Difference between pages "Reflect on Learning from Failure (Framework)" and "Capstone, Dickinson, Braught"

From TeachingOpenSource
(Difference between pages)
(Manamana.)
 
 
Line 1: Line 1:
NOTE: THIS IS CURRENTLY A WORK IN PROGRESS!!
NOTE: COURSE WILL BE OFFERED AY16-17.
__NOTOC__
__NOTOC__
{| border="1"
{| border="1"
|-  
|-  
|'''Title''' || Framework - Reflection on Learning from Failure
|'''Title''' || Syllabus for 2-Semester Senior Capstone Course
|-
|-
|'''Overview''' || We want students to understand how much they are learning from their failures during the course instead of getting frustrated over it
|'''Overview''' || Students will gain perspective on and experience with H/FOSS projects. In the first semester students will complete readings, exercises and activities that familiarize them with H/FOSS philosophy/community/tools, select a project in which to participate and produce a plan for their second semester.  During the second semester students will work according to their plans while also completing readings on contemporary and ethical issues in computing.
|-  
|-  
|'''Prerequisite Knowledge''' || This framework can potentially be integrated for any of the courses using FOSS continuously.
|'''Prerequisite Knowledge''' || This course was designed for use in the final year of a Computer Science major at a small liberal arts college. Students will typically have completed the core courses and be competent in: Object Oriented Programming, Data Structures, Analysis of Algorithms, Programming Languages, Organization and Architecture.  They may also have completed electives.
|-
|-
|'''Learning Objectives''' || Reflect on their progress in a project or course.
|'''Learning Objectives''' ||  
*Students will:
  *Gain perspective on H/FOSS and Software Engineering topics.
  *Improve their ability to work (reading/modifying/testing) within a substantial existing code base.
  *Interact with a community of developers and users.
  *Improve written and oral communication skills within the discipline.
|}
|}


=== Background: ===
Is there background reading material?


== Background ==
Are there other activities the student should have done first?
 
=== Rationale ===
 
Our framework is motivated by the following:
* Students will get critiqued in the world they'll enter into. They need to learn how to deal with that in a constructive way.
* Students often presume others are doing better than them.
* Students associate being “productively lost” with failure.
* Underrepresented groups in CS can be challenged by a lack of confidence (including, but not limited to issues of stereotype threat).


=== Readings===
What is the rationale for this activity?
* Barker, Lecia J., Charlie McDowell, and Kimberly Kalahar. "Exploring factors that influence computer science introductory course students to persist in the major." ACM SIGCSE Bulletin. Vol. 41. No. 1. ACM, 2009.
* Dryburgh, Heather. "Underrepresentation of girls and women in computer science: Classification of 1990s research." Journal of Educational Computing Research 23.2 (2000): 181-202.
* Margolis, Jane, and Allan Fisher. Unlocking the clubhouse: Women in computing. MIT press, 2003 | https://pdfs.semanticscholar.org/c814/d8d066e64095e03d3193786b2fdd15243cac.pdf
* Roger Von Oech - A Whack on the Side of the Head: How You Can Be More Creative - http://courses.washington.edu/art166sp/documents/Spring2012/readings/week_3/AWhackOnTheSideOfTheHead.pdf


== Directions & deliverables ==
Include helpful hints to faculty here.
=== Micro-reflections ===
''Extremely short "Tweet-sized", scheduled, in-class reflections asking the student to step out of their current activity, think about their current mindset, then return to the activity.''
* Regular interval during class, e.g. every 30 minutes in class
* There is a social aspect to sharing them as tangible artifacts that help students step out of the technical details to see the social skills for a moment. Color-coded notes/notecards could be used for various categories (technical, communication, big picture, etc.)
* Some ways to think about implementing micro-reflections:
** Commit messages where students state their current stage of thought/problem-solving process, snapshot of where they’re at. If collecting them in a different place is preferred, a shared doc is an option.
** Index cards / Post-its if computers aren’t in use (and public, can optionally be categorized), but would have to be written up / redistributed / photographed if they are supposed to be available to the students for macro reflections.


