Computer Science Inclusive Learning Environment (CSLINC)

CS_LINC – Computer Science Inclusive Learning Environment

• Researchers:  Keith Quille, Keith Nolan, Roisin Faherty, Karen Nolan, Amanda O’Farrell, Miriam Harte
• Faculty: Faculty of Computing, Digital and Data
• School: School of Enterprise Computing and Digital Transformation
• Research Centre: Computer Science Inclusive  
• Keywords: Play; Community; Children; Immigration; Integration

Research Description: CS_LINC is a free scaffolded MOOC (Massive Open Online Course), tailored to 2^nd Level students in Ireland. This programme consists of:

• an online platform built for accessibility
• a suite of 14 modules developed upon international best practices with varying co-creators
• automated assessment and certificates of completion

Currently, there is a void for Transition Year (10th Grade) Computer Science modules, as identified by the Department of Education's Leaving Certificate CS Framework 2020 guidance documentation. Using CS_LINC, teachers can deliver modules synchronously, asynchronously, virtually, blended or face-to-face. CS_LINC aims to promote and increase the capacity and sustainability for access to the Leaving Certificate Computer Science subject at 2^nd Level, as well as a need for curricula and supports for Junior Cycle. In addition, CS_LINC aims to support vulnerable students in the Irish education system through Youthreach centres and DEIS schools, which often have limited access to formal Computer Science education.

Summary of the Impact (2023/24 only): To date the project has worked in 116 schools across 25 counties and educated:

• Students: 8,759
• Teachers: 234

23 of these schools classified as DEIS, 5 as Gaelscoil, 5 were part of the Youthreach programme and 7 were fee-paying schools.

Gender Breakdown (based on school):

• Mixed - 66%
• Boys - 17%
• Girls - 16%

Research Description: The overall goal of CS_LINC is to expose young people to Computer Science (CS) within formal and informal education settings. It is hoped that this may encourage them to take CS as an academic subject for 5th and 6th year of post-primary school. The long-term impact of CS_LINC is to increase sustainably equitable access to CS at 3^rd Level education in Ireland.

Description of the Impact: CS_LINC intends to bridge the gap in formal CS education, and we have seen very positive participation by teachers and students so far. The project currently has over 200 registered teachers and 8,700 students participating in 14 modules, covering the following topics:

• Astro Pi with ESERO
• BBC Micro:bit
• Computational Thinking
• Computer Systems
• Cybersecurity
• Design and Make a Micro:bit Satellite
• Introducing Python Coding with Pytch
• Machine Learning and AI
• MakeCode Arcade
• Python
• Python as Gaeilge
• STEM with a Micro:bit Satellite
• The Beauty and Joy of Computing
• Web Design and Development

We have received positive feedback from participating students. Anecdotally, this feedback indicates an increase in student interest in CS, which we hope will instil a passion for CS in their future studies and potentially within their careers. We're now in the process of preforming a critical evaluation of the entire programme, whereby we aim to delve deeper into factors influencing underrepresented educational settings, both through the use of CS_LINC in their classrooms and for students taking the decision to continue with CS topics beyond our modules. Our engagement within Youthreach is growing through consultation to develop of specialised CS content. We hope to increase the number of Further Education centres enrolled on CS_LINC and continue to support underrepresented students and educators. This will be done by creating tailored courses to make CS_LINC fully accessible.

 What SDG goals does this contribute to?

• 4.1 - Free, Equitable and Quality Secondary Education: ‘By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
• 4.4 - Increase youth skills in information and communications technology: ‘By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship’.
• 4.5 - Eliminate Gender Disparities in Education: ‘By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

Evidence/Sources to Corroborate Research Impact:

