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Has anyone played around with encouraging (but not requiring) students to teach one another?

One way of demonstrating mastery of the material is teaching it to others. I feel like if student A says "Student B really helped me understand the material" that increases my Bayesian posterior that student B understood the material really well (and also that student A understood it, since presumably after student B explained it, student A understood it at least better than they did before).

I wouldn't do this as the only, or even major, part of their grade, but it seems like if the grade is to reflect learning, that teaching it to others certainly reflects on their learning.

(Additional context: this is for a university-level elective technical course in Comp Sci, for 3rd and 4th-years mostly. I generally do flipped classroom and alternative grading - some combo of ungrading, mastery-based, standards-based, but I'm open to ideas. The class has about 55 students, so whatever it is can take some time but not be *too* time-intensive on me & the one TA.)

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Join my free #TurtleStitch online training session on 21st January to discover how to blend coding and creativity. It’s a fantastic way to inspire and engage young learners.

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Hi all, a new #introduction for my new account on Sharkey. I'm Nick. I'm a #computerscience and #engineering secondary school #teacher in #Baltimore, Maryland, USA. I'm interested in #ai #artificialintelligence and #MachineLearning, #robotics and #automation, #Android #appdev, #cybersecurity, and more. I'd love to connect with other #csed folks from elementary to industry, folks interested in #engineeringeducation, and consider myself part of the #MTBoS #iteachmath community too. I also enjoy connecting to people outside my teaching roles! I enjoy #cats, #mystery novels, #nature walks, #travel. I care deeply about fighting for #peace, #socialjustice, and similar goals. And I also like thinking about the intersection of #stem with those goals, for example #aiethics and #RenewableEnergy. Testing out Sharkey on this new account, but I do have two other Fediverse accounts that I've had for a few years each (listed in bio) in case this account goes dark.

In a recent article in Inside Higher Ed , Stuart Zweben, a member of the ACM Education Board’s Actionable Enrollment and Retention (ACER) Task Force, and Co-author of “Computing Enrollment and Retention: Results from the 2021-22 Undergraduate Enrollment Cohort,” discusses the growth of Data Science as an undergraduate major and it’s implications.

insidehighered.com/news/tech-i

#CSEd hashtag#ComputerScience hashtag#DataScience

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Truth: I know a CS department that still teaches a C++/CLI course. As an elective. Offered once every three semesters (ask me why that frequency).

Good ROI for the instructor on their course prep in ~2008. And for the university's course-prep stipend paid to the instructor.

Now, guess which C++ versy and IDE the course must still use.

Extra credit: Guess which other courses that choice of C++/IDE impacts because.

My new article "Computing trust: on writing ‘good’ code in computer science education" is out in the Journal of Cultural Economy on how computer science education teaches trust/distrust/mistrust and the tensions/challenges this brings for students and for situated and ethical practice in computer science.

Limited number of copies open access here: tandfonline.com/eprint/H35KFCG

If it doesn't work, let me know and I'm happy to share the article.

I have an exercise called "reprogram yourself" where I ask students to come up with follow-ups to the doubting voice in their head. For example, after the thought "I'm not a very good programmer...", they could add "yet".

Some students gave positive responses, such as "but I'm better than I was a year ago". Other students cracked me up with the responses, such as "but I got ChatGPT" and "but bad programmers get hired all the time."