Non-conventional learning experiences (e.g., hackathons and coding camps) are increasingly popular to broaden participation in computing. It is relevant to analyze the profile of participants of non-conventional learning experiences to outline better whether they efficiently attract profiles that can enrich future professional profiles in Computer Science (CS) with an inclusive and diverse approach. Picking up from that need, this paper attempts to shed light and better understand the original attitudes toward CS that participants display upon joining an informal CS-relevant educational activity. To this end, we analyze, as a compelling case, the participants’ attitudes of two coding camps carried out recently. This analysis permits us to discuss what type of students are attracted by these events, provide a more detailed analysis of the participants’ profiles, and better understand whether informal educational events effectively thrive diversity in science. The compelling case presented in this paper promotes discussion and raises questions for future research.

Vertical alignment delivers a smooth, organized curriculum. We explored an approach to apply Learning by Teaching (LbT) to support the alignment of the educational robotics curriculum and, in turn, strengthen the connections among different age groups to foster digital and social inclusion. We applied LbT in the context of teaching an introductory course in robotics in a high school, and we summarized our experience in a report that analyzes two relevant aspects: a) Understanding whether LbT supports teaching-students in learning robotics concepts and b) outlining the effectiveness of LbT for interactive activities targeting younger children during Science Festival. The observations reported in this work show that teaching-students are a relevant support for actual instructors; moreover, their activity offers several advantages, including enhanced engagement and active participation, which contribute to improved comprehension and knowledge transfer.

This research full paper presents findings on whether different hybrid work configurations during coding camps result in equal quality prod-ucts.- Background: Hybrid work has become the new normal way of working for many professionals, including software developers - some work from home, others from their office, and others from a combination of both. Thus, educating people on hybrid work is crucial. However, there is a lack of evidence and guidance to support educators in organizing hybrid non-conventional learning experiences, such as coding camps and hackathons. Research question: How do different hybrid work configurations impact the final product teams develop during coding camps for upper secondary school students? Methodology: We organized a hybrid coding camp at our university to teach upper secondary school students (aged 15–19) Agile-based Software Engineering practices and enhance their ability to develop high-quality software. The 180 participants (75% M; 25% F) had diverse backgrounds and little or no previous software development experience. The camp lasted 20 hours and integrated components from two baseline camps (onsite and on-line). We randomly assigned the 60 teams to two groups following different hybrid work configurations and compared the mobile apps they developed. Moreover, we compared all the apps of the hybrid coding camp to those of the baseline camps. Findings: The quality of the hybrid, onsite, and online coding is similar. The products of the two hybrid work configurations have similar quality. One configuration places slightly more emphasis on the User Interface, whereas the other concentrates slightly more on programming logic. This work has direct implications for educators, who can use both configurations without affecting the overall quality of the product.

While entering the post-COVID-19 pandemic phase, to define a new normal way of working, some companies are transitioning toward a permanent WFX model, while others are combining WFX with colocated work (i.e., hybrid work). Therefore, fostering WFX skills (usually classified as soft skills) in early-career students becomes crucial; additionally, it can help reduce early school leaving. This work aims at understanding how business simulation projects foster the WFX skills deemed crucial by industries. To this end, we conducted two case studies involving high school students. The final questionnaire revealed that most participants evaluate their WFX as fair or higher. Moreover, they believe that business simulation projects help in developing WFX skills. Based on our results, we highlight recommendations for educational practice.

Background. Global Software Engineering (GSE) poses several challenges during the software design process. While the existing literature provides practices and guidelines to improve architecture knowledge management in GSE-based software organizations, the challenges related to organizing collaboration during the software design process still need attention. Aim. This study aims to identify the collaboration challenges faced by distributed teams during the software design process and provide recommendations. Method. We conducted semi-structured interviews with eight professionals working in different GSE-based organizations. Results. The study revealed three challenges that underscore the negative impact of the distributed setting on team collaboration during the software design process. Conclusion. We provide recommendations and propose future research direction to enhance team collaboration in the software design process for GSE-based organizations.

The world of work-from-home (WFH) and work-from-anywhere (abbreviated WFX or WFA) grew more than ever during the COVID-19 pandemic. Many companies are now planning on permanently allowing WFX, with subsequent demand for specific skills. It is crucial to foster these skills in high schools, as students may enter the job market without attending University. Up-to-date analysis of the current situation is missing to align supply and demand by enabling educators to set goals and strategies to train students so that they will be able to mesh into a WFX setting. To address this issue, we collected complementary data using a case study (23 students), a questionnaire (616 students), and interviews with professionals and practitioners of the software development sector. Results suggest that information management, communication skills, autonomy, and resourcefulness are key competencies that enable professionals to succeed in a WFX environment. However, students feel less prepared in terms of communication skills; moreover, they lack time management and autonomy skills. Based on our results, we highlight recommendations for educational practice that educators can use in curriculum building to fill the gaps that emerged in this study to assure the effective development of the skillset demanded by current and future WFX conditions.

In 2013, ACM recognized Computational Thinking (CT) as “one of the fundamental skills desired of all graduates”. This means that, especially in liberal education environments, one of the challenges of CT courses is to motivate students who are discouraged upfront as they perceive programming as a difficult task. Applications that have tangible results typically stimulate students’ interests. For instance, Educational Robotics (ER) is recognized as a tool to enhance higher order thinking skills and to facilitate teamwork. In this paper, we describe a course that has been designed to use ER (i.e., programming a maze-solving robot) to foster CT. Each activity of the course has been designed to foster specific CT skills and to contribute to CT assessment, which remains a challenge in CT research. We report the results of an experiment, in a liberal education environment, with a total of 13 ninth graders (15.4% M, 84.6% F).

Computational Thinking (CT) has been recognized as one of the fundamental skills that all graduates should acquire. For this reason, motivational concerns need to be addressed at an early age of a child, and reaching students who do not consider themselves candidates for science, technology, engineering, and mathematics disciplines is important as well if the broadest audience possible is to be engaged. This article describes a framework for teaching and assessing CT in the context of K-12 education. The framework is based on Agile software engineering methods, which rely on a set of principles and practices that can be mapped to the activities of CT. The article presents as well the results of an experiment applying this framework in two sixth-grade classes, with 42 participants in total. The results show that Agile software engineering methods are effective at teaching CT in middle schools, after the addition of some tasks to allow students to explore, project, and experience the potential product before using the software tools at hand. Moreover, according to the teachers’ feedback, the students reached all the educational objectives of the topics involved in the multidisciplinary activities. This result can be taken as an indicator that it is possible to use computing as a medium for teaching other subjects, besides computer science.

The capabilities and applications of new drones require a high demand of power that traditional batteries cannot sustain, triggering the need of developing strategies to promote efficient energy usage on drone platforms.However, to reduce the energy consumption it is required to have reliable means to measure the device's behavior and its relationship to the battery discharge.This paper introduces Green Flight, a software system that acquires data during a drone mission, featuring an online battery discharge analyzer and a real-time suggestions mode to help to optimize the overall power consumption of the drone, allowing for longer, more autonomous missions.