First draft for educational environments

src/educational-technology.bib

@@ -0,0 +1,86 @@
+@article{guzdial2004programming,
+  title={Programming Environments for Novices},
+  author={Guzdial, Mark},
+  journal={Computer Science Education Research},
+  volume={2004},
+  pages={127--154},
+  year={2004}
+}
+
+@article{kelleher2005lowering,
+  title={Lowering the Barriers to Programming: A Taxonomy of Programming Environments and Languages for Novice Programmers},
+  author={Kelleher, Caitlin and Pausch, Randy},
+  journal={ACM Computing Surveys (CSUR)},
+  volume={37},
+  number={2},
+  pages={83--137},
+  year={2005},
+  publisher={ACM}
+}
+
+@article{wyeth2001electronic,
+  title={Electronic Blocks: Tangible Programming Elements for Preschoolers},
+  journal={},
+  author={Wyeth, Peta and Wyeth, Gordon F},
+  year={2001},
+  publisher={IOC Press}
+}
+
+@article{fessakis2013problem,
+  title={Problem Solving by 5--6 years Old Kindergarten Children in a Computer Programming Environment: A Case Study},
+  author={Fessakis, Georgios and Gouli, Evangelia and Mavroudi, E},
+  journal={Computers \& Education},
+  volume={63},
+  pages={87--97},
+  year={2013},
+  publisher={Elsevier}
+}
+
+@article{maloney2010scratch,
+  title={The Scratch Programming Language and Environment},
+  author={Maloney, John and Resnick, Mitchel and Rusk, Natalie and Silverman, Brian and Eastmond, Evelyn},
+  journal={ACM Transactions on Computing Education (TOCE)},
+  volume={10},
+  number={4},
+  pages={16},
+  year={2010},
+  publisher={ACM}
+}
+
+@inproceedings{guo2013online,
+  title={Online Python Tutor: Embeddable Web-based Program Visualization for CS Education},
+  author={Guo, Philip J},
+  booktitle={Proceeding of the 44th ACM Technical Symposium on Computer Science Education},
+  pages={579--584},
+  year={2013},
+  organization={ACM}
+}
+
+@inproceedings{suzuki2017exploring,
+  title={Exploring the Design Space of Automatically Synthesized Hints for Introductory Programming Assignments},
+  author={Suzuki, Ryo and Soares, Gustavo and Glassman, Elena and Head, Andrew and D'Antoni, Loris and Hartmann, Bj{\"o}rn},
+  booktitle={Proceedings of the 2017 CHI Conference Extended Abstracts on Human Factors in Computing Systems},
+  pages={2951--2958},
+  year={2017},
+  organization={ACM}
+}
+
+@inproceedings{head2018interactive,
+  title={Interactive Extraction of Examples from Existing Code},
+  author={Head, Andrew and Glassman, Elena L and Hartmann, Bj{\"o}rn and Hearst, Marti A},
+  booktitle={Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems},
+  pages={85},
+  year={2018},
+  organization={ACM}
+}
+
+@article{glassman2015overcode,
+  title={OverCode: Visualizing Variation in Student Solutions to Programming Problems at Scale},
+  author={Glassman, Elena L and Scott, Jeremy and Singh, Rishabh and Guo, Philip J and Miller, Robert C},
+  journal={ACM Transactions on Computer-Human Interaction (TOCHI)},
+  volume={22},
+  number={2},
+  pages={7},
+  year={2015},
+  publisher={ACM}
+}

src/educational-technology.rst

@@ -1,18 +1,239 @@
-.. :Authors: - Cyrus Omar
+.. :Authors: - Cyrus Omar, Hannah Potter
 
