Towards a user oriented analytical approach to learning design

The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design and the critical relationships between them. As a decision tool it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. The aim is to test the extent to which we can engage lecturers in reflecting on learning design, and make them part of the educational community that discovers how best to use technology‐enhanced learning. This paper describes the development of LPP, presents pedagogical benefits of visual representations of learning designs and proposes an analytical approach to learning design based on these visual representations. The analytical approach is illustrated based on an initial evaluation with a small group of lecturers from two partner institutions

Toward a user-oriented analytical approach to learning design

The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design, and the critical relationships between them. As a decision tool, it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. The aim is to test the extent to which we can engage lecturers in reflecting on learning design, and make them part of the educational community that discovers how best to use Technology Enhanced Learning (TEL). This paper describes the development of LPP, presents pedagogical benefits of visual representations of learning designs, and proposes an analytical approach to learning design based on these visual representations. The analytical approach is illustrated based on an initial evaluation with the lecturers

Towards a Model of Testers\u27 Cognitive Processes: Software Testing as a Problem Solving Approach

Software testing is a complex, intellectual activity based (at least) on analysis, reasoning, decision making, abstraction and collaboration performed in a highly demanding environment. Naturally, it uses and allocates multiple cognitive resources in software testers. However, while a cognitive psychology perspective is increasingly used in the general software engineering literature, it has yet to find its place in software testing. To the best of our knowledge, no theory of software testers\u27 cognitive processes exists. Here, we take the first step towards such a theory by presenting a cognitive model of software testing based on how problem solving is conceptualized in cognitive psychology. Our approach is to instantiate a general problem solving process for the specific problem of creating test cases. We then propose an experiment for testing our cognitive test design model. The experiment makes use of verbal protocol analysis to understand the mechanisms by which human testers choose, design, implement and evaluate test cases. An initial evaluation was then performed with five software engineering master students as subjects. The results support a problem solving-based model of test design for capturing testers\u27 cognitive processes

A comparison of single-cycle versus multiple-cycle proof testing strategies

An evaluation of single-cycle and multiple-cycle proof testing (MCPT) strategies for SSME components is described. Data for initial sizes and shapes of actual SSME hardware defects are analyzed statistically. Closed-form estimates of the J-integral for surface flaws are derived with a modified reference stress method. The results of load- and displacement-controlled stable crack growth tests on thin IN-718 plates with deep surface flaws are summarized. A J-resistance curve for the surface-cracked configuration is developed and compared with data from thick compact tension specimens. The potential for further crack growth during large unload/reload cycles is discussed, highlighting conflicting data in the literature. A simple model for ductile crack growth during MCPT based on the J-resistance curve is used to study the potential effects of key variables. The projected changes in the crack size distribution during MCPT depend on the interactions between several key parameters, including the number of proof cycles, the nature of the resistance curve, the initial crack size distribution, the component boundary conditions (load vs. displacement control), and the magnitude of the applied load or displacement. The relative advantages of single-cycle and multiple-cycle proof testing appear to be specific, therefore, to individual component geometry, material, and loading

Training Satisfaction Rating Scale Development of a Measurement Model Using Polychoric Correlations

We describe the process of testing a measurement model of a satisfaction rating scale for use with training programs. The scale was developed by the Evaluation Unit of the University of Seville's Training Center. Following an initial content validity study in which we reviewed how training evaluation is modeled, a 12-item rating scale was developed and administered to a sample of 2746 subjects. The measurement model was examined through an exploratory factor analysis using polychoric correlations, the results of which were consistent with the previous dimensions obtained in the content validity study. In order to refine the model under study, a confirmatory factor analysis (also based on polychoric correlations) was then performed. The results present empirical evidence of the measurement model's validity. The scale offers simple, direct and reliable training satisfaction scores. Future development of the scale is discussed

Towards a Model of Testers' Cognitive Processes: Software Testing as a Problem Solving Approach