• CS_LINC user database analysis
• Teacher testimonials
  • “As a first-time school with the CS_LINC course, we are finding it amazing. It challenges the students in a different way to other subjects or modules and we are heading towards securing a second module cert for all the students. Thank you so much.”
  • “I think that CS_LINC is a fantastic opportunity for students and teachers to get a taste for computer science at leaving cert.”
  • “CS_LINC has been an invaluable resource as a teacher new to the subject.”
  • “I have recommended CS_LINC to other schools in the area that aren't doing CS as a subject for their TY groups as quality intro.”
• Student Testimonials
  • “This was extremely fun and challenging at the same time.”
  • “I enjoyed learning about what computer science entails as well as coding. It was a good experience.”
  • “CS_LINC was very fun, some bits were hard and some easy, but overall it was really fun.”
  • “I thought the course was very good and I learned how to make website which, before the course I wouldn’t have had a clue.”
  • “It was amazing and easy to use and taught me the basics of computer science.”
• CS_LINC project surveys (teachers and students)
  • When presented with the statement, “I felt that the online system was better than the traditional classroom delivery content”, 67% of teachers agreed.
  • When presented with the statement, “I covered more training sessions using the system online than I would if they were classroom based”, 67% of teachers agreed or strongly agreed.
  • When presented with the statement, “I would use this system again to introduce computer science in the classroom”, 33% of teachers agreed while 67% of teachers strongly agreed.
  • When asked if they enjoyed taking part in CS_LINC, 70% of students said “yes”.
  • When presented with the statement, “I was better than I first thought (before using CSLINC) at computing / IT”, 39% of students neither agreed nor disagreed, while a further 41% of students agreed or strongly agreed.
  • When presented with the statement, “CSLINC showed me what a career in computing / IT really entails”, 31% of students neither agreed nor disagreed, while a further 53% of students agreed or strongly agreed. 

Research References:

• Keith Nolan and Keith Quille. 2023. CSLINC - Development of a National Outreach VLE. In Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2 (SIGCSE 2023). Association for Computing Machinery, New York, NY, USA, 1316. https://doi.org/10.1145/3545947.3576263
• Keith Quille, Roisin Faherty, Susan Bergin, and Brett A. Becker. 2018. Second Level Computer Science: The Irish K-12 Journey Begins. In Proceedings of the 18th Koli Calling International Conference on Computing Education Research (Koli Calling '18). Association for Computing Machinery, New York, NY, USA, Article 22, 1–5. https://doi.org/10.1145/3279720.3279742
• Rebecca Vivian, Keith Quille, Monica M. McGill, Katrina Falkner, Sue Sentance, Sarah Barksdale, Leonard Busuttil, Elizabeth Cole, Christine Liebe, and Francesco Maiorana. 2020. An International Pilot Study of K-12 Teachers' Computer Science Self-Esteem. In Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE '20). Association for Computing Machinery, New York, NY, USA, 117–123. https://doi.org/10.1145/3341525.3387418
• Karen Nolan, Roisin Faherty, Keith Quille, Brett A. Becker, and Susan Bergin. 2019. CSinc: An Inclusive K-12 Outreach Model. In Proceedings of the 19th Koli Calling International Conference on Computing Education Research (Koli Calling '19). Association for Computing Machinery, New York, NY, USA, Article 34, 1–2. https://doi.org/10.1145/3364510.3366156
• Karen Nolan, Keith Quille, and Brett A. Becker. 2022. CSLINC a Nationwide CS MOOC for Second-level Students. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 (SIGCSE 2022). Association for Computing Machinery, New York, NY, USA, 1100. https://doi.org/10.1145/3478432.3499069
• Keith Quille, Roisin Faherty, and Brett A. Becker. 2022. Building K-12 Teacher Capacity to Expand Uptake in a National CS Curriculum. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 (SIGCSE 2022). Association for Computing Machinery, New York, NY, USA, 1086. https://doi.org/10.1145/3478432.3499063
• Joyce Mahon, Keith Quille, Brian Mac Namee, and Brett A. Becker. 2022. A Novel Machine Learning and Artificial Intelligence Course for Secondary School Students. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 (SIGCSE 2022). Association for Computing Machinery, New York, NY, USA, 1155. https://doi.org/10.1145/3478432.3499073
• Roisin Faherty, Keith Quille, and Brett A. Becker. 2022. Comparing the Programming Self-Efficacy of Teachers Using CSLINC to Those Teaching the Formal National Curriculum. In Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 (ITiCSE '22). Association for Computing Machinery, New York, NY, USA, 619. https://doi.org/10.1145/3502717.3532130
• Keith Nolan and Keith Quille. 2023. CSLINC - Development of a National Outreach VLE. In Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2 (SIGCSE 2023). Association for Computing Machinery, New York, NY, USA, 1316. https://doi.org/10.1145/3545947.3576263