Related papers: Online Hackathons as an Engaging Tool to Promote Group Work in Emergency Remote Learning

Online Hackathons as an Engaging Tool to Promote Group Work in Emergency Remote Learning

URL: http://arxiv.org/abs/2105.06388v1
Date: Sat, 24 Apr 2021 06:55:29 GMT
Title: Online Hackathons as an Engaging Tool to Promote Group Work in Emergency Remote Learning
Authors: Kiev Gama, Carlos Zimmerle, Pedro Rossi
Abstract summary: In 2020, due to the COVID-19 pandemic, educational activities had to be done remotely as a way to avoid the spread of the disease. In this paper, we present an experience report on the usage of an online hackathon as a resource to engage students in the development of their semester project.
Score: 7.309316212280228
License: http://creativecommons.org/licenses/by/4.0/
Abstract: In 2020, due to the COVID-19 pandemic, educational activities had to be done remotely as a way to avoid the spread of the disease. What happened was not exactly a shift to an online learning model but a transition to a new approach called Emergency Remote Teaching. It is a temporary strategy to keep activities going on until it is safe again to return to the physical facilities of universities. This new setting became a challenge to both teachers and students. The lack of interaction and classroom socialization became obstacles for students to continue engaged. Before the pandemic, hackathons -- short-lived events (1 to 3 days) where participants intensively collaboration to develop software prototypes -- were starting to be explored as an alternative venue to engage students in acquiring and practicing technical skills. In this paper, we present an experience report on the usage of an online hackathon as a resource to engage students in the development of their semester project in a distributed applications course during this emergency remote teaching period. We describe details of the intervention and present an analysis of the students' perspective of the approach. One of the important findings was the efficient usage of the Discord communication tool -- already used by all students while playing games -- which helped them socialize and keep them continuously engaged in synchronous group work, "virtually collocated".

Related papers

Interactive Learning in Computer Science Education Supported by a Discord Chatbot [3.0294711465150006]
The DiscordBot enables students to provide feedback on course activities through short surveys. It also supports attendance tracking and introduces lectures before they start. The data collected reveal that students can accurately perceive the activities' difficulty and expected results.
arXiv Detail & Related papers (2024-07-27T14:22:40Z)
Responsible Active Learning via Human-in-the-loop Peer Study [88.01358655203441]
We propose a responsible active learning method, namely Peer Study Learning (PSL), to simultaneously preserve data privacy and improve model stability. We first introduce a human-in-the-loop teacher-student architecture to isolate unlabelled data from the task learner (teacher) on the cloud-side. During training, the task learner instructs the light-weight active learner which then provides feedback on the active sampling criterion.
arXiv Detail & Related papers (2022-11-24T13:18:27Z)
Giving Feedback on Interactive Student Programs with Meta-Exploration [74.5597783609281]
Developing interactive software, such as websites or games, is a particularly engaging way to learn computer science. Standard approaches require instructors to manually grade student-implemented interactive programs. Online platforms that serve millions, like Code.org, are unable to provide any feedback on assignments for implementing interactive programs.
arXiv Detail & Related papers (2022-11-16T10:00:23Z)
Hidden Agenda: a Social Deduction Game with Diverse Learned Equilibria [57.74495091445414]
Social deduction games offer an avenue to study how individuals might learn to synthesize potentially unreliable information about others. In this work, we present Hidden Agenda, a two-team social deduction game that provides a 2D environment for studying learning agents in scenarios of unknown team alignment. Reinforcement learning agents trained in Hidden Agenda show that agents can learn a variety of behaviors, including partnering and voting without need for communication in natural language.
arXiv Detail & Related papers (2022-01-05T20:54:10Z)
TecCoBot: Technology-aided support for self-regulated learning [52.77024349608834]
Self-study activities can increase the degree of activity and the contribution of self-study activities to the achievement of learning outcomes. Especially in times of a global pandemic, self-study activities are increasingly executed at home, where students already use technology-enhanced materials, processes, and digital platforms.
arXiv Detail & Related papers (2021-11-23T13:50:21Z)
Mind the Gap: Reimagining an Interactive Programming Course for the Synchronous Hybrid Classroom [1.7052172112344544]
synchronous hybrid classroom is a potential way to safely resume some face-to-face teaching. This comes with challenges, including the risk that remotely attending students perceive a 'gap' between their engagement and that of their physical peers. We describe how an interactive programming course was adapted to hybrid delivery in a way that mitigated this risk.
arXiv Detail & Related papers (2021-09-19T06:49:06Z)
Educational Robotics in Online Distance Learning: An Experience from Primary School [0.0]
This work presents the development of an Educational Robotics activity particularly conceived for online distance learning in primary school. The devised activities are based on pen and paper approaches that are complemented by commonly used social media to facilitate communication and collaboration.
arXiv Detail & Related papers (2021-05-20T12:20:44Z)
How to help university students to manage their interruptions and improve their attention and time management [0.0]
Students on Computer Science degrees require their computers in order to participate in both theoretical and practical lessons. Students' social networks are opened on their computers and they receive notifications that interrupt their work. We set up a workshop regarding time, thoughts and attention management with the objective of teaching our students techniques that would allow them to manage interruptions.
arXiv Detail & Related papers (2021-04-23T07:33:06Z)
Student Barriers to Active Learning in Synchronous Online Classes: Characterization, Reflections, and Suggestions [29.903934269672572]
This work focuses on characterizing student barriers to active learning in synchronous online environments. Through a thematic analysis, we craft a nuanced list of students' online active learning barriers within the themes of human-side, technological, and environmental barriers.
arXiv Detail & Related papers (2021-04-10T21:03:15Z)
PsiPhi-Learning: Reinforcement Learning with Demonstrations using Successor Features and Inverse Temporal Difference Learning [102.36450942613091]
We propose an inverse reinforcement learning algorithm, called emphinverse temporal difference learning (ITD) We show how to seamlessly integrate ITD with learning from online environment interactions, arriving at a novel algorithm for reinforcement learning with demonstrations, called $Psi Phi$-learning.
arXiv Detail & Related papers (2021-02-24T21:12:09Z)
Bridging the Imitation Gap by Adaptive Insubordination [88.35564081175642]
We show that when the teaching agent makes decisions with access to privileged information, this information is marginalized during imitation learning. We propose 'Adaptive Insubordination' (ADVISOR) to address this gap. ADVISOR dynamically weights imitation and reward-based reinforcement learning losses during training, enabling on-the-fly switching between imitation and exploration.
arXiv Detail & Related papers (2020-07-23T17:59:57Z)

This list is automatically generated from the titles and abstracts of the papers in this site.