The Development of a Regional Computer ScienceCompetition

Ralf Romeike1,2

Andreas Schwill1

1Universität Potsdam, Germany2PH Schwäbisch Gmünd, Germany

Computer Science Competitions…

… to promote interest in CS

… are reported to be a good way to reach interested students … allow to experience the world of CS outside of what they

learn in school… to attract pupils to choose CS as a subject of study in university

… at the University of Potsdam, Germany initiated in 1998

Objectives for Establishing a CS Contest

Parameter 1: Intended target group:

Parameter 2: Types of problems/tasks used in the contest:

Aim for a broad effect• Motivate a large number of

participants• Make CS accessible to the public• Raise the general level

Emphasize excellence• Pose problems far beyond

average• Acquire and select gifted students

Open contest• Few or no guidelines concerning

the subject of contributions

Closed problems• To be solved by participants

within certain framework• Limited time

CS Contest “Marketing”

Develop with a recognizable and memorable name brand a profile of the contest

Take position on the “market” of CS contests

Estimated market positions of major relevant contests in Germany

Stage 1: Introduction of the Brandenburg CS Contest: 1998-2002

Stage 1: Introduction of the Brandenburg CS Contest: 1998-2002

Preconditions: CS no established subject in school

Intention: Spread problems and ways of thinking in CS (broad effect) Help substantiate CS in school Reach Age group: grade 9-13 (age 14-19)

Approach: Covering a large market position Semi-open tasks (out of every day situation) Tasks included two perspectives requiring different competencies:

Analytic-descriptive work with possibly detailed solutions and scenarios using a computer Could be managed without any special knowledge and in particular without

programming knowledge Core computer science part between 30% and 50%

Detailed implementation of a solution scenario developed in A Schools take part by sending in projects + documentations

Stage 1: Introduction of the Brandenburg CS Contest: 1998-2002

1998: Computer science and language

1999: Computer science and history/ the history of computer science

2000: Computer science and traffic

2001: Computer science and criminality

2002: Computer science and arts

CS & Language CS & Traffic

CS & Crime CS & Art

2001: Computer science and criminality

You can get a lot more done with a kind word and a gun, than with a kind word alone.

Al Capone

Which factors determine the criminal potential of computer criminality?

How may computers help discovering and prosecuting crimes?

…

Web-based information pool “what is computer crime”

Web-based database of criminals

2001: Computer science and criminality

Have the students been ahead of time?

Is your Ex a Criminal? CriminalSearches.com launched 2008

2001: Computer science and criminality

Issues: Up to 100 students participated each year Number of contributions always ≤ 5 Small number and always same schools

Participation and interest was primarily based on the interest and activity of the teacher!

Stage 2: Realignment of the Contest: 2003-2005

Teachers initiative Students initiative Project-oriented approach almost abandoned Contest organized on a single day at the University of Potsdam:

1. 15 min oral examination

2. Group work on a larger relatively open problem observed by jury members

3. Plenary session: Presentation of the results Points given according to discussions and solution strategies,

individual and group performances and abilities to work in a team

Stage 2: Realignment of the Contest: 2003-2005

2003: Robot soccer

2004: E-Commerce for services

2005: Ubiquitous computing

Stage 2: Realignment of the Contest: 2003-2005

About 30% more applications than places available (32-40 participants, equals 8-10 groups).

Students enjoyed the group work very much: Opportunity to deeply discuss CS problems with their peers (activity

possibly missing in normal school lessons) First theme was very motivating, the latter two somewhat tedious Solutions often superficial, less substantiated and uncreative Probably due to the lack of profound CS knowledge and too much

time spent concretizing the open problems

Modification of the contest in 2006 in order to overcome these weaknesses

Stage 3: Fine Tuning of the Contest: 2006-today

General open theme set of 3-5 well-defined (artificial) problems These can be solved by computer science methods but often have

no obvious relation to computer science Included a „warm-up task“

Stage 3: Fine Tuning of the Contest: 2006-today

Example “Prisoners”:

How can you make sure that each prisoner visited the room at least once by relying on a single lamp?

Once you can communicate – which strategy would you suggest?

?50 prisoners

Experiences, Reflections and Discussion

Participants Between grades 9 (around age 14) and 13 (around age 19) Number of female participants varied between 10% and 15%

Problems and group work Group work seems very motivating and interesting for the students Students are introduced to a part of computer science previously mostly not

encountered

Funding Budget of approximately 1000 EUR (including lunch)

Long-term impact and broad effect Around 20 schools involved Winners and their schools frequently mentioned in local newspapers Subject of computer science is enhanced and attracts more attention Good students (hopefully) get a positive impression of the University of

Potsdam and consider to study CS there

Contacts:

Ralf RomeikeUniversity of Potsdam/PH Schwäbisch Gmündromeike@cs.uni-potsdam.de

Andreas Schwill University of Potsdamschwill@cs.uni-potsdam.de