An evolving approach to learning in problem solving and program development : the distributed learning model

Technological advances are paving the way for improvements in many sectors of society. The US education system needs to undergo a transformation of existing pedagogical methods to maximize utilization of new technologies. Traditional education has primarily been teacher driven, lectured-based in one location. Advances in technology are challenging existing paradigms by developing tools and educational environments that reach diverse learning styles and surpass the boundaries of current teaching methods. Distributed learning is an emerging paradigm today that has promise to contribute significantly to learning and improve overall academic success. This research first explores various systems that provide different modes of learning. The problem domain of this research is the difficulty novice programmers\u27 face when learning to program. This paper proposes how distributed learning can be used in a teaching environment to enrich learning and the impacts for the given problem domain

Orchestration of e-learning services for automatic evaluation of programming exercises

Managing programming exercises require several heterogeneous systems such as evaluation engines, learning objects repositories and exercise resolution environments. The coordination of networks of such disparate systems is rather complex. These tools would be too specific to incorporate in an e-Learning platform. Even if they could be provided as pluggable components, the burden of maintaining them would be prohibitive to institutions with few courses in those domains. This work presents a standard based approach for the coordination of a network of e-Learning systems participating on the automatic evaluation of programming exercises. The proposed approach uses a pivot component to orchestrate the interaction among all the systems using communication standards. This approach was validated through its effective use on classroom and we present some preliminary results

Democratizing Web Automation: Programming for Social Scientists and Other Domain Experts

We have promised social scientists a data revolution, but it has not arrived. What stands between practitioners and the data-driven insights they want? Acquiring the data. In particular, acquiring the social media, online forum, and other web data that was supposed to help them produce big, rich, ecologically valid datasets. Web automation programming is resistant to high-level abstractions, so end-user programmers end up stymied by the need to reverse engineer website internals—DOM, JavaScript, AJAX. Programming by Demonstration (PBD) offered one promising avenue towards democratizing web automation. Unfortunately, as the web matured, the programs became too complex for PBD tools to synthesize, and web PBD progress stalled.This dissertation describes how I reformulated traditional web PBD around the insight that demonstrations are not always the easiest way for non-programmers to communicate their intent. By shifting from a purely Programming-By-Demonstration view to a Programming-By-X view that accepts a variety of user-friendly inputs, we can dramatically broaden the class of programs that come in reach for end-user programmers. Our Helena ecosystem combines (i) usable PBD-based program drafting tools, (ii) learnable programming languages, and (iii) novel programming environment interactions. The end result: non-coders write Helena programs in 10 minutes that can handle the complexity of modern webpages, while coders attempt the same task and time out in an hour. I conclude with a discussion of the abstraction-resistant domains that will fall next and how hybrid PL-HCI breakthroughs will vastly expand access to programming

Designing and Implementing Instruction on the World Wide Web: A Case Study

This case study describes some tips and lessons learned from a project at St. Cloud State University designed to teach information literacy over the World Wide Web. The information literacy project has two primary components: Under the auspices of LEO: Literacy Education Online (a project to disseminate resources to improve composition and writing skills), to develop content resources providing guidance in library and internet use and application in research; Under the Center for Information Media, to disseminate self-paced instructional modules on library and internet use and application in research that could be used in credit-generating courses. As the two components exhibited considerable overlap, it was decided to develop inter-related resources within a single project environment