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Formative assessment is considered to be helpful in students' learning support and teaching design. Following Aufschnaiter's and Alonzo's framework, formative assessment practices of teachers can be subdivided into three practices: eliciting evidence, interpreting evidence and responding. Since students' conceptions are judged to be important for meaningful learning across disciplines, teachers are...
The prerequisite knowledge regarding Computer Science (CS) varies strongly among freshmen at university and it seems advisable to compensate for these differences before the first lecture starts. Massive open online courses (MOOCs) might represent a possible solution. We therefore designed and developed a MOOC (called “LOOP: Learning Object-Oriented Programming”) which provides a gentle introduction...
We report on the first steps of KETTI, a project that aims towards the development of a competence model for undergraduate teaching assistants (UTAs) in computer science. Using qualitative methods, we obtained a classification of existing designs for teaching that employ UTAs; some of the observed factors directly influence the methodological decision space of UTAs. We developed and implemented a...
The Convention on the Rights of Persons with Disabilities demands inclusive education at all levels, including free access to education for disabled people and leading to an increasing heterogeneity of classes for teachers. Most of the tools used to teach algorithmic thinking and basic programming are oriented visually and hence badly or not at all usable for visually impaired. In this paper we propose...
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