 .. title:: Educational Technology
 
 Overview
 ========
 
-TODO: Overview
+Educational technology is focused on facilitating learning. This includes supporting novice programmers learning the fundamentals
+of programming, supplying tools for developers that promote knowledge sharing, assisting educators in their teaching objectives, and 
+facilitating learning for experienced programmers using new technologies and systems. 
+
+Programming languages and environments that are designed for use during a learning process are governed by different design criteria than those that are
+designed to be useful for experts. Educational programming environments typically focus on two problems. One is trying to flatten the 
+steep learning curve often faced by novice programmers and help them overcome what is typically perceived as "hard" with 
+programming :cite:`guzdial2004programming`. The second is supporting the motivations that different 
+people have for trying to learn these new programming skills :cite:`kelleher2005lowering`.
+
+There are a few key design principles that are often used in either of these strategies: 
+
+* Try to minimize frustration while still being challenging enough to maintain interest
+* Incorporate motivations for learning new skills 
+* Help students learn abstract concepts using concrete instances
+* Give :doc:`immediate feedback </live-programming>`
+
+.. container:: bib-item
+
+  .. bibliography:: educational-technology.bib
+    :filter: key == 'guzdial2004programming'
+
+  This paper gives an overview of a variety of different programming environments for novices. The educational environments are explored
+  under the lense of how they try to answer the question of "What makes programming hard?"
+
+.. container:: bib-item
+
+  .. bibliography:: educational-technology.bib
+    :filter: key == 'kelleher2005lowering'
+
+  This paper also gives an overview of various programming languages and environments that were designed for supporting novice programmers. 
+  These languages and environments are explored under the lense of supporting the different answers to "What is a person's motivation for trying
+  to learn programming?"
+
+Games
+=====
+
+Programming to acheive an objective in a game is a common technique for introducing individuals to programming skills such
+as problem solving. This is especially true when the audience is children, who may need more motivation to engage in these forms of learning activities than adults actively seeking
+out education in programming.
+
+.. container:: bib-item
+
+  .. bibliography:: educational-technology.bib
+    :filter: key == 'fessakis2013problem'
+
+  This paper goes over the effectiveness of integrating a programming activity into a regular kindergarten class using puzzles
+  that give movement directions to a lady bug to reach some designated destination. The students in the class overall had fun
+  solving the puzzles. The children solved the problems in a step-wise fashion, typically only giving the lady bug 1-3 move 
+  commands before running the actions and checking to where the lady bug moved.
+
+.. todo:: 
+    Add other game based programming environments
 
 Block-Based Environments
 ========================
 
+Block-based environments are often used for teaching young students (pre-university) and students who have had little or no previous exposure to programming.
+These environments have the advantage that there is a reduced coginitive load on learners when it comes to syntax. Block-based environments can limit or eliminate syntax errors
+which saves novices time and confusion resolving such errors and allows them to focus on the higher level concepts. Additionally, the use of blocks
+minimizes the demand for typing and shows program construction in a graphical way, which is especially helpful for children.
+
+.. container:: bib-item
+
+  .. bibliography:: educational-technology.bib
+    :filter: key == 'wyeth2001electronic'
+
+  Electronic blocks are physical blocks that are designed for young children to familiarize themselves with concepts related to programming (like input and output).
+  There are three types of blocks, sensor (e.g. sound), logic (e.g. not), and action (e.g. light that turns on and off), that can be combined to form stacks. Researchers ran a study with a class of preschoolers. They found that in general
+  the kids seemed to have fun with the blocks. The children had a hard time understanding the logic blocks, but were in general able to understand
+  the sensor and action blocks. The preschoolers had an easier time building complexity between interactions of two stacks as opposed to within a single stack.
+
+.. container:: bib-item
+
+  .. bibliography:: educational-technology.bib
+    :filter: key == 'maloney2010scratch'
+
+  This paper gives an overview of the design of the Scratch programming environment. Scratch is a graphical, block-based programming environment
+  designed for kids who have no programming experience. The system strives to make execution visible and allow for tinkering (learning by trying). The
+  code is live such that any code fragment can be executed simply by clicking on it (no compile-link-run cycle to go through).
+
+.. container:: bib-item
+
+  .. bibliography:: educational-technology2.bib
+    :filter: key == 'maloney2008programming'
+
+  Scratch was introduced as an optional activity at an after-school technology center for traditionally disadvantaged youth in 
+  an impoversished area. Little supervision or formal teaching was provided for the system. Over the course of two years,
+  the youth used Scratch more than any other media-creation tool available at the center. They felt that Scratch
+  was most similar to school activities that particularly supported creativity and personal expression, as opposed 
+  to subject areas that are typically associated with programming.
+
+.. container:: bib-item
+
+  .. bibliography:: educational-technology2.bib
+    :filter: key == 'wilson2010evaluating'
+
+  Scratch was used for teaching lessons in an IT class for 8-9 year old students at a school. The study
+  did not find evidence of whether or not using this programming environment helped the students develop cognitive abilities. 
+  However, based on feedback from the students, they generally enjoyed and were enthusiastic about their lessons 
+  that used Scratch. 
+
 Feedback Generation
 ===================
 
