research-article

Assessment Design for Studio-Based Learning

Authors:

Robin Braun,

Wayne Brookes,

Roger Hadgraft,

Zenon ChaczkoAuthors Info & Claims

ACE '19: Proceedings of the Twenty-First Australasian Computing Education Conference

Pages 106 - 111

https://doi.org/10.1145/3286960.3286973

Published: 29 January 2019 Publication History

Get Access

Abstract

Studio-based learning is not new to computing education, however as the ecosystem of available Open Educational Resources (OERs) expands, the capacity and desire for student self-directed learning is growing. However increasing student autonomy in how and when learning takes place creates challenges around assessment. This paper introduces the design of assessment tasks to support studio-based learning at undergraduate level. It describes an example of using learning contracts and portfolio-based assessment for evaluating individual and team performance. The paper presents some initial observations of the approach taken, and its transferability to other areas of the curriculum.

References

[1]

Robin Braun and Zenon Chaczko. 2015. That flipping classroom-getting engineering students to be consciously competent on their own. In 14th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 1--4.

Crossref

Google Scholar

[2]

Robin Braun, Gary Miller, Zenon Chaczko, and Wayne Brookes. 2018. First experiences of Studios in the new Data Engineering program. In 17th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 1--5.

Crossref

Google Scholar

[3]

Angela Carbone and Judy Sheard. 2002. A Studio-based Teaching and Learning Model in IT: What Do First Year Students Think? SIGCSE Bull. 34, 3 (June 2002), 213--217.

Digital Library

Google Scholar

[4]

Tony Clear. 2010. A Place for Learning Agreements in Capstone Computing Courses? ACM Inroads 1, 4 (Dec. 2010), 10--11.

Digital Library

Google Scholar

[5]

Michael Docherty, Peter Sutton, Margot Brereton, and Simon Kaplan. 2001. An Innovative Design and Studio-based CS Degree. SIGCSE Bull. 33, 1 (Feb. 2001), 233--237.

Digital Library

Google Scholar

[6]

C. D. Hundhausen, D. Fairbrother, and M. Petre. 2012. An Empirical Study of the "Prototype Walkthrough": A Studio-Based Activity for HCI Education. ACM Trans. Comput.-Hum. Interact. 19, 4, Article 26 (Dec. 2012), 36 pages.

Digital Library

Google Scholar

[7]

Christopher D. Hundhausen, N Hari Narayanan, and Martha E. Crosby. 2008. Exploring Studio-based Instructional Models for Computing Education. SIGCSE Bull. 40, 1 (March 2008), 392--396.

Digital Library

Google Scholar

[8]

Tom Nurkkala and Stefan Brandle. 2011. Software Studio: Teaching Professional Software Engineering. In Proceedings of the 42nd ACM Technical Symposium on Computer Science Education (SIGCSE '11). ACM, New York, NY, USA, 153--158.

Digital Library

Google Scholar

[9]

Task Group on Information Technology Curricula. 2017. Information Technology Curricula 2017: Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology. ACM, New York, NY, USA.

Crossref

Google Scholar

[10]

Julia Prior, Andrea Connor, and John Leaney. 2014. Things Coming Together: Learning Experiences in a Software Studio. In Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education (ITiCSE '14). ACM, New York, NY, USA, 129--134.

Digital Library

Google Scholar

[11]

Julia Prior, Samuel Ferguson, and John Leaney. 2016. Reflection is Hard: Teaching and Learning Reflective Practice in a Software Studio. In Proceedings of the Australasian Computer Science Week Multiconference (ACSW '16). ACM, New York, NY, USA, Article 7, 8 pages.

Digital Library

Google Scholar

[12]

John Stephenson. 1992. Capability and quality in higher education. In Quality in Learning: A Capability Approach to Higher Education, John Stephenson and Susan Weil (Eds.). Kogan Page, Chapter 1.

Google Scholar

[13]

John Stephenson. 2013. The Concept of Capability and its Importance in Higher Education. In Capability and Quality in Higher Education, John Stephenson and Mantz Yorke (Eds.). Routledge, Chapter 1, 1--13.

Google Scholar

[14]

Darrall Thompson. 2009. Successful engagement in graduate attribute assessment using software. Campus-Wide Information Systems 26, 5 (2009), 400--412.

Crossref

Google Scholar

Cited By

View all

Li YZhou XByrne DLouw M(2024)“Documentation is now so ingrained in me”: how students interpret and value documentation in creative learning domainsInternational Journal of Technology and Design Education10.1007/s10798-024-09889-334:5(1987-2003)Online publication date: 23-Mar-2024
https://doi.org/10.1007/s10798-024-09889-3
Chen RDemko MByrne DLouw MSas CMaiden N(2021)Probing Documentation Practices: Reflecting on Students’ Conceptions, Values, and Experiences with Documentation in Creative InquiryProceedings of the 13th Conference on Creativity and Cognition10.1145/3450741.3465391(1-14)Online publication date: 22-Jun-2021
https://dl.acm.org/doi/10.1145/3450741.3465391
Kang LJackson S(2021)Tech-Art-TheoryProceedings of the ACM on Human-Computer Interaction10.1145/34491565:CSCW1(1-25)Online publication date: 22-Apr-2021
https://dl.acm.org/doi/10.1145/3449156
Show More Cited By

