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- Eckerdal, Anna, et al.
(författare)
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Learning programming practice and programming theory in the computer laboratory
- 2023
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Ingår i: European Journal of Engineering Education. - 0304-3797 .- 1469-5898. ; , s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- Learning in the computer laboratory is an important component when students learn computer programming. In this article,we analyse empirical data on novice students working in pairs in the laboratory. Using an approach inspired byphenomenography and variation theory, we specifically focus on how students’ learning of theory and their learning ofpractice interact. We found that theory-oriented and practice-oriented actions play different, but complimentary andclosely intertwined roles in students’ learning. In particular, we discuss that students’ frequent switches between practice-oriented and theory-oriented actions create a variation that is helpful for learning. This variation adds to the variation theteacher creates. Finally, wediscuss how and why frequent switches are important for the successful learning process and we suggest a couple of waysto make it more likely that students make such switches when working with assignments at the computer.
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| 2. |
- Eckerdal, Anna, Dr., et al.
(författare)
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Students' learning process in the computer laboratory
- 2022
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Ingår i: 2022 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781665462440 - 9781665462457
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Konferensbidrag (refereegranskat)abstract
- In this full research-to-practice paper we study novice programming students learning process in the computer laboratory. Working with laboratory assignments is an important component when students learn to program. Here the assignments are intended to help students consolidate theoretical understanding and simultaneously train practice. However, it has been observed that the learning outcome of such laboratory sessions often is unsatisfactory. In this article we ask the question "How do novice students go about learning in the computer laboratory?" We analyse empirical data on novice students working in pairs in the laboratory, which is common in a first programming course. The data consists of video films of students where they discuss and solve programming problems, screen captures of what the students typed during the same laboratory session, and stimulated recall interviews with the students after the laboratory session. In the analysis we use an approach inspired by phenomenography and variation theory. We specifically focus on typical stages in the learning process when students learn in the programming laboratory. In doing so we have identified successful and less successful learning paths, where variation can play different roles. The stages identified in students’ learning process are I. Students first need to become aware of a lack of clarity. In the data we have identified different ways in which this necessary awareness was trigged; II. If, and in that case how, they resolve the lack of clarity. In all the stages we found successful and less successful ways in which students’ handle the situations. We illustrate the stages and discuss how and why variation may play different roles in the different stages of students’ learning, specifically focusing of the unsuccessful learning paths. Lastly, we discuss what these findings can tell us about how programming labs could be designed to promote learning in terms of helping students to avoid the unsuccessful paths identified.
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| 3. |
- Ågren Thuné, Anders, et al.
(författare)
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Reconciling Partial and Local Invertibility
- 2024
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Ingår i: Programming Languages and Systems - 33rd European Symposium on Programming, ESOP 2024, Held as Part of the European Joint Conferences on Theory and Practice of Software, ETAPS 2024, Proceedings. - : Springer Nature. ; , s. 59-89
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Konferensbidrag (refereegranskat)abstract
- Invertible programming languages specify transformations to be run in two directions, such as compression/decompression or encryption/decryption. Two key concepts in invertible programming languages are partial invertibility and local invertibility. Partial invertibility lets invertible code be parameterized by the results of non-invertible code, whereas local invertibility requires all code to be invertible. The former allows for more flexible programming, while the latter has connections to domains such as low-energy computing and quantum computing. We find that existing approaches lack a satisfying treatment of partial invertibility, leaving the connection to local invertibility unclear. In this paper, we identify four core constructs for partially invertible programming, and show how to give them a locally invertible interpretation. We show the expressiveness of the constructs by designing the functional invertible language Kalpis, and show how to give them a locally invertible semantics using the novel arrow combinator language RRARR—the key idea is viewing partial invertibility as an invertible effect. By formalizing the two systems and giving Kalpis semantics by translation to RRARR, we reconcile partial and local invertibility, solving an open problem in the field. All formal developments are mechanized in Agda.
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