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

Visually querying object-oriented databases

Bibliography: pages 141-145.As database requirements increase, the ability to construct database queries efficiently becomes more important. The traditional means of querying a database is to write a textual query, such as writing in SQL to query a relational database. Visual query languages are an alternative means of querying a database; a visual query language can embody powerful query abstraction and user feedback techniques, thereby making them potentially easier to use. In this thesis, we develop a visual query system for ODMG-compliant object-oriented databases, called QUIVER. QUIVER has a comprehensive expressive power; apart from supporting data types such as sets, bags, arrays, lists, tuples, objects and relationships, it supports aggregate functions, methods and sub-queries. The language is also consistent, as constructs with similar functionality have similar visual representations. QUIVER uses the DOT layout engine to automatically layout a query; QUIVER queries are easily constructed, as the system does not constrain the spatial arrangement of query items. QUIVER also supports a query library, allowing queries to be saved, retrieved and shared among users. A substantial part of the design has been implemented using the ODMG-compliant database system O₂, and the usability of the interface as well as the query language itself is presented. Visual queries are translated to OQL, the standard query language proposed by the ODMG, and query answers are presented using O₂ Look. During the course of our investigation, we conducted a user evaluation to compare QUIVER and OQL. The results were extremely encouraging in favour of QUIVER

Spatiotemporal databases: Models for attracting students to research

In higher education professors often make much effort to introduce their students to research. Unfortunately, the present standard database systems curriculum is composed of well-settled subjects that do not lead to research. The challenge is to bring the research frontier closer to students at beginner level. In this paper we describe how it can be done in the area of spatiotemporal databases. We propose a new database systems curriculum and illustrate its benefits by mentioning several highly succsesful student projects in some recent experimental introductory database systems courses that followed the new curriculum

Proceedings TLAD 2012:10th International Workshop on the Teaching, Learning and Assessment of Databases

This is the tenth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2012). TLAD 2012 is held on the 9th July at the University of Hertfordshire and hopes to be just as successful as its predecessors. The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics and teachers from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers. Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, SQL and NoSQL, databases at school, and database curricula themselves. The final paper will give a timely ten-year review of TLAD workshops, and it is expected that these papers will lead to a stimulating closing discussion, which will continue beyond the workshop. We also look forward to a keynote presentation by Karen Fraser, who has contributed to many TLAD workshops as the HEA organizer. Titled “An Effective Higher Education Academy”, the keynote will discuss the Academy’s plans for the future and outline how participants can get involved

Proceedings TLAD 2012:10th International Workshop on the Teaching, Learning and Assessment of Databases

This is the tenth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2012). TLAD 2012 is held on the 9th July at the University of Hertfordshire and hopes to be just as successful as its predecessors. The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics and teachers from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers. Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, SQL and NoSQL, databases at school, and database curricula themselves. The final paper will give a timely ten-year review of TLAD workshops, and it is expected that these papers will lead to a stimulating closing discussion, which will continue beyond the workshop. We also look forward to a keynote presentation by Karen Fraser, who has contributed to many TLAD workshops as the HEA organizer. Titled “An Effective Higher Education Academy”, the keynote will discuss the Academy’s plans for the future and outline how participants can get involved

Computing and Information Science (CIS)

Cornell University Courses of Study Vol. 97 2005/200

Development of pre-service mathematics teachers’ professional knowledge and identity in working with information and communication technology

This paper describes the work undertaken in a course in communication and information technology in a pre-service program for secondary school mathematics teachers. This course aimed to help pre-service teachers develop a positive attitude regarding ICT and use it confidently. It focused on the exploration of educational software and of the Internet’s potential as a means of research and production of web sites. We discuss how the pre-service mathematics teachers evaluate their work concerning their commitment, difficulties they found, learning they identified, and personal relationship. We also analyse the effects of the course on the development of their professional knowledge and identity

Data-Driven Database Education: A Quantitative Study of SQL Learning in an Introductory Database Course

The Structured Query Language (SQL) is widely used and challenging to master. Within the context of lab exercises in an introductory database course, this thesis analyzes the student learning process and seeks to answer the question: ``Which SQL concepts, or concept combinations, trouble students the most?\u27\u27 We provide comprehensive taxonomies of SQL concepts and errors, identify common areas of student misunderstanding, and investigate the student problem-solving process. We present an interactive web application used by students to complete SQL lab exercises. In addition, we analyze data collected by this application and we offer suggestions for improvement to database lab activities

Understanding student experience: a pathways model

As universities increasingly teach at scale, new challenges are introduced and compounded where students are offered greater choice. A key challenge is to maintain an understanding of the student experience within the huge increase in variations in student study path. This understanding is necessary to provide feedback to both faculty and students, and institutionally for the enhancement of quality. This is the first description of one fresh approach to this challenge. Whilst based on the experience within a large distance learning university, the findings are relevant to all institutions working at scale. Moving from a traditional relational structure to a multi-model database makes it possible to quickly design study path queries to explore the richness of available data. We provide an overview of this approach that could be applied by other universities and higher education institutions where data is not being fully utilised