romeike_schwill.ppt 3350KB Jun 23 2011 01:04:14 PM
The Development of a Regional
Computer Science
Competition
Ralf Romeike1,2
Andreas Schwill1
1
Universität Potsdam, Germany
2
PH Schwäbisch Gmünd, Germany
Computer Science Competitions…
… to promote interest in CS
… are reported to be a good way to reach interested students
… allow to experience the world of CS outside of what they
learn in school
… to attract pupils to choose CS as a subject of study in university
… at the University of Potsdam, Germany initiated in 1998
Objectives for Establishing a CS Contest
Parameter 1: Intended target group:
Aim for a broad effect
• Motivate a large number of
participants
• Make CS accessible to the public
• Raise the general level
Emphasize excellence
• Pose problems far beyond
average
• Acquire and select gifted students
Parameter 2: Types of problems/tasks used in the contest:
Open contest
• Few or no guidelines concerning
the subject of contributions
Closed problems
• To be solved by participants within
certain framework
• Limited time
CS Contest “Marketing”
Develop with a recognizable and memorable name brand a
profile of the contest
Take position on the “market” of CS contests
Estimated market positions of major relevant contests in Germany
Stage 1: Introduction of the Brandenburg CS Contest:
1998-2002
Stage 1: Introduction of the Brandenburg CS Contest:
1998-2002
Preconditions:
CS no established subject in school
Intention:
Spread problems and ways of thinking in CS (broad effect)
Help substantiate CS in school
Reach Age group: grade 9-13 (age 14-19)
Approach:
Covering a large market position
Semi-open tasks (out of every day situation)
Tasks included two perspectives requiring different competencies:
Analytic-descriptive work with possibly detailed solutions and scenarios using a computer
Could be managed without any special knowledge and in particular without
programming knowledge
Core computer science part between 30% and 50%
Detailed implementation of a solution scenario developed in A
Schools take part by sending in projects + documentations
Stage 1: Introduction of the Brandenburg CS Contest:
1998-2002
1998: Computer science and language
1999: Computer science and history/ the history of computer science
2000: Computer science and traffic
2001: Computer science and criminality
2002: Computer science and arts
CS & Crime
CS & Language
CS & Traffic
CS & Art
2001: Computer science and criminality
You can get a lot more done with a kind word and a gun, than
with a kind word alone.
Al Capone
Which factors determine the criminal potential
of computer criminality?
How may computers help discovering and
prosecuting crimes?
…
Web-based information pool “what is computer crime”
Web-based database of
criminals
2001: Computer science and criminality
Have the students been ahead of time?
Is your Ex a Criminal? CriminalSearches.com launched 2008
2001: Computer science and criminality
Issues:
Up to 100 students participated each year
Number of contributions always ≤ 5
Small number and always same schools
Participation and interest was primarily based on the interest and
activity of the teacher!
Stage 2: Realignment of the Contest: 2003-2005
Teachers initiative Students initiative
Project-oriented approach almost abandoned
Contest organized on a single day at the University of Potsdam:
15 min oral examination
2. Group work on a larger relatively open problem observed by jury
members
3. Plenary session: Presentation of the results
1.
Points given according to discussions and solution strategies,
individual and group performances and abilities to work in a team
Stage 2: Realignment of the Contest: 2003-2005
2003: Robot soccer
2004: E-Commerce for services
2005: Ubiquitous computing
Stage 2: Realignment of the Contest: 2003-2005
About 30% more applications than places available (32-40
participants, equals 8-10 groups).
Students enjoyed the group work very much:
Opportunity to deeply discuss CS problems with their peers (activity
possibly missing in normal school lessons)
First theme was very motivating, the latter two somewhat tedious
Solutions often superficial, less substantiated and uncreative
Probably due to the lack of profound CS knowledge and too much
time spent concretizing the open problems
Modification of the contest in 2006 in order to overcome these
weaknesses
Stage 3: Fine Tuning of the Contest: 2006-today
General open theme set of 3-5 well-defined (artificial) problems
These can be solved by computer science methods but often have
no obvious relation to computer science
Included a „warm-up task“
Stage 3: Fine Tuning of the Contest: 2006-today
Example “Prisoners”:
How can you make sure that each prisoner visited
the room at least once by relying on a single lamp?
Once you can communicate – which strategy would you suggest?
50 prisoners
?
