2,011 research outputs found
Contemporary developments in teaching and learning introductory programming: Towards a research proposal
The teaching and learning of introductory programming in tertiary institutions is problematic. Failure rates are high and the inability of students to complete small programming tasks at the completion of introductory units is not unusual. The literature on teaching programming contains many examples of changes in teaching strategies and curricula that have been implemented in an effort to reduce failure rates. This paper analyses contemporary research into the area, and summarises developments in the teaching of introductory programming. It also focuses on areas for future research which will potentially lead to improvements in both the teaching and learning of introductory programming. A graphical representation of the issues from the literature that are covered in the document is provided in the introduction
Adaptive Tutorial’s Constructivist Basis for the Teaching-Learning Process of an OOPL
This work proposes an adaptive tutorial’s constructivist basis for the teaching-learning process of an OOPL. The teaching-learning process model is based on the combination of Constructivism, Bloom’s Taxonomy and learning strategies in an iterative process. The objective of the incorporation of the Bloom’s Taxonomy is to measure how well the learning goals are met. Furthermore, the objective of incorporating the learning strategies is to provide an easy and effective framework for mastery an OOPL. The evaluations given after completing each learning strategy make possible to personalize the teaching-learning process to meet the learner’s needs.This work proposes an adaptive tutorial’s constructivist basis for the teaching-learning process of an OOPL. The teaching-learning process model is based on the combination of Constructivism, Bloom’s Taxonomy and learning strategies in an iterative process. The objective of the incorporation of the Bloom’s Taxonomy is to measure how well the learning goals are met. Furthermore, the objective of incorporating the learning strategies is to provide an easy and effective framework for mastery an OOPL. The evaluations given after completing each learning strategy make possible to personalize the teaching-learning process to meet the learner’s needs
Adaptive Tutorial’s Constructivist Basis for the Teaching-Learning Process of an OOPL
This work proposes an adaptive tutorial’s constructivist basis for the teaching-learning process of an OOPL. The teaching-learning process model is based on the combination of Constructivism, Bloom’s Taxonomy and learning strategies in an iterative process. The objective of the incorporation of the Bloom’s Taxonomy is to measure how well the learning goals are met. Furthermore, the objective of incorporating the learning strategies is to provide an easy and effective framework for mastery an OOPL. The evaluations given after completing each learning strategy make possible to personalize the teaching-learning process to meet the learner’s needs.This work proposes an adaptive tutorial’s constructivist basis for the teaching-learning process of an OOPL. The teaching-learning process model is based on the combination of Constructivism, Bloom’s Taxonomy and learning strategies in an iterative process. The objective of the incorporation of the Bloom’s Taxonomy is to measure how well the learning goals are met. Furthermore, the objective of incorporating the learning strategies is to provide an easy and effective framework for mastery an OOPL. The evaluations given after completing each learning strategy make possible to personalize the teaching-learning process to meet the learner’s needs
Adaptive Tutorial’s Constructivist Basis for the Teaching-Learning Process of an OOPL
The articles are under a license Attribution-Noncommercial-No Derivative Works 2,5 Spain, of Creative Commons. All the conditions of use in: http://creativecommons.org/licenses/by-nc-nd/2.5/es/deed.en_USThis work proposes an adaptive tutorial’s constructivist basis for the teaching-learning process of an OOPL. The teaching-learning process model is based on the combination of Constructivism, Bloom’s Taxonomy and learning strategies in an iterative process. The objective of the incorporation of the Bloom’s Taxonomy is to measure how well the learning goals are met. Furthermore, the objective of incorporating the learning strategies is to provide an easy and effective framework for mastery an OOPL. The evaluations given after completing each learning strategy make possible to personalize the teaching-learning process to meet the learner’s needs.ArticleInteractive Educational Multimedia. 12:1-7 (2006)journal articl
Constructivist Multi-Access Lab Approach in Teaching FPGA Systems Design with LabVIEW
Embedded systems play vital role in modern
applications [1]. They can be found in autos, washing
machines, electrical appliances and even in toys. FPGAs are
the most recent computing technology that is used in embedded
systems. There is an increasing demand on FPGA
based embedded systems, in particular, for applications that
require rapid time responses. Engineering education curricula
needs to respond to the increasing industrial demand of
using FPGAs by introducing new syllabus for teaching and
learning this subject. This paper describes the development
of new course material for teaching FPGA-based embedded
systems design by using ‘G’ Programming Language of
LabVIEW. A general overview of FPGA role in engineering
education is provided. A survey of available Hardware
Programming Languages for FPGAs is presented. A survey
about LabVIEW utilization in engineering education is
investigated; this is followed by a motivation section of why