Index Terms

Assessment Design for Studio-Based Learning
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer engineering education
      2. Student assessment

Recommendations

Implementing studio-based learning in CS2
SIGCSE '10: Proceedings of the 41st ACM technical symposium on Computer science education

This paper presents an experience in designing, implementing, and evaluating a studio-based learning model for CS2. Adapted from architecture and art education, as well as from collaborative problem-solving pedagogies, studio-based learning has shown ...
Augmented Cognition Instructional Design for Studio-Based Learning
Augmented Cognition
Abstract
Learning by Teaching is a pedagogical method in which students instruct others, gaining a deeper understanding of the material than they would from merely learning the content for themselves. Studio-Based Learning is a practice within Learning by ...
Studio-based learning via wireless notebooks: a case of a Java programming course

This paper describes Studio-1.00, a project aimed at enhancing active learning techniques, interactive programming and the exploration of software development, by the use of mobile notebooks and electronic classrooms. We report on a study that ...

Comments

Please enable JavaScript to view thecomments powered by Disqus.

Information & Contributors

Information

Published In

ACE '19: Proceedings of the Twenty-First Australasian Computing Education Conference

January 2019

131 pages

ISBN:9781450366229

DOI:10.1145/3286960

Conference Chairs:
Simon
University of Newcastle
,
Andrew Luxton-Reilly
University of Auckland

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

In-Cooperation

The University of Newcastle, Australia
CORE - Computing Research and Education
The University of Auckland

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 29 January 2019

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Research-article
Research
Refereed limited

Conference

ACE'19

ACE'19: Twenty-First Australasian Computing Education Conference

January 29 - 31, 2019

NSW, Sydney, Australia

Acceptance Rates

ACE '19 Paper Acceptance Rate 15 of 36 submissions, 42%;

Overall Acceptance Rate 161 of 359 submissions, 45%

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

9
Total Citations
View Citations
174
Total Downloads

Downloads (Last 12 months)18
Downloads (Last 6 weeks)3

Reflects downloads up to 14 Dec 2024

Other Metrics

View Author Metrics

Citations

Cited By

View all

Li YZhou XByrne DLouw M(2024)“Documentation is now so ingrained in me”: how students interpret and value documentation in creative learning domainsInternational Journal of Technology and Design Education10.1007/s10798-024-09889-334:5(1987-2003)Online publication date: 23-Mar-2024
https://doi.org/10.1007/s10798-024-09889-3
Chen RDemko MByrne DLouw MSas CMaiden N(2021)Probing Documentation Practices: Reflecting on Students’ Conceptions, Values, and Experiences with Documentation in Creative InquiryProceedings of the 13th Conference on Creativity and Cognition10.1145/3450741.3465391(1-14)Online publication date: 22-Jun-2021
https://dl.acm.org/doi/10.1145/3450741.3465391
Kang LJackson S(2021)Tech-Art-TheoryProceedings of the ACM on Human-Computer Interaction10.1145/34491565:CSCW1(1-25)Online publication date: 22-Apr-2021
https://dl.acm.org/doi/10.1145/3449156
Oleson AWortzman BKo A(2020)On the Role of Design in K-12 Computing EducationACM Transactions on Computing Education10.1145/342759421:1(1-34)Online publication date: 31-Dec-2020
https://dl.acm.org/doi/10.1145/3427594
Ott CLiesaputra VLuxton-Reilly ASzabo C(2020)Industry-Focused Projects in an Intense One-Year ICT ProgrammeProceedings of the Twenty-Second Australasian Computing Education Conference10.1145/3373165.3373180(132-141)Online publication date: 3-Feb-2020
https://dl.acm.org/doi/10.1145/3373165.3373180
Barnes JColquhoun JDevlin MHeels LLord PMarshall LNapier CSolaiman ESpeirs NTalbot LUshaw GWitty CBradley SDevlin M(2020)Designing a Portfolio-Oriented Curriculum using Problem Based LearningProceedings of the 4th Conference on Computing Education Practice10.1145/3372356.3372367(1-4)Online publication date: 9-Jan-2020
https://dl.acm.org/doi/10.1145/3372356.3372367
Oleson ASolomon MKo ABernhaupt RMueller FVerweij DAndres JMcGrenere JCockburn AAvellino IGoguey ABjørn PZhao SSamson BKocielnik R(2020)Computing Students' Learning Difficulties in HCI EducationProceedings of the 2020 CHI Conference on Human Factors in Computing Systems10.1145/3313831.3376149(1-14)Online publication date: 21-Apr-2020
https://dl.acm.org/doi/10.1145/3313831.3376149
Trede FBraun RBrookes W(2020)Engineering students’ expectations and perceptions of studio-based learningEuropean Journal of Engineering Education10.1080/03043797.2020.1758630(1-14)Online publication date: 6-May-2020
https://doi.org/10.1080/03043797.2020.1758630
Kumar JSilva PPrelath R(2020)Implementing studio-based learning for design education: a study on the perception and challenges of Malaysian undergraduatesInternational Journal of Technology and Design Education10.1007/s10798-020-09566-1Online publication date: 15-Feb-2020
https://doi.org/10.1007/s10798-020-09566-1

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Cited By

Index Terms

Recommendations

Implementing studio-based learning in CS2

Augmented Cognition Instructional Design for Studio-Based Learning

Studio-based learning via wireless notebooks: a case of a Java programming course