=== Mini-reflections ===
''(weekly; outside of class) - longer reflections (e.g., 2-3 paragraphs) with prompted topics.''
* Some ways to think about implementing mini-reflections:
** Blog
** Wiki
* Prompt a different category every week: soft skills, technical aspect, communication, organization


=== Final/macro/meta Reflections ===  
=== Directions: ===
''(1-3 at milestones/checkpoints; outside of class) - Summative reflection, asking the students to re-explore their process from a previous period/project.''
What should the student do?
* Suggested milestones: start of the semester (survey), middle of semester (survey), end of semester (survey and essay)
*Some ways to think about implementing Final/macro/meta Reflections (more than one may be appropriate):
** Surveys: use existing FOSS surveys and maybe add a couple of questions
** Short essay with reflection at the end (using their micro reflections) and the prompt to reflect on how they learned from failure.


=== ''Progress visualization over an academic term...'' ===
* How can we (help students) visualize progress? Charting on the following fronts:
* Let students set a goal - may be unrealistic but they engage more if they can contribute creatively
* Level of frustration, just for giggles, hoping it goes down over the semester ;)
* Learning goals / objectives (for the course, as determined by instructor)
* Data collection via Moodle/BlackBoard/whatever your course is already using


=== Deliverables: ===
What will the student hand in?




= Notes for Instructors =
=== Assessment: ===
 
How will the activity be graded?
The remaining sections of this document are intended for the instructor.  They are not part of the learning activity that would be given to students.
 
=== Assessment ===
'''How will the activity be graded?''' The larger the reflection, the more weight it gets assigned.
* The micro reflections are not graded on content, just on process (which basically means whether students did them or not).
* The mini reflections can be graded using questions below.
* The macro reflection can be graded using same and further questions.
* The data tracking is graded on process - did they submit their numbers or not.
   
   
How will learning will be measured? Ideally, there should be a way to measure each of the objectives described above.
How will learning will be measured?


Include sample assessment questions/rubrics.


How will feedback to the student be determined?
Include sample assessment questions/rubrics. Feel free to indicate that the activity itself is not graded, however it would be helpful to include any questions that might be used at a later date to interpret learning, for example on a quiz or exam.
The form of the assessment is expected to vary by assignment. One possible format is the table:
{| border="1" class="wikitable"
{| border="1" class="wikitable"
! Criteria
! Criteria
Line 89: Line 51:
! Level 4 (exceptional)
! Level 4 (exceptional)
|-
|-
| '''How well did they follow the prompt on what to write about? '''
| '''Criterion 1...'''
| X
|  
|  
|  
|
|
Line 96: Line 58:


|-
|-
| '''Did they describe their observations well?'''
| '''Criterion 2...'''
| X
|  
| X
|  
|  
|  
|  
|-
| '''Did they draw conclusions from their observations?'''
| X
| X
| X
|  
|  
|-
| '''Did they conclude lessons learned?'''
| X
| X
| X
| X


|}
|}
Line 122: Line 70:


What are some likely difficulties that an instructor may encounter using this activity?
What are some likely difficulties that an instructor may encounter using this activity?


=== Additional Information: ===
=== Additional Information: ===
{| border="1"
{| border="1"
|-  
|-  
|'''ACM Knowledge Area/Knowledge Unit''' || Depends on the activity this framework is used in [[ACM_Body_of_Knowledge]]
|'''ACM Knowledge Area/Knowledge Unit''' || What ACM Computing Curricula 2013 knowledge area and units does this activity cover? [[ACM_Body_of_Knowledge]]
|-
|-
|'''ACM Topic''' || Soft skills: Reflection (not in ACM but it's the topic)
|'''ACM Topic''' || What specific topics are addressed? The Computing Curriucula 2013 provides a list of topics - https://www.acm.org/education/CS2013-final-report.pdf
|-
|-
|'''Level of Difficulty''' || Carrying out the writing tasks is easy, doing a good reflection is medium.
|'''Level of Difficulty''' || Is this activity easy, medium or challenging?
|-
|-
|'''Estimated Time to Completion''' ||  Micro: 30 seconds, Mini: 10-30 minutes, Macro: 2 hours
|'''Estimated Time to Completion''' ||  How long should it take for the student to complete the activity?
|-
|-
|'''Materials/Environment''' || Internet access if carried out on blog.
|'''Materials/Environment''' || What does the student need?  Internet access, IRC client, Git Hub account, LINUX machine, etc.?
|-
|-
|'''Author(s)''' || Birgit Penzenstadler, Emily Lovell, Mario Nakazawa, Scott Heggen, Matt Jadud
|'''Author(s)''' || Who wrote this activity?
|-
|-
|'''Source''' || n.a.
|'''Source''' || Is there another activity on which this activity is based?  If so, please provide a link to the original resource.
|-
|-
|'''License''' || This learning activity is available for use under the [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons Attribution-ShareAlike 4.0 International License].  Attribution need not include a link back to this site.
|'''License''' || Under which license is this material made available? (http://creativecommons.org/licenses/)
|}
|}