to use LabVIEW graphical programming in teaching and its
capabilities. Then, a section of choosing a suitable kit for the
course is laid down. Later, constructivist closed-loop model
the FPGA course has been proposed in accordance with [2-
4; 80,86,89,92]. The paper is proposing a pedagogical
framework for FPGA teaching; pedagogical evaluation will
be conducted in future studies. The complete study has been
done at the Faculty of Electrical and Electronic Engineering,
Aleppo University
Implementing of Science-Social Integration in Islamic Education Learning
Theoretically, religion and social science have an integrative relationship because they originate from God developed by human. However, practically, the relationship occurs in a dichotomy so that it has implications in learning activities at Islamic educational institutions, especially in the classroom context. The gap between those theories and practice generates the idea of integrating religious science and social science in Islamic universities. Therefore, this article describes the implementation of social science in Islamic religious education learning at the Department of Islamic Education State Islamic University of Sunan Gunung Djati Bandung. Based on the theory of scientific integration, this study applied observation, interviews, and documentation techniques. The result shows that social science can be integrated into Islamic education learning related to learning (philosophical) competencies, learning materials, learning strategy; and the learning evaluation
Innovative learning in action (ILIA) issue five: Learning technologies in the curriculum
Consideration of the papers and snapshots in this edition of Innovative Learning in Action, focused on learning
technology, will provide the reader with insights into a range of excellent and innovative approaches to the application of learning technologies to enhance learning both in the classroom and at a distance. It also provides us with examples of how learning technologies can both stimulate and support partnership with staff and students and collaborative learning and working.
This edition is particularly timely given the aim of the University’s 2005-2008 Learning Technologies Implementation
Plan (LTIP), which is to enhance the quality of, and access to, learning, teaching and assessment by supporting
and developing the curriculum through the appropriate and effective use of learning technologies.
The LTIP is designed to help us to reach a situation where the effective use of appropriate learning technologies
becomes part of our normal teaching, research and enterprise activities, and enhances access to our programmes by all our students whether they are learning on campus, at a distance, or in the workplace.
The emphasis at the University of Salford has consistently been on the identification and creative application of the appropriate blends of ICT and traditional methods, shaped by pedagogical, rather than technological drivers, and acknowledging and reflecting different academic contexts
and professional and vocational requirements. We have some excellent examples of how this has been achieved here, ILIA once again providing us with an opportunity to reflect on practice and student learning, to share experience and hopefully to identify future areas for collaboration in a key area of curriculum development
Development and evaluation of an engaging web-based content sequencing system for learning basic programming
Java basic programming is one of programming languages that is offered to students as a
compulsory course for Information Technology or Computer Science programs. This subject requires students to learn skills and techniques of programming rather than theoretical concepts. Usually, students have problems to capture and understand the content of the course which resulted in low performance or withdrawal from the program and even the education system. In general, web-based learning can be used as a tool to improve learning including programming courses. A specific instance of web-based learning; called content sequencing systems have a high potential to provide adaptive learning for programming languages. Adaptive content sequencing systems analyze individual difference of students and sequence the learning contents based on the students’ needs. By addressing students’ individual differences, it helps students to be actively engaged in the learning process. An engagement is a key element in learning. In this research, the level of students’ engagement is measured using "flow theory". This theory suggested three cognitive conditions when one is doing a particular activity, namely flow (engaged), boredom, and anxiety. Engagement occurs when an individual has an equal level of skill with the given level of challenge. Anxiety and boredom occur when there is unequal level of challenge and skill. The fundamental concepts of the
theory are represented in a user interface design by imposing a component known as "flow buttons". The used of the buttons is described as Skill-Challenge Balancing (SCB) technique and it is adapted in a web-based learning system called "LearnJava". It incorporates SCB where its main components are a user interface design and a sequencing engine. Based on this technique, the students’ level of knowledge will be evaluated and analyzed to identify their current level of skill. The technique will
sequence the learning contents based on the students’ current level of skill to keep them
engage in the web-based learning. An experimental study was conducted to evaluate how
effective SCB in helping students to engage in web-based learning. The results suggested
that the SCB technique improved students’ engagement in web-based learning
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