+With the growing number of people interested in learning programming skills, institutions have difficulty maintaining the number of instructors
+needed to give students valuable one-on-one feedback. Thus, automatic feedback generation may be valuable in the current learning climate.
+
+There are various ways for students to get feedback. One way that automatic feedback is being generated is in systems that perform as "autograders" where
+students can upload submissions and get information back on how their solutions performed against test suites. This however still leaves a burden
+on students to search out where their solution went wrong, which may be difficult for novices. Thus, feedback that can guide students through
+debugging code with errors can be far more valuable to the learning process than what is returned by standard autograders.
+
+.. container:: bib-item
+
+  .. bibliography:: educational-technology.bib
+    :filter: key == 'suzuki2017exploring'
+
+  From analysis of Q&A posts on a discussion forum for a programming class as well as an interview of a teaching assistant
+  for a college level introductory programming class, five types of common hints that teachers give to help students fix their 
+  code that can be generated using program synthesis are itentified: 
+
+  1) Transformations (what to change to make the program work)
+  2) Locations (the line(s) that need to be changed to make the program work)
+  3) Data (demonstrating where a variable takes on the wrong value)
+  4) Behavior (identifying how the program is not behaving how it is supposed to)
+  5) Examples (examples of inputs and correct outputs)
+
+  Additionally, four principles of feedback design described in prior work are identified: 
+
+  1) Help students locate bugs
+  2) Demonstrate instances in which code fails
+  3) Explain behavior of code with visual execution
+  4) Help students understand the relationship between the cause of an error and its symptoms
+
 Tutoring Systems
 ================
 
