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Delft University of Technology Report from the 1St Int. Workshop on Education Through Advanced Software Engineering and Artifici Delft University of Technology Report from the 1st Int. Workshop on Education through Advanced Software Engineering and Artificial Intelligence (EASEAI ’19) Vanderose, Benoît; Frenay, Benoît; Henry, Julie; Devroey, Xavier DOI 10.1145/3375572.3375579 Publication date 2020 Document Version Submitted manuscript Published in Software Engineering Notes Citation (APA) Vanderose, B., Frenay, B., Henry, J., & Devroey, X. (2020). Report from the 1st Int. Workshop on Education through Advanced Software Engineering and Artificial Intelligence (EASEAI ’19). Software Engineering Notes, 45(1), 25–27. https://doi.org/10.1145/3375572.3375579 Important note To cite this publication, please use the final published version (if applicable). Please check the document version above. Copyright Other than for strictly personal use, it is not permitted to download, forward or distribute the text or part of it, without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license such as Creative Commons. Takedown policy Please contact us and provide details if you believe this document breaches copyrights. We will remove access to the work immediately and investigate your claim. This work is downloaded from Delft University of Technology. For technical reasons the number of authors shown on this cover page is limited to a maximum of 10. Report from the 1st Int. Workshop on Education through Advanced Software Engineering and Artificial Intelligence (EASEAI ’19) Benoît Vanderose Benoît Frenay Julie Henry Xavier Devroey University of Namur, University of Namur, University of Namur, Delft University of Technology, Namur, Belgium Namur, Belgium Namur, Belgium Delft, The Netherlands [email protected] [email protected] [email protected] [email protected] Abstract putational thinking skills and improve their digital literacy. It In the past years, everyday life has been profoundly transformed also covers the development and use of tools designed to support by the development and widespread of digital technologies. Gen- the acquisition of scientific or technical skills. eral, as well as specialized audiences, have to face an ever-increasing amount of knowledge and learn new abilities. This first edition The second area targeted by the workshop relates to the adapta- of the EASEAI workshop tried to address that challenge by look- tion of modern software engineering tools and methodologies to ing at software engineering, education, and artificial intelligence the needs of beginner computer science students or the context research fields to explore how they can be combined. Specifically, of other academic fields. Indeed, it is common in the industry to we brought together researchers, teachers, and practitioners who either use techniques such as code versioning, testing, code smells, use advanced software engineering tools and artificial intelligence quality metrics, code review, continuous integration, etc. or tools techniques in education. And researchers and teachers in edu- such as Git, SonarQube, BugFinders, Jenkins, etc. However, it is cation science who address the problem of improving the aware- neither common nor trivial to integrate these techniques and tools ness regarding digital technologies through a transgenerational in software engineering education. Nevertheless, efforts in this di- and transdisciplinary range of students. rection demonstrated their benefit for education. For instance, tools such as Hairball or Dr Scratch have been designed to review the quality of code developed by youth or novice coders. They 1. INTRODUCTION are essentially static code analysis tools made approachable for In the past few years, the world has seen a tremendous digital younger coders. Recently, these tools have gathered some inter- transformation in all of its areas. In consequence, the general est due to their positive impact on the growth of computational public needs to be able to acquire an ever-increasing amount of thinking in young coders. Similarly, agile development methods digital literacy and at least some level of proficiency with modern have become very popular in the software industry. Many of their digital tools. While modern software engineering relies heavily on founding principles (focus on customers, iterative appropriation Computer Assisted Software Engineering (CASE) tools and de- of complex artifacts, self-organization of teams, etc.) might be velopment methodologies (to improve productivity, quality, and applicable in education. Gathering and discussing feedback of efficiency of development teams), those tools remain targeted to- experiences relating to agile in education would be one of the wards experienced practitioners and computer science remains contributions to this area of the workshop. taught in a very classical way. At the same time, the rise of artificial intelligence allows one to provide automated support, The third discussion area of the workshop is related to the sup- automate the processing and review of documents such as disser- port that Artificial Intelligence (AI) might provide to teachers tations and other kinds of exercises, or to provide predictions of regarding the improvement of pedagogical tools. Contributions the needs of students. to the workshop would include developments in the field of auto- matic grading and feedback provided to students through machine This context seemed to be a perfect opportunity to foster interest- learning. Issues addressed in this area relate to how advanced ing discussions in a workshop that gathers people from many dif- tools such as automated translation applications or replace-as- ferent communities (software engineering, education science, arti- you-type spell checkers might be proactively used in education. ficial intelligence, machine learning, natural language processing, It also discusses the use or development of artificial intelligence etc.), through the common lens of how advanced software tools techniques designed to help improve the recommendations pro- and techniques might be used as a catalyst for a better way to vided to support personalized curricula. And methods defined teach various types of students. to predict the engagement and risks of dropping out of students through machine learning. The primary goal achieved by EASEAI was to gather researchers, teachers, and practitioners who use advanced software engineer- Through these areas, the workshop aimed to achieve convergence ing tools and artificial intelligence techniques on a daily basis in between research works focusing on the education of a varied range the education field and through a transgenerational and transdis- of target audiences, both from younger to senior students and ciplinary range of students. from aspirant computer science specialists to a broader audience. In turn, this blending of different audiences generated interesting The first area covered by the workshop is the use or development discussions and future directions relating to the intricate balanc- of innovative software tools to improve the quality of education ing of teaching technical and specialized topics to audiences that in the fields of both computer and science and other disciplines. need only a cursory yet accurate overview of the subject (e.g., the This theme includes the advancement in tools designed to help need to teach what AI is to social network users). individuals (ranging from children to seniors) acquire better com- 2. WORKSHOP FORMAT Simonofski et al. [8] opened the first session of the workshop, The EASEAI workshop accepted original papers describing posi- dedicated to programming education and literacy awareness, by tions and new ideas, as well as new results and reporting on in- presenting their design of a workshop to introduce smartcities to novative approaches. We followed a single-blinded review process schoolkids. This design includes the development of a technical and, in total, we received 15 submissions, out of which 9 papers solution as an introduction to programming using block-based were accepted for publication and presentation. Each submission languages and showed encouraging results during an initial eval- has been reviewed by three members of the program committee. uation in a classroom with 21 children. Lungu [4] followed by drawing similarities between the learning of a new (human) lan- One of the main objectives of the workshop was to provoke dis- guage and learning to use a new API. Those similarities drive the cussions and exchanges of ideas between participants coming from design of the system based on automated repository mining and different research communities. To foster and trigger those dis- knowledge mapping approaches used to guide a learner to improve cussions, two weeks before the workshop, we assigned discussants1 his knowledge without the help of an external tutor. Closing this to papers accepted for presentation. We asked each author to first session, Libert and Vanhoof [3] reported their findings on send a pre-print of their paper to their discussant. And to each the preconceptions of secondary school students about concur- discussant (the author of another accepted paper), to prepare a rent programming and devised recommendations for the design of one-slide summary to open the discussion after the presentation a course on the topic. of the paper. The template2 contains the following questions to answer: 3.3 Automated Feedback and Evaluation Systems After the lunch, we started the first session of the afternoon, ded- • What are the main
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