Students often get stuck when programming independently, and need help to progress. Existing, automated feedback can help students progress, but it is unclear whether it ultimately leads to learning. We present Step Tutor, which helps struggling students during programming by presenting them with relevant, step-by-step examples. The goal of Step Tutor is to help students progress, and engage them in comparison, reflection, and learning. When a student requests help, Step Tutor adaptively selects an example to demonstrate the next meaningful step in the solution. It engages the student in comparing "before" and "after" code snapshots, and their corresponding visual output, and guides them to reflect on the changes. Step Tutor is a novel form of help that combines effective aspects of existing support features, such as hints and Worked Examples, to help students both progress and learn. To understand how students use Step Tutor, we asked nine undergraduate students to complete two programming tasks, with its help, and interviewed them about their experience. We present our qualitative analysis of students' experience, which shows us why and how they seek help from Step Tutor, and Step Tutor's affordances. These initial results suggest that students perceived that Step Tutor accomplished its goals of helping them to progress and learn.
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IKEA-Manual: Seeing Shape Assembly Step by Step
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Purpose The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS). Design/methodology/approach TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations. Findings This paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships. Originality/value The TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.more » « less
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Existing studies on semantic parsing focus primarily on mapping a natural-language utterance to a corresponding logical form in one turn. However, because natural language can contain a great deal of ambiguity and variability, this is a difficult challenge. In this work, we investigate an interactive semantic parsing framework that explains the predicted logical form step by step in natural language and enables the user to make corrections through natural-language feedback for individual steps. We focus on question answering over knowledge bases (KBQA) as an instantiation of our framework, aiming to increase the transparency of the parsing process and help the user appropriately trust the final answer. To do so, we construct INSPIRED, a crowdsourced dialogue dataset derived from the ComplexWebQuestions dataset. Our experiments show that the interactive framework with human feedback has the potential to greatly improve overall parse accuracy. Furthermore, we develop a pipeline for dialogue simulation to evaluate our framework w.r.t. a variety of state-of-the-art KBQA models without involving further crowdsourcing effort. The results demonstrate that our interactive semantic parsing framework promises to be effective across such models.more » « less
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BioBlitzes, typically one-day citizen science (CS) events, provide opportunities for the public to participate in data collection for research and conservation, potentially promoting deeper engagement with science. We observed 81 youth at 15 BioBlitzes in the U.S. and U.K., identifying five steps participants use to create a biological record (Exploring, Observing, Identifying, Documenting and Recording). We found 67 youth engaged in at least one of the steps, but seldom in all, with rare participation in Recording which is crucial for contributing data to CS. These findings suggest BioBlitzes should reduce barriers to Recording for youth to increase engagement with science.more » « less