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- Pears, Arnold, et al.
(författare)
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mJeliot : ICT Support for Interactive Teaching of Programming
- 2011
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Ingår i: Proc. 41st ASEE/IEEE Frontiers in Education Conference. - Piscataway, NJ : IEEE conference proceedings. - 9781612844688 - 9781612844695 ; , s. T1J-1-4
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Konferensbidrag (refereegranskat)abstract
- Conceptual weaknesses have been identified in previous research that contribute to student learning difficulties related to computer programming. We postulate that improved learning can be achieved by using a tool that combines approaches from active learning and visualisation. We describe the architecture and features of a tool that supports mobile phone input to an interactive code execution framework which interfaces with Jeliot 3. Mobile users are able to contribute code snippets, and make predictions about execution behaviour of code executing in the tool. Individual feedback is provided to mobile devices in real time, allowing us to provide customised feedback to individual learners during a period of instruction.
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| 2. |
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| 3. |
- Edström, Kristina, et al.
(författare)
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Mini Workshop - Designing Project-Based Courses for Learning and Cost-Effective Teaching
- 2011
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Ingår i: 2011 Frontiers In Education Conference (FIE). - 9781612844695
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Konferensbidrag (refereegranskat)abstract
- This workshop draws on experience in the international collaboration for engineering education reform, called the CDIO Initiative, where project-based learning is a key part of the concept. The purpose of project-based courses in engineering education is to provide environments where students can develop a deeper working knowledge of technical fundamentals together with the complex skills necessary for engineering practice, or in short: where students can become engineers. In this workshop, the learning perspective is emphasized, by identifying trade-offs where there are inherent tensions between learning outcomes and other factors in project-based courses (such as project goal, product performance, technical sophistication, teacher popularity, student satisfaction). A set of principles are derived for enhancing learning and teaching in project-based courses, using concrete examples to illustrate thought-provoking implications. Each principle aims to improve both student learning outcomes and cost-effectiveness of teaching. Together the principles constitute a framework for learning-driven course design. The aim is to challenge assumptions and common practices in project-based courses, and provoke fruitful discussion among participants.
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| 4. |
- Enström, Emma, et al.
(författare)
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Five Years with Kattis – Using an Automated Assessment System in Teaching
- 2011
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Ingår i: 2011 Frontiers in Education Conference (FIE). - New York : IEEE. - 9781612844695
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Konferensbidrag (refereegranskat)abstract
- Automated assessment systems have been employed in computer science (CS) courses at a number of different universities. Such systems are especially applicable in teaching algorithmic problem solving since they can automatically test if an algorithm has been correctly implemented, i.e., that it performs its specified function on a set of inputs. Being able to implement algorithms that work correctly is a crucial skill for CS students in their professional role, but it can be difficult to convey the importance of this in a classroom situation. Programming and problem solving education supported by automated grading has been used since 2002 at our department. We study, using action research methodology, different strategies for deploying automated assessment systems in CS courses. Towards this end, we have developed an automated assessment system and both introduced it into existing courses and constructed new courses structured around it. Our primary data sources for evaluation consists of course evaluations, statistics on students' submitted solutions, and experience teaching the courses. Authors of this paper have been participating in teaching all of the courses mentioned here.
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