2 Search Results for "Guzdial, Mark"

Document
DOI: 10.4230/DagRep.12.7.205
Educational Programming Languages and Systems (Dagstuhl Seminar 22302)

Authors: Neil Brown, Mark J. Guzdial, Shriram Krishnamurthi, and Jens Mönig

Published in: Dagstuhl Reports, Volume 12, Issue 7 (2023)

Abstract
Programming languages and environments designed for educating beginners should be very different from those designed for professionals. Languages and environments for professionals are usually packed with complex powerful features, with a focus on productivity and flexibility. In contrast, those designed for beginners have quite different aims: to reduce complexity, surprise, and frustration. Designing such languages and environments requires a mix of skills. Obviously, some knowledge of programming language issues (semantics and implementation) is essential. But the designer must also take into account human-factors aspects (in the syntax, development environment, error messages, and more), cognitive aspects (in picking features, reducing cognitive load, and staging learning), and educational aspects (making the language match the pedagogy). In short, the design process is a broad and interdisciplinary problem. In this Dagstuhl Seminar we aimed to bring together attendees with a wide variety of expertise in computer education, programming language design and human-computer interaction. Because of the diverse skills and experiences needed to create effective solutions, we learned from each other about the challenges - and some of the solutions - that each discipline can provide. Our goal was that attendees could come and tell others about their work and the interesting challenges that they face - and solutions that they have come up with. We aimed to distill lessons from the differing experiences of the attendees, and record the challenges that we jointly face. The seminar allowed attendees to share details of their work with each other, followed by discussions, and finally some plenary sessions to summarize and record this shared knowledge.
Cite as

Neil Brown, Mark J. Guzdial, Shriram Krishnamurthi, and Jens Mönig. Educational Programming Languages and Systems (Dagstuhl Seminar 22302). In Dagstuhl Reports, Volume 12, Issue 7, pp. 205-236, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)

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@Article{brown_et_al:DagRep.12.7.205,
  author =	{Brown, Neil and Guzdial, Mark J. and Krishnamurthi, Shriram and M\"{o}nig, Jens},
  title =	{{Educational Programming Languages and Systems (Dagstuhl Seminar 22302)}},
  pages =	{205--236},
  journal =	{Dagstuhl Reports},
  ISSN =	{2192-5283},
  year =	{2023},
  volume =	{12},
  number =	{7},
  editor =	{Brown, Neil and Guzdial, Mark J. and Krishnamurthi, Shriram and M\"{o}nig, Jens},
  publisher =	{Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
  address =	{Dagstuhl, Germany},
  URL =		{https://drops-dev.dagstuhl.de/entities/document/10.4230/DagRep.12.7.205},
  URN =		{urn:nbn:de:0030-drops-176165},
  doi =		{10.4230/DagRep.12.7.205},
  annote =	{Keywords: computer science education research, errors, learning progressions, programming environments}
}
Document
DOI: 10.4230/DagRep.9.7.1
Notional Machines and Programming Language Semantics in Education (Dagstuhl Seminar 19281)

Authors: Mark Guzdial, Shriram Krishnamurthi, Juha Sorva, and Jan Vahrenhold

Published in: Dagstuhl Reports, Volume 9, Issue 7 (2020)

Abstract
A formal semantics of a language serves many purposes. It can help debug the language's design, be used to prove type soundness, and guide optimizers to confirm that their work is correctness-preserving. Formal semantics are evaluated by several criteria: full abstraction, adequacy, soundness and completeness, faithfulness to an underlying implementation, and so on. Unfortunately, we know relatively little about how non-experts, such as students, actually employ a semantics. Which models are they able to grasp? How useful are these as they explain or debug programs? How does their use of models evolve with the kinds of programs they write? And does studying these kinds of questions yield any new insights into forms of semantics? This Dagstuhl Seminar intended to bridge this gap. It brought together representatives of the two communities-who usually travel in non-intersecting circles-to enable mutual understanding and cross-pollination. The Programming Languages community uses mathematics and focuses on formal results; the Computing Education Research community uses social science methods and focuses on the impact on humans. Neither is superior: both are needed to arrive at a comprehensive solution to creating tools for learning.
Cite as

Mark Guzdial, Shriram Krishnamurthi, Juha Sorva, and Jan Vahrenhold. Notional Machines and Programming Language Semantics in Education (Dagstuhl Seminar 19281). In Dagstuhl Reports, Volume 9, Issue 7, pp. 1-23, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2019)

Copy BibTex To Clipboard

@Article{guzdial_et_al:DagRep.9.7.1,
  author =	{Guzdial, Mark and Krishnamurthi, Shriram and Sorva, Juha and Vahrenhold, Jan},
  title =	{{Notional Machines and Programming Language Semantics in Education (Dagstuhl Seminar 19281)}},
  pages =	{1--23},
  journal =	{Dagstuhl Reports},
  ISSN =	{2192-5283},
  year =	{2019},
  volume =	{9},
  number =	{7},
  editor =	{Guzdial, Mark and Krishnamurthi, Shriram and Sorva, Juha and Vahrenhold, Jan},
  publisher =	{Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
  address =	{Dagstuhl, Germany},
  URL =		{https://drops-dev.dagstuhl.de/entities/document/10.4230/DagRep.9.7.1},
  URN =		{urn:nbn:de:0030-drops-116272},
  doi =		{10.4230/DagRep.9.7.1},
  annote =	{Keywords: computing education research, formal semantics, misconceptions, notional machines}
}
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