Current traditional feedback methods, such as hand-grading student code for substance and style, are labor intensive and do not scale. We created a user interface that addresses feedback at scale for a particular and important aspect of code quality: variable names. We built this user interface on top of an existing back-end that distinguishes variables by their behavior in the program. Therefore our interface not only allows teachers to comment on poor variable names, they can comment on names that mislead the reader about the variable's role in the program. We ran two user studies in which 10 teachers and 6 students created and received feedback, respectively. The interface helped teachers give personalized variable name feedback on thousands of student solutions from an edX introductory programming MOOC. In the second study, students composed solutions to the same programming assignments and immediately received personalized quizzes composed by teachers in the previous user study.

In MOOCs, a single programming exercise may produce thousands of solutions from learners. Understanding solution variation is important for providing appropriate feedback to students at scale. The wide variation among these solutions can be a source of pedagogically valuable examples and can be used to refine the autograder for the exercise by exposing corner cases. We present OverCode, a system for visualizing and exploring thousands of programming solutions. OverCode uses both static and dynamic analysis to cluster similar solutions, and lets teachers further filter and cluster solutions based on different criteria. We evaluated OverCode against a nonclustering baseline in a within-subjects study with 24 teaching assistants and found that the OverCode interface allows teachers to more quickly develop a high-level view of students' understanding and misconceptions, and to provide feedback that is relevant to more students' solutions.

Instructors typically explain algorithms in computer science by tracing their behavior, often on blackboards, sometimes with algorithm visualizations. Using blackboards can be tedious because they do not facilitate manipulation of the drawing, while visualizations often operate at the wrong level of abstraction or must be laboriously hand-coded for each algorithm. In response, we present a direct manipulation (DM) language for explaining algorithms by manipulating visualized data structures. The language maps DM gestures onto primitive program behaviors that occur in commonly taught algorithms. We performed an initial evaluation of the DM language on teaching assistants of an undergraduate algorithms class, who found the language easier to use and more helpful for explaining algorithms than a standard drawing application (GIMP).

In August 2011, Google Chairman Eric Schmidt came to Scotland and expressed great concern at the state of Computer Science (CS) education in the UK's schools. This was a timely intervention: in Scotland, a new national curriculum is providing an opportunity to cement CS and computational thinking firmly within the curriculum and reverse a recent decline in uptake. To support teachers delivering this new curriculum and to provide students with an experience of CS that is accessible and exciting, the Royal Society of Edinburgh (RSE) and British Computer Society (BCS) have commissioned three extensive resources that seek to deliver CS in a way that is relevant to students' own digital lives. These use a range of pedagogical approaches to teach computational thinking and enable meaningful interdisciplinary learning -- a cornerstone of Scotland's new curriculum.

Visually demanding interfaces on a mobile phone can diminish the user experience by monopolizing the user's attention when they are focusing on another task and impede accessibility for visually impaired users. Because mobile devices are often located in pockets when users are mobile, explicit foot movements can be defined as eyes-and-hands-free input gestures for interacting with the device. In this work, we study the human capability associated with performing foot-based interactions which involve lifting and rotation of the foot when pivoting on the toe and heel. Building upon these results, we then developed a system to learn and recognize foot gestures using a single commodity mobile phone placed in the user's pocket or in a holster on their hip. Our system uses acceleration data recorded by a built-in accelerometer on the mobile device and a machine learning approach to recognizing gestures. Through a lab study, we demonstrate that our system can classify ten different foot gestures at approximately 86% accuracy.