Yun - CHEN, Yi Jun. Effects of student-generated questions as the source of online drill-and-practice activities on learning. In British journal of educational technology. ISSN 0007-1013, 2014, vol. 45, no. 2, pp. 316-329.
GEHRINGER, Edward F. Optimizing your teaching load. In ASEE Annual conference and exposition, conference proceedings. Washington DC : ASEE, 2014.
MALMI, Lauri - SHEARD, Judy - SIMON - BEDNARIK, Roman - HELMINEN, Juha - KINNUNEN, Päivi - KORHONEN, Ari - MYLLER, Niko - SORVA, Juha - TAHERKHANI, Ahmad. Theoretical underpinnings of computing education research What is the evidence? In ICER 2014 Proceedings of the 10th annual international conference on international computing education research. New York City : Association for Computing Machinery, 2014. ISBN 978-14503-2755-8, pp. 27-34.
SILVA, Paula Alexandra - SILVA, Paula Alexandra - CROSBY, Martha E. - POLO, Blanca J. Studio-based learning as a natural fit to teaching Human-Computer Interaction. In Lecture notes in computer science (including subseries lecture notes in artificial intelligence and lecture notes in bioinformatics). Berlin : Springer Verlag, 2014. ISBN 978-331907232-6, pp. 251-258.
GIORDANO, Daniela - MAIORANA, Francesco. Teaching database: A pedagogical and curriculum perspective. In WIT Transactions on information and communication technologies. Ashurst Lodge : WITPress, 2014. ISSN 1743-3517, pp. 913-926.
GIORDANO, Daniela - MAIORANA, Francesco. Use of cutting edge educational tools for an initial programming course. In IEEE Global engineering education conference, EDUCON. Washington : IEEE Computer Society, 2014. ISBN 978-147993191-0, pp. 556-563.
GIORDANO, Daniela - MAIORANA, Francesco. Business process modeling and implementation: A 3-year teaching experience. In CSEDU 2013 Proceedings of the 5th international conference on computer supported education. Aachen : INSTICC, 2013. ISBN 978-98985-6553-2, pp. 429-436.
SHEARD, Judy - SIMON - CARBONE, Angela - D'SOUZA, Daryl - HAMILTON, Margaret. Assessment of programming: Pedagogical foundations of exams. In Annual conference on innovation and technology in computer science education, ITiCSE. New York : ACM, 2013. ISBN 978-14503-2078-8, pp. 141-146.
SHEARD, Judy - CARBONE, Angela - CHINN, Donald - LAAKSO, Mikko Jussi. Study habits of CS 1 students: What do they say they do? In Proceedings 2013 Learning and Teaching in Computing and Engineering, LaTiCE 2013. Danvers : The Institute of Electrical and Electronics Engineers, 2013. ISBN 978-076954960-6, pp. 122-129.
FALKNER, Nickolas J G - VIVIAN, Rebecca Jade - FALKNER, Katrina Elizabeth. Computer science education: the first threshold concept. In Proceedings 2013 learning and teaching in computing and engineering, LaTiCE 2013. Danvers : The Institute of Electrical and Electronics Engineers, 2013. ISBN 978-076954960-6, 2013-08-09, pp. 39-46.
KORDAKI, Maria. High school computing teachers' beliefs and practices: A case study. In Computers and education. ISSN 0360-1315, 2013, vol. 68, pp. 141-152.
DENNY, Paul. The effect of virtual achievements on student engagement. In Conference on human factors in computing systems proceedings. New York : ACM, 2013. ISBN 978-145031899-0, pp. 763-772.
ETLINGER, Henry A. Adding a contributing student pedagogy component to an introductory database course. In SIGCSE 2013 Proceedings of the 44th ACM Technical symposium on computer science education. New York : ACM, 2013. ISBN 978-14503-2030-6, pp. 299-304.
SANDERS, Kate - AHMADZADEH, Marzieh - CLEAR, Tony - EDWARDS, Stephen H. - GOLDWEBER, Mikey - JOHNSON, Chris - LISTER, Raymond - MCCARTNEY, Robert - PATITSAS, Elizabeth - SPACCO, Jaime. The canterbury questionbank: Building a repository of multiple-choice CS1 and CS2 questions. In ITiCSE-WGR 2013 Proceedings of the ACM Conference on innovation and technology in computer science education. New York City : Association for Computing Machinery, 2013. ISBN 978-145032665-0, pp. 33-51.
