Managing evolution and change in web-based teaching and learning environments

The state of the art in information technology and educational technologies is evolving constantly. Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution and change affect educators and developers of computer-based teaching and learning environments alike – both often being unprepared to respond effectively. A large number of educational systems are designed and developed without change and evolution in mind. We will present our approach to the design and maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution and change for these systems and for the educators and developers responsible for their implementation and deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the objective of raising an awareness of this issue of evolution and change in computer-supported teaching and learning environments. This discussion leads towards the establishment of a development and management framework for teaching and learning systems

Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

Teaching dynamical systems with Maxima

We report on our experience in teaching a dynamical systems course tosecond-year engineering students. The course has been taught with ahands-on approach, using a Computer Algebra System: Maxima. We havedeveloped some additional programs to help students explore thedynamics of the systems, in a more intuitive way and without loosingtoo much time with computer programming. The result has been veryencouraging; students are better motivated using this approach, ascompared to the more traditional methods that we used in the past.We report on our experience in teaching a dynamical systems course tosecond-year engineering students. The course has been taught with ahands-on approach, using a Computer Algebra System: Maxima. We havedeveloped some additional programs to help students explore thedynamics of the systems, in a more intuitive way and without loosingtoo much time with computer programming. The result has been veryencouraging; students are better motivated using this approach, ascompared to the more traditional methods that we used in the past

Perspectives on Bayesian Optimization for HCI

In this position paper we discuss optimization in the HCI domain based on our experiences with Bayesian methods for modeling and optimization of audio systems, including challenges related to evaluating, designing, and optimizing such interfaces. We outline and demonstrate how a combined Bayesian modeling and optimization approach provides a flexible framework for integrating various user and content attributes, while also supporting model-based optimization of HCI systems. Finally, we discuss current and future research direction and applications, such as inferring user needs and optimizing interfaces for computer assisted teaching

NaDeA: A Natural Deduction Assistant with a Formalization in Isabelle

We present a new software tool for teaching logic based on natural deduction. Its proof system is formalized in the proof assistant Isabelle such that its definition is very precise. Soundness of the formalization has been proved in Isabelle. The tool is open source software developed in TypeScript / JavaScript and can thus be used directly in a browser without any further installation. Although developed for undergraduate computer science students who are used to study and program concrete computer code in a programming language we consider the approach relevant for a broader audience and for other proof systems as well.Comment: Proceedings of the Fourth International Conference on Tools for Teaching Logic (TTL2015), Rennes, France, June 9-12, 2015. Editors: M. Antonia Huertas, Jo\~ao Marcos, Mar\'ia Manzano, Sophie Pinchinat, Fran\c{c}ois Schwarzentrube

An Approach to Teaching Multiple Computer Languages

In the digital economy era, business information systems students need to be knowledgeable of multiple computer programming languages in order to meet the requirements of computer literacy. This paper outlines the pedagogy of an innovated course of multiple computer languages for business students in the major of information systems. It discusses the rationale of why the proposed pedagogy is different from and better than traditional ones, and describes the approach to teaching this course. Based on our experiences in the past three years, it is concluded that a single course of multiple computer languages is useful and feasible

Connecting Undergraduate Students as Partners in Computer Science Teaching and Research

Connecting undergraduate students as partners can lead to the enhancement of the undergraduate experience and allow students to see the different sides of the university. Such holistic perspectives may better inform academic career choices and postgraduate study. Furthermore, student involvement in course development has many potential benefits. This paper outlines a framework for connecting research and teaching within Computer Science- though this is applicable across other disciplines. Three case studies are considered to illustrate the approach. The first case study involves students in their honours’ stage (level 6, typically 3rd year) project, the second an undergraduate intern between stages 5 and 6, and finally, a MSc (level 7) project. All three case studies have actively involved students in core parts of the University’s teaching and research activities, producing usable software systems to support these efforts. We consider this as a continuing engagement process to enhance the undergraduate learning experience within Computer Science

Assessment in VLE Supported Foreign Language Learning

The paper focuses on the role of Virtual Learning Environments in the scope of different types of assessment in foreign language learning and teaching promoting learner autonomy and developing such key competences as learning to learn. Effective language education calls for a more learner-oriented approach to assessment and Learning Management Systems such as Moodle seem to respond to such needs in the computer assisted teaching/learning proces