=== Suggestions for Open Source Community: ===
=== Suggestions for Open Source Community: ===
This framework seems to be more about reflection in any course context where students can fail than specifically OSS. We are not sure what suggestions may arise from that for the open source community.
Suggestions for an open source community member who is working in conjunction with the instructor.
 
=== Category: ===
Categorize the page as "Category:Learning Activity"
 
Also categorize the page under one or more of the subcategories found at http://foss2serve.org/index.php/Learning_Activities
 
=== Feedback: ===
Feedback to the author(s) of the activity regarding usage or suggestions for enhancements can be included via the discussion tab.
 
--------------------
This work is licensed under a
[http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons Attribution-ShareAlike 4.0 International License]


[[File:CC-BY.png]]
[[File:CC_license.png]]


[[Category:Framework|F]]
[[Category: Learning_Activity]]
[[Category: Full_Course]]

Revision as of 18:08, 15 August 2016

NOTE: THIS IS CURRENTLY A WORK IN PROGRESS!! NOTE: COURSE WILL BE OFFERED AY16-17.


Title Syllabus for 2-Semester Senior Capstone Course
Overview Students will gain perspective on and experience with H/FOSS projects. In the first semester students will complete readings, exercises and activities that familiarize them with H/FOSS philosophy/community/tools, select a project in which to participate and produce a plan for their second semester. During the second semester students will work according to their plans while also completing readings on contemporary and ethical issues in computing.
Prerequisite Knowledge This course was designed for use in the final year of a Computer Science major at a small liberal arts college. Students will typically have completed the core courses and be competent in: Object Oriented Programming, Data Structures, Analysis of Algorithms, Programming Languages, Organization and Architecture. They may also have completed electives.
Learning Objectives
  • Students will:
 *Gain perspective on H/FOSS and Software Engineering topics.
 *Improve their ability to work (reading/modifying/testing) within a substantial existing code base.
 *Interact with a community of developers and users.
 *Improve written and oral communication skills within the discipline.

Background:

Is there background reading material?

Are there other activities the student should have done first?

What is the rationale for this activity?

Include helpful hints to faculty here.


Directions:

What should the student do?


Deliverables:

What will the student hand in?


Assessment:

How will the activity be graded?

How will learning will be measured?

Include sample assessment questions/rubrics.

Criteria Level 1 (fail) Level 2 (pass) Level 3 (good) Level 4 (exceptional)
Criterion 1...
Criterion 2...

Comments:

What should the instructor know before using this activity?

What are some likely difficulties that an instructor may encounter using this activity?


Additional Information:

ACM Knowledge Area/Knowledge Unit What ACM Computing Curricula 2013 knowledge area and units does this activity cover? ACM_Body_of_Knowledge
ACM Topic What specific topics are addressed? The Computing Curriucula 2013 provides a list of topics - https://www.acm.org/education/CS2013-final-report.pdf
Level of Difficulty Is this activity easy, medium or challenging?
Estimated Time to Completion How long should it take for the student to complete the activity?
Materials/Environment What does the student need? Internet access, IRC client, Git Hub account, LINUX machine, etc.?
Author(s) Who wrote this activity?
Source Is there another activity on which this activity is based? If so, please provide a link to the original resource.
License Under which license is this material made available? (http://creativecommons.org/licenses/)

Suggestions for Open Source Community:

Suggestions for an open source community member who is working in conjunction with the instructor.

Category:

Categorize the page as "Category:Learning Activity"

Also categorize the page under one or more of the subcategories found at http://foss2serve.org/index.php/Learning_Activities

Feedback:

Feedback to the author(s) of the activity regarding usage or suggestions for enhancements can be included via the discussion tab.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

File:CC license.png

Retrieved from "https://teachingopensource.org/index.php?title=Reflect_on_Learning_from_Failure_(Framework)&oldid=8170"
Powered by MediaWiki