CAJANDER, Åsa - DANIELS, Mats - MCDERMOTT, Roger. On valuing peers: Theories of learning and intercultural competence. In Computer science education. ISSN 0899-3408, 2012, vol. 22, no. 4, pp. 319-342.
SØNDERGAARD, Harald - MULDER, Raoul A. Collaborative learning through formative peer review: Pedagogy, programs and potential. In Computer science education. ISSN 0899-3408, 2012, vol. 22, no. 4, pp. 343-367.
DENNY, Paul - CUKIERMAN, Diana - LUXTON-REILLY, Andrew - TEMPERO, Ewan. A case study of multi-institutional contributing-student pedagogy. In Computer science education. ISSN 0899-3408, 2012, vol. 22, no. 4, pp. 389-411.
FALKNER, Katrina - FALKNER, Nickolas J G. Supporting and structuring "contributing student pedagogy" in Computer Science curricula. In Computer science education. ISSN 0899-3408, 2012, vol. 22, no. 4, pp. 413-443.
LUXTON-REILLY, Andrew - DENNY, Paul - PLIMMER, Beryl - SHEEHAN, Robert. Activities, affordances and attitude How student-generated questions assist learning. In Annual conference on innovation and technology in computer science education, ITiCSE. New York : ACM, 2012. ISBN 978-145031246-2, pp. 4-9.
DEVEY, Adrian - CARBONE, Angela. Helping first year novice programming students PASS. In Conferences in research and practice in information technology series. Sydeny : Australian Computer Society, 2011. ISBN 978-192068294-1, pp. 135-144.
DENNY, Paul - HANKS, Brian - SIMON, Beth - BAGLEY, Spencer. PeerWise: Exploring conflicting efficacy studies. In ICER'11 Proceedings of the ACM SIGCSE 2011 International computing education research workshop. New York : ACM, 2011. ISBN 978-145030829-8, pp. 53-59.
LUXTON-REILLY, Andrew - DENNY, Paul - PLIMMER, Beryl - BERTINSHAW, Daniel. Supporting student-generated free-response questions. In ITiCSE'11 Proceedings of the 16th Annual conference on innovation and technology in computer science. New York : ACM, 2011. ISBN 978-145030887-8, pp. 153-157.
LASSERRE, Patricia - SZOSTAK, Carolyn. Effects of team-based learning on a CS1 course. In ITiCSE'11 Proceedings of the 16th Annual Conference on Innovation and Technology in Computer Science. New York : ACM, 2011. ISBN 978-145030887-8, pp. 133-137.
LOFTUS, Chris - THOMAS, Lynda - ZANDER, Carol. Can graduating students design: Revisited. In SIGCSE'11 Proceedings of the 42nd ACM Technical symposium on computer science education. New York : ACM, 2011. ISBN 978-145030500-6, pp. 105-110.
PURCHASE, Helen - HAMER, John - DENNY, Paul - LUXTON-REILLY, Andrew. The quality of a peerwise MCQ repository. In Conferences in research and practice in information technology series. Sydney : Australian Computer Society, 2010. ISBN 978-192068284-2, pp. 137-146.
LASSERRE, Patricia - SMITHBOWER, Steven. A proposal for a new communication medium in the classroom. In WCCCE 2010 Proceedings of the 15th Western Canadian conference on computing education. New York : ACM, 2010. ISBN 978-145030098-8, article no. 1806520.
LUXTON-REILLY, Andrew - DENNY, Paul. Constructive evaluation: A pedagogy of student-contributed assessment. In Computer science education. ISSN 0899-3408, 2010, vol. 20, no. 2, pp. 145-167.
REPENNING, Alexander - BASAWAPATNA, Ashok - KOH, Kyu Han. Making university education more like middle school computer club: Facilitating the flow of inspiration. In WCCCE 2009 Proceedings of the 14th Western Canadian conference on computing education. New York : ACM, 2009. ISBN 978-160558415-7, pp. 9-16.
DENNY, Paul - LUXTON-REILLY, Andrew - HAMER, John - PURCHASE, Helen. Coverage of course topics in a student generated MCQ repository. In Proceedings of the Conference on integrating technology into computer science education, ITiCSE. New York : ACM, 2009. ISBN 978-160558381-5, pp. 11-15.
SARKAR, Sudeep. Wiki-enhanced social scribing of lectures: A case study in an undergraduate course. In Proceedings Frontiers in Education Conference, FIE. New York City : Institute of electrical and electronics engineers, 2009. ISBN 978-142444715-2, article no. 5350818.
