TY - GEN
T1 - Leveraging the ADJ Framework to Improve Real-World Problem-Solving Skills in Computing Courses
AU - Acuña, Ruben
AU - Bansal, Ajay
N1 - Publisher Copyright:
© 2021 ACM.
PY - 2021/6/26
Y1 - 2021/6/26
N2 - Problem solving is a necessary skill for computing students to succeed in industry. Students commonly find it difficult to apply their technical skills in solving real-world problems, which can be addressed by the inclusion and scaffolding of open-ended and ill-defined problems in formative computing courses. An Analysis, Design, and Justification (ADJ) based framework was recently developed to enable this goal. The ADJ framework consists of learning outcomes, a type of problem, and a three-step problem-solving process. ADJ supports instruction in environments with constraints (such as large classes, and heterogeneous student ability) that are difficult to support with other approaches (such as Problem-Based Learning). In this paper, we report the experience and impact of leveraging the ADJ framework to develop real-world problem-solving skills in the context of a formative computing course. The ADJ framework was enacted in a class on operating-systems taught at the junior level. In the class, students were taught the concepts of the ADJ framework using a series of discussion activities, and then asked to apply it to generate solutions to three problem sets. The problem sets contained problems on topic areas covered by other assessments in the course but used open-ended and ill-defined problems. Assessments showed that students had different performance on existing (well-defined) problems as opposed to the real-world style problems of ADJ. The ADJ assessments provided a step towards better evaluation of problem-solving ability.
AB - Problem solving is a necessary skill for computing students to succeed in industry. Students commonly find it difficult to apply their technical skills in solving real-world problems, which can be addressed by the inclusion and scaffolding of open-ended and ill-defined problems in formative computing courses. An Analysis, Design, and Justification (ADJ) based framework was recently developed to enable this goal. The ADJ framework consists of learning outcomes, a type of problem, and a three-step problem-solving process. ADJ supports instruction in environments with constraints (such as large classes, and heterogeneous student ability) that are difficult to support with other approaches (such as Problem-Based Learning). In this paper, we report the experience and impact of leveraging the ADJ framework to develop real-world problem-solving skills in the context of a formative computing course. The ADJ framework was enacted in a class on operating-systems taught at the junior level. In the class, students were taught the concepts of the ADJ framework using a series of discussion activities, and then asked to apply it to generate solutions to three problem sets. The problem sets contained problems on topic areas covered by other assessments in the course but used open-ended and ill-defined problems. Assessments showed that students had different performance on existing (well-defined) problems as opposed to the real-world style problems of ADJ. The ADJ assessments provided a step towards better evaluation of problem-solving ability.
KW - computing education
KW - problem-based learning
KW - problem-solving
UR - http://www.scopus.com/inward/record.url?scp=85109015179&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85109015179&partnerID=8YFLogxK
U2 - 10.1145/3430665.3456379
DO - 10.1145/3430665.3456379
M3 - Conference contribution
AN - SCOPUS:85109015179
T3 - Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE
SP - 39
EP - 45
BT - ITiCSE 2021 - Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education
PB - Association for Computing Machinery
T2 - 26th ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2021
Y2 - 26 June 2021 through 1 July 2021
ER -