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- Rößling, Guido, et al.
(författare)
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Enhancing Learning Management Systems to Better Support Computer Science Education
- 2008
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Ingår i: ACM SIGCSE Bulletin: inroads. - : ACM Press. - 0097-8418. ; 40:4, s. 142-166
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Tidskriftsartikel (refereegranskat)abstract
- Many individual instructors -- and, in some cases, entire universities -- are gravitating towards the use of comprehensive learning management systems (LMSs), such as Blackboard and Moodle, for managing courses and enhancing student learning. As useful as LMSs are, they are short on features that meet certain needs specific to computer science education. On the other hand, computer science educators have developed--and continue to develop-computer-based software tools that aid in management, teaching, and/or learning in computer science courses. In this report we provide an overview of current CS specific on-line learning resources and guidance on how one might best go about extending an LMS to include such tools and resources. We refer to an LMS that is extended specifically for computer science education as a Computing Augmented Learning Management System, or CALMS. We also discuss sound pedagogical practices and some practical and technical principles for building a CALMS. However, we do not go into details of creating a plug-in for some specific LMS. Further, the report does not favor one LMS over another as the foundation for a CALMS.
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| 2. |
- Rößling, Guido, et al.
(författare)
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Merging Interactive Visualizations with Hypertextbooks and Course Management
- 2006
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Ingår i: ACM SIGCSE Bulletin: inroads. - New York, New York, USA : ACM Press. - 0097-8418. ; 38:4, s. 166-181
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Tidskriftsartikel (refereegranskat)abstract
- As a report of a working group at ITiCSE 2006, this paper provides a vision of how visualizations and the software that generates them may be integrated into hypertextbooks and course management systems. This integration generates a unique synergy that we call a Visualization-based Computer Science Hypertextbook (VizCoSH). By borrowing features of both traditional hypertextbooks and course management systems, VizCoSHs become delivery platforms that address some of the reasons why visualizations have failed to find widespread use in education. The heart of the paper describes these features and explains, from both a student and teacher perspective, how each feature adds educational value to a visualization. In some cases, this value focuses on pedagogical issues, taking advantage of known strategies for making visualizations more engaging and effective. In other cases, the emphasis is on making it easier for teachers to use visualizations. A set of possible use scenarios and approaches for increasing interest in adopting a VizCoSH are also presented.
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