Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

Flip your classroom: Reach every student in every class every day

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use.

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Computational Thinking 計算論的思考

Classroom assessment techniques : a handbook for collegeteachers / Thomas A. Angelo, K. Patricia Cross

In order to contribute to the improvement of Computer Science 1 (CS1) course's results we designed a set of activities based on competencies and multiple intelligence approach. Hypothetically, we propose that including this kind of activities helps to obtain better results in the course. A preliminary experimentation was done in 2012. This year, the course included a low number of freshmen students. The initial results show a positive difference in student's results, particularly in freshmen students and no differences in students who are taking the course for the second or third time.

Multiple Intelligence approach and competencies applied to Computer Science 1

In Introductory Computer Science courses, especially Computer Science 1 (CS1), dropout rates are generally high and results are often disappointing. In order to motivate and engage students to achieve better results in CS1, our teaching strategy is based on designing several activities using a competences oriented approach. This paper describes the use of a framework proposed by Crismond and Adams in order to create pedagogical activities for the CS1 course at Universidad ORT Uruguay. We propose to extend that framework with competences oriented activities. We present a detailed description of each activity. Our thesis is that including this kind of activities helps to obtain better results. Experimentation was done in 2012 and 2013. Teachers of the experimental group referred a high level of motivation of the students. Results show that the inclusion of those activities seems to be helpful for students and the proposed pedagogical design appears to produce better final results.

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Design and Experimentation of Activities for CS1: A Competences Oriented Approach (unpacking the Informed Design Teaching and Learning Matrix)

In Introductory Computer Science courses, especially Computer Science 1 (CS1), dropout rates are generally high and results are often disappointing. In order to motivate and engage students to achieve better results in CS1, our teaching strategy is based on designing several activities using a competences oriented approach. This paper describes the use of a framework proposed by Crismond and Adams in order to create pedagogical activities for the CS1 course. We propose to extend that framework with competences oriented activities. We present a detailed description of each activity. Hypothetically, we propose that including this kind of activities helps to obtain better results. An initial experimentation with low number of students was done in 2012. Results show that the inclusion of those activities seems to be helpful for students taking the course for the first time. However, for students that did not pass the course previously it showed no significant difference.

Design of activities for CS1: A competences oriented approach (unpacking the Informed Design Teaching and Learning Matrix)

In 2019 in Universidad ORT Uruguay a new curriculum for the Computer Science 1 (CS1) course was developed. We decided to create a more engaging course and to continue to improve student’s learning experience. We concentrated on a multi-paradigm approach and we switched from Java to JavaScript as the main language. The course included not only changes in the curriculum, but also in the pedagogy: we used blended and active learning, with focus on flipped classroom. Those strategies combine face-to-face instances with a strong content of online activities. In this paper, we describe our experience and initial results.

Flipped classroom in a CS1 course

At University level, particularly in Engineering fields, the academe shows significant enthusiasm for the development of various competencies concerning entrepreneurship and innovation, focusing on the promotion of opportunities and the strengthening of the existing connection between the University and the Software Industry. One of the main challenges in Engineering is finding a proper answer to the following research question: Which entrepreneurial competencies should we foster in our students if they are to emerge from the Educational system to the International Software Industry? This paper presents a group of students' and their mentor's perspectives on their perception of innovation and entrepreneurial concepts after their participation in the ‘24 hours of innovation’ challenge. The surveyed group (Software Engineering freshmen) won the first place amongst 200 students, businessmen and professionals. All survey participants mentioned that this kind of events foster several competencies such as: communication, teamwork and leadership.

Alejandro Adorjan

Papers

Multiple Intelligence approach and competencies applied to Computer Science 1

Design and Experimentation of Activities for CS1: A Competences Oriented Approach (unpacking the Informed Design Teaching and Learning Matrix)

Design of activities for CS1: A competences oriented approach (unpacking the Informed Design Teaching and Learning Matrix)

Flipped classroom in a CS1 course

‘24 hours of Innovation’ - A report on students' and teachers' perspectives as a way to foster entrepreneurship competences in Engineering