paper.bib

@inproceedings{haaranen_programming_2017,
	address = {New York, NY, USA},
	series = {{ITiCSE} '17},
	title = {Programming as a performance: Live-streaming and its implications for {Computer} {Science} education},
	isbn = {978-1-4503-4704-4},
	shorttitle = {Programming as a performance},
	url = {https://doi.acm.org/10.1145/3059009.3059035},
	doi = {10.1145/3059009.3059035},
	abstract = {This article discusses an emerging phenomenon of streaming programming to a live audience who in turn can interact with the streamer. In essence, this means broadcasting the programming environment and typically a web camera feed of the streamer to viewers. Streaming programming bears many similarities with live-streaming playing of video games, which has become extremely popular among gamers over the recent years. In fact, streaming programming often use the same web services as streaming gaming, and the audiences overlap. In this article, we describe this novel approach to programming and situate it in the broader context of computer science education. To gain a deeper insight into this phenomena, we analyzed viewer discussions during a particular programming stream broadcasted during a game programming competition. Finally, we discuss the benefits this approach could offer to computer science education.},
	urldate = {2018-12-21},
	booktitle = {Proceedings of the 2017 {ACM} {Conference} on {Innovation} and {Technology} in {Computer} {Science} {Education}},
	publisher = {ACM},
	author = {Haaranen, Lassi},
	year = {2017},
	keywords = {computer science education, game-based learning, online communities, streaming},
	pages = {353--358}
}

@inproceedings{rubin_effectiveness_2013,
	address = {New York, NY, USA},
	series = {{SIGCSE} '13},
	title = {The effectiveness of live-coding to teach introductory programming},
	isbn = {978-1-4503-1868-6},
	url = {https://doi.acm.org/10.1145/2445196.2445388},
	doi = {10.1145/2445196.2445388},
	abstract = {Live-coding is defined as "the process of designing and implementing a [coding] project in front of class during lecture period". In this article we present our research design and results regarding the effectiveness of live-coding to teach introductory programming. The research design includes two experimental groups spread across four sections of an introductory C++ course at Colorado School of Mines. In the control group, students were taught using static code, meaning that instructors never typed, but instead viewed, compiled, and executed code examples. In the experimental or "live-coding" group, instructors started each lecture with a blank screen, and taught code examples by systematically typing, compiling, and testing code to solve example problems. To assess the effectiveness of live-coding, we administered four surveys and analyzed final grades. Two of the surveys were given at the beginning of the course, and were used to measure baseline programming knowledge and student learning preferences (i.e., VARK). The other two surveys, given at the end of the course, were designed to measure the amount of programming knowledge obtained as well as preferences towards live coding. Lastly, final grades were analyzed in terms of its subcomponents: the assignments, exams, final project, and overall grade. Based on our results, we conclude that teaching via live-coding is as good as if not better than using static code examples.},
	urldate = {2018-12-21},
	booktitle = {Proceeding of the 44th {ACM} {Technical} {Symposium} on {Computer} {Science} {Education}},
	publisher = {ACM},
	author = {Rubin, Marc J.},
	year = {2013},
	keywords = {introductory, live-coding, pedagogy, programming},
	pages = {651--656}
}

@book{wilson_teaching_2018,
	address = {Leipzig},
	title = {Teaching tech together: how to design and deliver lessons that work and build a teaching community around them},
	isbn = {978-0-9881137-0-1},
	shorttitle = {Teaching tech together},
	language = {en},
	publisher = {Amazon Distribution GmbH},
	author = {Wilson, Greg},
	year = {2018},
	url = {http://teachtogether.tech/}
}

@article{strobel_when_2009,
	title = {When is {PBL} more effective? {A} meta-synthesis of meta-analyses comparing {PBL} to conventional classrooms},
	volume = {3},
	issn = {1541-5015},
	shorttitle = {When is {PBL} more effective?},
	url = {https://docs.lib.purdue.edu/ijpbl/vol3/iss1/4},
	doi = {10.7771/1541-5015.1046},
	number = {1},
	journal = {Interdisciplinary Journal of Problem-Based Learning},
	author = {Strobel, Johannes and Barneveld, Angela van},
	month = mar,
	year = {2009}
}

@article{markham_project_2011,
	title = {Project-based learning: A bridge just far enough},
	volume = {39},
	copyright = {Copyright E L Kurdyla Publishing LLC Dec 2011},
	issn = {14811782},
	url = {https://search.proquest.com/docview/915254354/abstract/707DEDB5F1E145E5PQ/1},
	abstract = {[...] well-executed PBL emphasizes a carefully planned assessment that incorporates formative feedback, detailed rubrics, and multiple evaluations of content and skills. [...] PBL can be defined as an extended learning process that uses inquiry and challenge to stimulate the groivth and mastery of skills. [...] PBL refocuses education on the student, not the curriculum-a shift mandated by the global world, which rewards intangible assets such as drive, passion, creativity, empathy, and resiliency.},
	language = {English},
	number = {2},
	urldate = {2018-12-21},
	journal = {Teacher Librarian; Bowie},
	author = {Markham, Thom},
	month = dec,
	year = {2011},
	keywords = {Advantages, Core curriculum, Design, Education, Methods, Teaching, Young adults},
	pages = {38--42}
}

@book{sawyer_cambridge_2006,
	address = {Cambridge, NY, USA},
	title = {The {Cambridge} handbook of the learning sciences},
	isbn = {978-0-521-84554-0 978-0-521-60777-3},
	language = {en},
	publisher = {Cambridge University Press},
	editor = {Sawyer, R. Keith},
	year = {2006},
	doi = {10.1192/bjp.bp.106.029678},
	note = {OCLC: ocm62728545},
	keywords = {Cognitive learning, Learning, Learning, Psychology of, Social aspects}
}

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    author =  {Greg Wilson},
    title =   {{Software} {Carpentry}: Getting scientists to write better code by making them more productive},
    journal = {Computing in Science \& Engineering},
    month =   {November--December},
    year =    {2006},
    doi = {10.1109/MCSE.2006.122},
    note =    {Summarizes the what and why of Version 3 of the course.}
}

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  title = {{Data} {Carpentry}: {R} for data analysis and visualization of ecological data},
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}

@Manual{dplyr,
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@Article{lme4,
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@Manual{MuMIn,
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}