Experiences, Reflections and Discussion
Participants
Between grades 9 (around age 14) and 13 (around age 19)
Number of female participants varied between 10% and 15%
Problems and group work
Group work seems very motivating and interesting for the students
Students are introduced to a part of computer science previously mostly not
encountered
Funding
Budget of approximately 1000 EUR (including lunch)
Long-term impact and broad effect
Around 20 schools involved
Winners and their schools frequently mentioned in local newspapers
Subject of computer science is enhanced and attracts more attention
Good students (hopefully) get a positive impression of the University of
Potsdam and consider to study CS there
Contacts:
Ralf Romeike
University of Potsdam/PH Schwäbisch Gmünd
[email protected]
Andreas Schwill
University of Potsdam
[email protected]
Computer Science
Competition
Ralf Romeike1,2
Andreas Schwill1
1
Universität Potsdam, Germany
2
PH Schwäbisch Gmünd, Germany
Computer Science Competitions…
… to promote interest in CS
… are reported to be a good way to reach interested students
… allow to experience the world of CS outside of what they
learn in school
… to attract pupils to choose CS as a subject of study in university
… at the University of Potsdam, Germany initiated in 1998
Objectives for Establishing a CS Contest
Parameter 1: Intended target group:
Aim for a broad effect
• Motivate a large number of
participants
• Make CS accessible to the public
• Raise the general level
Emphasize excellence
• Pose problems far beyond
average
• Acquire and select gifted students
Parameter 2: Types of problems/tasks used in the contest:
Open contest
• Few or no guidelines concerning
the subject of contributions
Closed problems
• To be solved by participants within
certain framework
• Limited time
CS Contest “Marketing”
Develop with a recognizable and memorable name brand a
profile of the contest
Take position on the “market” of CS contests
Estimated market positions of major relevant contests in Germany
Stage 1: Introduction of the Brandenburg CS Contest:
1998-2002
Stage 1: Introduction of the Brandenburg CS Contest:
1998-2002
Preconditions:
CS no established subject in school
Intention:
Spread problems and ways of thinking in CS (broad effect)
Help substantiate CS in school
Reach Age group: grade 9-13 (age 14-19)
Approach:
Covering a large market position
Semi-open tasks (out of every day situation)
Tasks included two perspectives requiring different competencies:
Analytic-descriptive work with possibly detailed solutions and scenarios using a computer
Could be managed without any special knowledge and in particular without
programming knowledge
Core computer science part between 30% and 50%
Detailed implementation of a solution scenario developed in A
Schools take part by sending in projects + documentations
Stage 1: Introduction of the Brandenburg CS Contest:
1998-2002
1998: Computer science and language
1999: Computer science and history/ the history of computer science
2000: Computer science and traffic
2001: Computer science and criminality
2002: Computer science and arts
CS & Crime
CS & Language
CS & Traffic
CS & Art
2001: Computer science and criminality
You can get a lot more done with a kind word and a gun, than
with a kind word alone.
Al Capone
Which factors determine the criminal potential
of computer criminality?
How may computers help discovering and
prosecuting crimes?
…
Web-based information pool “what is computer crime”
Web-based database of
criminals
2001: Computer science and criminality
Have the students been ahead of time?
Is your Ex a Criminal? CriminalSearches.com launched 2008
2001: Computer science and criminality
Issues:
Up to 100 students participated each year
Number of contributions always ≤ 5
Small number and always same schools
Participation and interest was primarily based on the interest and
activity of the teacher!
Stage 2: Realignment of the Contest: 2003-2005
Teachers initiative Students initiative
Project-oriented approach almost abandoned
Contest organized on a single day at the University of Potsdam:
15 min oral examination
2. Group work on a larger relatively open problem observed by jury
members
3. Plenary session: Presentation of the results
1.
Points given according to discussions and solution strategies,
individual and group performances and abilities to work in a team
Stage 2: Realignment of the Contest: 2003-2005
2003: Robot soccer
2004: E-Commerce for services
2005: Ubiquitous computing
Stage 2: Realignment of the Contest: 2003-2005
About 30% more applications than places available (32-40
participants, equals 8-10 groups).
Students enjoyed the group work very much:
Opportunity to deeply discuss CS problems with their peers (activity
possibly missing in normal school lessons)
First theme was very motivating, the latter two somewhat tedious
Solutions often superficial, less substantiated and uncreative
Probably due to the lack of profound CS knowledge and too much
time spent concretizing the open problems
Modification of the contest in 2006 in order to overcome these
weaknesses
Stage 3: Fine Tuning of the Contest: 2006-today
General open theme set of 3-5 well-defined (artificial) problems
These can be solved by computer science methods but often have
no obvious relation to computer science
Included a „warm-up task“
Stage 3: Fine Tuning of the Contest: 2006-today
Example “Prisoners”:
How can you make sure that each prisoner visited
the room at least once by relying on a single lamp?
Once you can communicate – which strategy would you suggest?
50 prisoners
?
Experiences, Reflections and Discussion
Participants
Between grades 9 (around age 14) and 13 (around age 19)
Number of female participants varied between 10% and 15%
Problems and group work
Group work seems very motivating and interesting for the students
Students are introduced to a part of computer science previously mostly not
encountered
Funding
Budget of approximately 1000 EUR (including lunch)
Long-term impact and broad effect
Around 20 schools involved
Winners and their schools frequently mentioned in local newspapers
Subject of computer science is enhanced and attracts more attention
Good students (hopefully) get a positive impression of the University of
Potsdam and consider to study CS there
Contacts:
Ralf Romeike
University of Potsdam/PH Schwäbisch Gmünd
[email protected]
Andreas Schwill
University of Potsdam
[email protected]