+Large class sizes and the growing number of people learning computer programming through online courses makes the 
+development of tutoring systems valuable. Tutoring systems provide visualizations and walkthroughs of the execution
+of code. Additionally, they may guide students through developing a program and improving problem solving skills. Students may remain more engaged with the system
+and learn more if there is interaction that demonstrates whether or not the student is understanding and following along.
+
+.. container:: bib-item
+
+  .. bibliography:: educational-technology.bib
+    :filter: key == 'guo2013online'
+
+  Python Tutor is an online tutoring system. This is a form of program visualization that shows the state of memory (stack frames and the heap)
+  as a piece of code executes, essentially creating visual code traces. The tool was designed based on common features of other existing program visualization
+  tools and then updated based on user feedback. The paper acknowledges that study results may determine
+  that new features may be needed to support active learning, such as adding questions and quizzes along with the visualizations.
+
+.. container:: bib-item
+
+  .. bibliography:: educational-technology2.bib
+    :filter: key == 'cazzola2015gradually'
+
+  This paper goes over the potential benefits of introducing a programming language gradually instead of all at once.
+  One such benefit is allowing students to focus on problem solving, rather than focusing on understanding
+  the full features of a language. A series of subdivisions of Javascript (each subdivision only
+  contains a subset of features of the language, such as conditional statements or functions) 
+  was used to teach a few students in an introductory programming class. The study generally found 
+  that students felt like they focused more on problem solving than learning the programming language.
+
+.. container:: bib-item
+
+  .. bibliography:: educational-technology2.bib
+    :filter: key == 'gerdes2012interactive'
+
+  This paper discusses an interactive tutoring system for students learning Haskell. The system provides
+  feedback on if the student is on the right track solving the problem, hints if the student is stuck,
+  and suggestions on how to refactor code if the student should iterate on their solution. Hints and 
+  feedback are derived from annotated solutions to problems provided by a teacher. Students using
+  the tutor build their solutions by filling in and refining "holes" in the program. Students taking a functional
+  programming course who used the system in general appreciated the ability to see worked-out solutions
+  generated by the system, but felt some work was needed to make the tutor more helpful when students
+  deviate from correct solutions.
+
+Educator Support
+================
+
+In the space of education technology, there is needed support for educators. This can either be in an informal context of peer-to-peer knowledge-sharing
+or in the context of a more formal classroom setting. 
+
+Informal knowlege sharing allows peers to share information they have learned with one another. Different environments support this to 
+varying levels, with some allowing users to explore and modify projects made by other users and to ask clarifying questions.
+For a more formal classroom setting, teachers can often use support in getting a clear view of what topics
+their students are excelling at or struggling to understand.
+
+.. container:: bib-item
+
+  .. bibliography:: educational-technology.bib
+    :filter: key == 'glassman2015overcode'
+
+  OverCode is a system designed to allow instructors of large programming classes to automatically group solutions that may have 
+  irrelevant syntactic differences but are semantically equivalent. This should allow instructors to get a high-level overview of
+  the understandings and misunderstandings of their students more quickly than filtering through raw solutions. When evaluated against
+  only having access to raw solutions, users were able to review more students' code in less time and felt that they had a better high-level
+  overview of ways that the coding problems were solved. 
+
+.. container:: bib-item
+
+  .. bibliography:: educational-technology.bib
+    :filter: key == 'head2018interactive'
+
+  CodeScoop is an interactive example extraction system that allows users to quickly pull out examples from an existing code
+  base. Given selected lines to be included in an example, the system iteratively checks for ommitted
+  lines of code that may be valuable (such as control flow) to help the example writer not leave out critical information. 
+  Study participants were asked to create an example from existing code to answer a fake Stack Overflow question. More participants
+  in the study were able to complete this example extraction exercise when using CodeScoop compared to a text editor and liked their end result
+  example better.
+
+Domain-Specific and Task-Specific Environments
+==============================================
+
+.. todo::
+    Add information about environments/languages targeting users who have very specific goals for learning to program (don't need general knowledge)
+
+.. container:: hidden
+
+  :cite:`wyeth2001electronic`
+  :cite:`maloney2010scratch`
+  :cite:`suzuki2017exploring`
+  :cite:`guo2013online`
+  :cite:`glassman2015overcode`
+  :cite:`head2018interactive`
+  :cite:`fessakis2013problem`
+  :cite:`maloney2008programming`
+  :cite:`wilson2010evaluating`
+  :cite:`cazzola2015gradually`
+  :cite:`gerdes2012interactive`

src/educational-technology2.bib

@@ -0,0 +1,38 @@
+@inproceedings{maloney2008programming,
+ author = {Maloney, John H. and Peppler, Kylie and Kafai, Yasmin and Resnick, Mitchel and Rusk, Natalie},
+ title = {Programming by Choice: Urban Youth Learning Programming with Scratch},
+ booktitle = {Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education},
+ series = {SIGCSE '08},
+ year = {2008},
+ pages = {367--371},
+ numpages = {5},
+ publisher = {ACM},
+} 
+
+@inproceedings{wilson2010evaluating,
+  title={Evaluating Scratch to Introduce Younger Schoolchildren to Programming},
+  author={Wilson, Amanda and Moffat, David C},
+  booktitle={PPIG},
+  pages={7},
+  year={2010}
+}
+
+@article{cazzola2015gradually,
+  title={Gradually Learning Programming Supported by a Growable Programming Language},
+  author={Cazzola, Walter and Olivares, Diego Mathias},
+  journal={IEEE Transactions on Emerging Topics in Computing},
+  volume={4},
+  number={3},
+  pages={404--415},
+  year={2015},
+  publisher={IEEE}
+}
+
+@inproceedings{gerdes2012interactive,
+  title={An Interactive Functional Programming Tutor},
+  author={Gerdes, Alex and Jeuring, Johan and Heeren, Bastiaan},
+  booktitle={Proceedings of the 17th ACM Annual Conference on Innovation and Technology in Computer Science Education},
+  pages={250--255},
+  year={2012},
+  organization={ACM}
+}