Jorge VillalobosCamilo JiménezNadya Calderón

Cupi2: Finding new ways to teaching and learning computer programming

Agenda

• Universidad de los Andes

• Computer Engineering Education in Colombia: Cupi2

• Cupi2 fits IGUAL

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Universidad de los Andes: School of Engineering

Universidad de los Andes: School of Engineering

– Computing Engineering• Software and ICT Research Group

(TICSw) – Proyecto CUPI2

Challenges in Computing Education in Colombia• How people see CS: What does a

Computing Engineer do?

• Organizations, Society and University connections: How can innovation in education contribute to the Country development?

• The professional profile: Solving problems rather than fixing machines. High level skills development over knowledge transfer.

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Computing Engineer Today• He needs:– Engineering abilities– Bussiness awareness– IT expertise–Management and communication

skills– Our tool: not a computer but our

minds!

The Cupi2 Project

• A multidimensional approach for learning and teaching computer programming.

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Improvement of a professional profile, demands improvement of teaching

strategies, learning materials and support.

Improvement of a professional profile, demands improvement of teaching

strategies, learning materials and support.

Cupi2: Our responsibility

• More than 1.200 students enrolled in CS0, CS1, CS2 per semester.

• Approximately 50 different sections and more than 40 teachers.

• More than 30 different higher education universities have adopted our model.

• 2007 Colombian Informatics Award.• 2009 Ribie award-winning. Category: Best

Research Project

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Cupi2: Improving learning programming

• From 25% to 30% of mortality to 11% in CS0, 12% in CS1, and 6% in CS3.

• From a course point average (max. 5) of 3.7 to 4.44 in CS0, 4.46 in CS1, and 4.60 in CS3.

• The students’ point average has increased in more than 11%

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Publications

Books• J. Villalobos, "Introducción a las Estructuras de Datos: Aprendizaje

Activo Basado en Casos", Prentice-Hall, Enero 2008• J. Villalobos, R Casallas. "Fundamentos de Programación:

Aprendizaje Activo basado en Casos". Prentice-Hall, 2006.

Journals J. Villalobos, D. Pérez, J. Castro, C. Jiménez. “Construction of a

Flexible Data Structures Laboratory”. CLEI Electronic Journal, Special Issue of Best Papers Presented at CIESC 2005, Vol. 10, No. 1, June 2007.”

International events• C. Jiménez, J. Villalobos. “Design and Development of an

Undergraduate Course on Internet Applications Based on an Integral Pedagogical Approach”, 2nd International Conference on Computer Supported Education (CSEDU), Spain, April 2010.

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Publications• J. Villalobos, N. Calderón, C. Jiménez. “Developing Programming

Skills by Using Interactive Learning Objects”, 14th Conference on Innovation and Technology in Computer Science Education (ITICSE), France, July 2009.

• J. Villalobos, N. Calderón, C. Jiménez. “Cupi2 Community: Promoting a Networking Culture to Support Teaching Programming”, International Conference on Computer Supported Education (CSEDU), Portugal, March 2009.

• J. Villalobos, R. Casallas. "Teaching/Learning a First Object-Oriented Programming Course outside the CS Curriculum". 10th Workshop on Pedagogies and Tools for the Teaching and Learning of Object Oriented Concepts - ECOOP (European Conference on Object-Oriented Programming), 2006

• J. Villalobos, R. Casallas, L. Osorio. "Looking for a New Approach to Teach/Learn a First Computer-Programming Course". International Conference on Engineering and Computer Education (ICECE), Madrid, España, Noviembre 2005.

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Publications

National events• J. Villalobos, N. Calderón. “Proyecto CUPI2: Un Enfoque

Multidimensional frente al Problema de Enseñar y Aprender a Programar”, Revista de Investigaciones UNAD, Vol. 8, No. 2, Diciembre 2009.

• J. Herrera, O. Giraldo. “Apropiación de Conocimiento en Instituciones de Educación Superior Privadas: Factores Inhibidores y Potencializadores”, Paradigma: Revista Electrónica en Construccción de Software, Bogotá - Colombia, Noviembre 2008.

• J. Villalobos, M. Vela. “CUPI2-An Active Learning and Problem Based Learning Approach to Teaching Programming” , 8th ALE International Workshop, Bogotá - Colombia, Junio 2008.

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Publications

• J. Villalobos, R. Casallas, M. Vela. “Una Solución Moderna e Integral al Problema de Enseñar Programación” , XXVII Reunión Nacional de Facultades de Ingeniería y VI EncuentroIberoamericano de Instituciones de Enseñanza de la Ingeniería, Cartagena de Indias, Octubre 2007.

• J. Villalobos, R. Casallas, K. Marcos. “El Reto de Diseñar un Primer Curso de Programación de Computadores". XIII Congreso Iberoamericano de Educación Superior en Computación, Cali, Colombia, Octubre 2005.

• J. Villalobos, D. Pérez, J. Castro, C. Jiménez. “Construcción de un Laboratorio Flexible de Estructuras de Datos". XIII Congreso Iberoamericano de Educación Superior en Computación, Cali, Colombia, Octubre 2005.

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Cupi2 fits IGUAL: Problem solving protocols (1)• Classic computer programming

teaching approach focused on covering programming fundamentals (knowledge).

• What about engineering? There is a process to solve a problem. (abilities)

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Cupi2 fits IGUAL: Problem solving protocols (2)• Abilities as long-lasting high level

skills

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Cupi2 fits IGUAL: Problem solving protocols (3)• Knowledge as several conceptual

axes

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Software processes

Modeling andProblem Solving

Technology

Programming Tools

Algorithmics

ProgrammingTechniques and methodologies

Architecture and datastructures

Cupi2 fits IGUAL: Learning design (1)• Long lasting/high level

skills/abilites + Knowledge - The question is how?

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Cupi2 fits IGUAL: Learning design (2)

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Axis 1 Axis 2 Axis 3 Axis 4 Axis 5 Axis 6 Axis7

Algorithmics

Technologyprogramming

tools

Software processes

Programming tecniques andmethodologies

Architecture and datastructures

Course1

Course2

Course3

Modeling and Problem Solving

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Cupi2 fits IGUAL: Adaptive Learning design (3)

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Learning ScenariosClassroom, individual, lab., …

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An evaluation model fitting the escenarios

Cupi2 fits IGUAL: Adaptive Learning design (4)

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Support ArtifactsLearning objects like examples, laboratory exercises, working sheets, tutorials, videos, demos, and interactive learning objects.

Cupi2 fits IGUAL: Learning materials• 80 examples• 130 laboratory exercises• 850 working sheets• 15 tutorials• 172 videos, animations, demos• 33 Interactive Learning Objects• 108 mind maps• 3.106 written and laboratory exams• 52 data structures

• This has involved more than 500.000 LOC for both source and test implementations

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Cupi2 fits IGUAL: Social Sharing

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Cupi2: Lessons

• “Anything cannot be conceived on their own”

• Students, teachers and institutions have to be considered in the same learning solution

• It is easy to innovate, it is hard to be sustainable

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Cupi2: How can we contribute?

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Evolving Adaptive Framework

Questions

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