From ffb4a04515f3d14d4c2a3d49f66c9dc9dd87987d Mon Sep 17 00:00:00 2001 From: Charlotte Van Petegem Date: Mon, 26 Feb 2024 14:25:57 +0100 Subject: [PATCH] Mention social impact --- bibliography.bib | 14 ++++++++++++++ book.org | 2 +- 2 files changed, 15 insertions(+), 1 deletion(-) diff --git a/bibliography.bib b/bibliography.bib index 2b5a611..c269b61 100644 --- a/bibliography.bib +++ b/bibliography.bib @@ -631,6 +631,20 @@ publisher = {{Clearinghouse for Federal Scientific and Technical Information, US {\dots}}} } +@inproceedings{brievenPracticingAbstractionSkills2024, + title = {{Practicing Abstraction Skills Through Diagrammatic Reasoning Over CAF{\'E} 2.0}}, + booktitle = {{IEEE Global Engineering Education Conference (EDUCON)}}, + author = {Brieven, G{\'e}raldine and Malcev, Lev and Donnet, Beno\^{\i}t}, + year = {2024}, + month = may, + publisher = {{IEEE}}, + url = {https://orbi.uliege.be/handle/2268/313506}, + urldate = {2024-02-26}, + abstract = {Shaping first-year students' minds to solve problems at different levels of abstraction is both important and challenging. Although abstraction is a crucial skill in problem-solving, especially in STEM subjects, students often struggle with abstract thinking. They tend to focus their efforts on concrete aspects of the problem, where they feel more comfortable and closer to the final solution. Unfortunately, this approach can cause them to overlook critical details related to the problem or its solution. To address this issue in our Introduction to Programming (CS1) course, we introduced a programming methodology that requires students to create a graphical representation of their solution and then derive the code from it. To enable them to practice this diagrammatic reasoning approach on a regular basis, we developed a learning tool called CAF{\'E} 2.0. It facilitates a semester-long activity in which students solve problems by submitting both a graphical representation of their solution and its implementation. Further to checking the final implementation, CAF{\'E} 2.0 also provides personalized {\textbackslash}fb on how students have graphically modeled their solution and how consistent it is with their code. This paper presents an overview of the features of CAF{\'E} 2.0 and the methodology it currently supports in the context of our CS1 course. Then, using a survey and learning analytics, this paper evaluates students' interactions with CAF{\'E} 2.0. Finally, the potential for extending CAF{\'E} 2.0 to other STEM disciplines is discussed.}, + langid = {Anglais}, + file = {/home/charlotte/sync/Zotero/storage/G5CZJLVH/Brieven et al. - 2024 - Practicing Abstraction Skills Through Diagrammatic.pdf} +} + @book{brooksNoSilverBullet1987, title = {No Silver Bullet}, author = {Brooks, Frederick and Kugler, H}, diff --git a/book.org b/book.org index 6884967..499bee6 100644 --- a/book.org +++ b/book.org @@ -3011,7 +3011,7 @@ Another important aspect that was explicitly left out of scope in this chapter i :CUSTOM_ID: chap:discussion :END: -It feels safe to say that Dodona is a successful automated assessment platform. +It feels safe to say that Dodona is a successful automated assessment platform with a big societal impact. {{{num_users}}} users is quite a lot, and the fact that it is being actively used in every university in Flanders, a number of colleges, and a lot of secondary schools is a feat that not many other similar platforms have achieved. As we have tried to show in this dissertation, its development has also led to interesting opportunities for new research.