Levels of inquiry: Hierarchies of pedagogical practices and inquiry processes

Provides pedagogical insight concerning the skill of inquiry The resource being annotated is: http://www.dlese.org/dds/catalog_COSEE-1808.htm

A Boxology of Design Patterns for Hybrid Learning and Reasoning Systems

We propose a set of compositional design patterns to describe a large variety of systems that combine statistical techniques from machine learning with symbolic techniques from knowledge representation. As in other areas of computer science (knowledge engineering, software engineering, ontology engineering, process mining and others), such design patterns help to systematize the literature, clarify which combinations of techniques serve which purposes, and encourage re-use of software components. We have validated our set of compositional design patterns against a large body of recent literature.Comment: 12 pages,55 reference

Homiletical Aesthetics: A Paradigmatic Proposal for a Holistic Experience of Preaching

The article is a proposal for a paradigmatic change in homiletical pedagogy. In North America today, most homiletical training at the seminary or divinity school is either text-driven or know-how-driven (or, at times, topic-driven). Thus, the homiletical training focuses on (1) how to exposit a text for a key topic, (2) how to structure a sermon, (3) how to deliver a message, and (4) how to analyze the text-driven sermon. While admitting the usefulness of this current textual or know-how pedagogy, the article suggests the addition of a holistic-aesthetic component of preaching, which I will later call numen-participatory education or a numinous pedagogy of preaching. This proposed pedagogical paradigm has two great advantages that the ecclesial situation today demands: (1) the spiritual formation of the preacher and (2) the holistic-aesthetic and multisensory exposition and experience of the text both by the preacher and the audience

Logic Programming Applications: What Are the Abstractions and Implementations?

This article presents an overview of applications of logic programming, classifying them based on the abstractions and implementations of logic languages that support the applications. The three key abstractions are join, recursion, and constraint. Their essential implementations are for-loops, fixed points, and backtracking, respectively. The corresponding kinds of applications are database queries, inductive analysis, and combinatorial search, respectively. We also discuss language extensions and programming paradigms, summarize example application problems by application areas, and touch on example systems that support variants of the abstractions with different implementations

Lightweight Formal Verification in Classroom Instruction of Reasoning about Functional Code

In college courses dealing with material that requires mathematical rigor, the adoption of a machine-readable representation for formal arguments can be advantageous. Students can focus on a specific collection of constructs that are represented consistently. Examples and counterexamples can be evaluated. Assignments can be assembled and checked with the help of an automated formal reasoning system. However, usability and accessibility do not have a high priority and are not addressed sufficiently well in the design of many existing machine-readable representations and corresponding formal reasoning systems. In earlier work [Lap09], we attempt to address this broad problem by proposing several specific design criteria organized around the notion of a natural context: the sphere of awareness a working human user maintains of the relevant constructs, arguments, experiences, and background materials necessary to accomplish the task at hand. We report on our attempt to evaluate our proposed design criteria by deploying within the classroom a lightweight formal verification system designed according to these criteria. The lightweight formal verification system was used within the instruction of a common application of formal reasoning: proving by induction formal propositions about functional code. We present all of the formal reasoning examples and assignments considered during this deployment, most of which are drawn directly from an introductory text on functional programming. We demonstrate how the design of the system improves the effectiveness and understandability of the examples, and how it aids in the instruction of basic formal reasoning techniques. We make brief remarks about the practical and administrative implications of the system’s design from the perspectives of the student, the instructor, and the grader

Computing as the 4th “R”: a general education approach to computing education

Computing and computation are increasingly pervading our lives, careers, and societies - a change driving interest in computing education at the secondary level. But what should define a "general education" computing course at this level? That is, what would you want every person to know, assuming they never take another computing course? We identify possible outcomes for such a course through the experience of designing and implementing a general education university course utilizing best-practice pedagogies. Though we nominally taught programming, the design of the course led students to report gaining core, transferable skills and the confidence to employ them in their future. We discuss how various aspects of the course likely contributed to these gains. Finally, we encourage the community to embrace the challenge of teaching general education computing in contrast to and in conjunction with existing curricula designed primarily to interest students in the field

Metalinguistic Knowledge and Language Ability in University-Level L2 Learners

Existing research indicates that instructed learners' L2 proficiency and their metalinguistic knowledge are moderately correlated. However, the operationalization of the construct of metalinguistic knowledge has varied somewhat across studies. Metalinguistic knowledge has typically been operationalized as learners' ability to correct, describe, and explain L2 errors. More recently, this operationalization has been extended to additionally include learners' L1 language-analytic ability as measured by tests traditionally used to assess components of language learning aptitude. This article reports on a study which employed a narrowly focused measure of L2 proficiency and incorporated L2 language-analytic ability into a measure of metalinguistic knowledge. It was found that the linguistic and metalinguistic knowledge of advanced university-level L1 English learners of L2 German correlated strongly. Moreover, the outcome of a principal components analysis suggests that learners' ability to correct, describe, and explain highlighted L2 errors and their L2 language-analytic ability may constitute components of the same construct. The theoretical implications of these findings for the concept of metalinguistic knowledge in L2 learning are considered. © Oxford University Press 2007