HAMER, John - PURCHASE, Helen - DENNY, Paul - LUXTON-REILLY, Andrew. Quality of peer assessment in CS1. In ICER'09 Proceedings of the 2009 ACM workshop on international computing education research. New York : ACM, 2009. ISBN 978-160558615-1, pp. 27-35.
RIEDESEL, Charles P. - MANLEY, Eric D. - POSER, Susan - DEOGUN, Jitender S. A model academic Ethics and integrity policy for computer science departments. In SIGCSE'09 Proceedings of the 40th ACM Technical symposium on computer science education. New York : ACM, 2009. ISBN 978-160558504-8, pp. 357-361.
RIEDESEL, Charles P. - MANLEY, Eric D. - POSER, Susan - DEOGUN, Jitender S. A model academic ethics and integrity policy for computer science departments. In SIGCSE Bulletin Inroads. ISSN 1096-3936, 2009, vol. 41, no. 1, pp. 357-361.
GUNN, Cathy. Online assessment and learner motivation in the twenty-first century (book chapter). In Motivation, leadership and curriculum design : engaging the net generation and 21st century learners. Singapore : Springer, 2015. ISBN 978-981287230-2, pp. 53-62.
CAJANDER, Asa - DANIELS, Mats - PETERS, Anne Kathrin - MCDERMOTT, Roger. Critical thinking, peer-writing, and the importance of feedback. In Proceedings - Frontiers in education conference, FIE : 44th annual frontiers in education conference, FIE 2014, Madrid 22 October 2014 - 25 October 2014. [S. l.] : Institute of electrical and electronics engineers, 2015. ISSN 1539-4565, article no. 7044234.
CLARKE, Dave - CLEAR, Tony - FISLER, Kathi - HAUSWIRTH, Matthias - KRISHNAMURTHI, Shriram - POLITZ, Joe Gibbs - TIRRONEN, Ville - WRIGSTAD, Tobias. In-flow peer review. In ITiCSE-WGR 2014 - working group reports of the 2014 : Innovation and technology in computer science education conference. Uppsala : 23 June 2014 - 25 June 2014. [S. l.] : Association for computing machinery, 2014. ISBN 978-145033406-8, pp. 59-79.
VIVIAN, Rebecca - TARMAZDI, Hamid - FALKNER, Katrina - FALKNER, Nickolas - SZABO, Claudia. The development of a dashboard tool for visualising online teamwork discussions. In Proceedings international conference on software engineering. ISSN 0270-5257, 2015, vol. 2, article no. 7202988, pp. 380-388.
YU, Fu Yun - SU, Chia Ling. A student-constructed test learning system : the design, development and evaluation of its pedagogical potential. In Australasian journal of educational technology. ISSN 1449-5554, 2015, vol. 31, no. 6, pp. 685-698.
FELICIANO, Joseph - STOREY, Margaret-Anne - ZAGALSKY, Alexey. Student experiences using GitHub in software engineering courses : a case study. In 38th IEEE/ACM International conference on software engineering companion : ICSE 2016, Austin, Texas, 14th-22th May 2016. New York : IEEE, 2016. ISBN 978-1-4503-4205-6, pp. 422-431.
CRAIG, Michelle - HORTON, Diane - ZINGARO, Daniel - HEAP, Danny. Introducing and evaluating exam wrappers in CS2. In 47th ACM technical symposium on computing science education : SIGCSE 2016, Memphis, 2nd-5th March 2016. New York : Association for computing machinery, 2016. ISBN 978-145033856-1, pp. 285-290.
POLITZ, Joe Gibbs - COLLARD, Joseph M. - GUHA, Arjun - FISLER, Kathi - KRISHNAMURTHI, Shriram. The sweep : essential examples for in-flow peer review. In 47th ACM technical symposium on computing science education : SIGCSE 2016, Memphis, 2nd-5th March 2016. New York : Association for computing machinery, 2016. ISBN 978-145033856-1, pp. 243-248.
IRELAND, Christopher. Student oral presentations : developing the skulls and reducing the apprehension. In INTED 2016 : 10th international technology, education and development conference, Valencia, 07th-09th March 2016. Valencia : IATED, 2016. ISBN 978-84-608-5617-7, pp. 1474-1483.
Katal.org. BB301 - Univerzitná knižnica Univerzity Mateja Bela v Banskej Bystrici Báza dát xpca - PUBLIKAČNÁ ČINNOSŤ nerozpoznaný