Software testing is a complex, intellectual activity based (at least) on analysis, reasoning, decision making, abstraction and collaboration performed in a highly demanding environment. Naturally, it uses and allocates multiple cognitive resources in software testers. However, while a cognitive psychology perspective is increasingly used in the general software engineering literature, it has yet to find its place in software testing. To the best of our knowledge, no theory of software testers' cognitive processes exists. Here, we take the first step towards such a theory by presenting a cognitive model of software testing based on how problem solving is conceptualized in cognitive psychology. Our approach is to instantiate a general problem solving process for the specific problem of creating test cases. We then propose an experiment for testing our cognitive test design model. The experiment makes use of verbal protocol analysis to understand the mechanisms by which human testers choose, design, implement and evaluate test cases. An initial evaluation was then performed with five software engineering master students as subjects. The results support a problem solving-based model of test design for capturing testers' cognitive processes.Comment: (v3) minor issues fixed, Accepted and presented in the IEEE International Workshop on Human and Social Aspects of Software Quality (HASQ 2020

Learning Model Of Dribbling Futsal Ball Game Based For Junior High School Students

This research research and development aims to produce a Learning model of dribbling futsal ball game-based for junior high school students. In addition, this research and development is carried out to obtain in depth information about development and application of Futsal herding models for junior high school student and to find out the effectiveness, efficiency, also attractiveness of children to models created. This study uses Research & Development (R & D) development research method from Borg and Gall. The subjects in this research and development were junior high school students consisting of 60 children. The instruments used were questionnaires, questionnaires, and futsal dribbling test instruments used to collect volleyball bottom service data for junior high school aged student, while the stages in this research and development were: (1) needs analysis, (2) expert evaluation (initial product evaluation); (3) limited trials (small group trials); and (4) main testing (field testing). The model effectiveness test uses the futsal ball dribbling skill to determine the level of ability to dribble a futsal ball for junior high school age before giving a treatment in the form of a dribbling model developed and to determine the level of ability to dribble after the dribbling model treatment or treatments developed, from the initial tests performed dribbling a student ball of 750, Based on the development results, it can be concluded that: (1) By futsal dribbling learning model for junior high school age, it can be developed and applied in physical education learning at school (2) By futsal dribbling learning model for junior high school age that has been developed, evidence of an increase is obtained. This is shown in the testing results from pretest and posttest data that there is a significant difference between before and after the treatment model

The development and evaluation of a computer-adaptive testing application for English language

This paper reports on research undertaken at the University of Hertfordshire into the development and initial expert evaluation of a computer-adaptive testing programme based on Item Response Theory (IRT). The paper explains how the Three-Parameter Logistic model was implemented in the prototype. The underlying theory and assumptions of the model used in its development are also explained, along with the limitations and benefits of the computer-adaptive test (CAT) approach compared to traditional computer-based test (CBT) methods. In this paper use of the prototype as an alternative to the current method used by the University is evaluated by experts, and summaries of their reports and recommendations are presented. This paper also describes plans for developing this work further, including its use in computer-based student modelling where an accurate estimation of performance within a subject domain can be used to inform and adapt the choice of presentation of learning materials. Considerations for extending the CAT model to encompass other types of questions rather than multiple-choice or multiple-response questions are also presented

An evaluation of the development and use of a microcomputer assisted system for planning individualised adult literacy programmes in an adult basic education unit

The thesis describes the development, implementation and evaluation of a computer assisted system for planning individualised adult literacy programmes in an adult basic education (ABE) unit located in an English College of Further Education. After examining past and current developments of Computer Based Applications in Education, both in general and in Literacy Teaching Applications, conclusions as to the appropriate use of computer-based learning in the proposed context are drawn. Human and hardware resources available in the ABE unit are detailed and appropriate aims for a proposed system based on the earlier conclusions are set out. A possible system instructional model is discussed via details of the current teaching, monitoring and evaluation activities of the unit. An examination of the current theory, practice and literature relating to literacy and adult literacy teaching enables a conclusion that a student-centred approach, in a real world context, using a common core curriculum, is most suitable. A detailed common-core curriculum model for teaching adult literacy is then proposed, following which a Warnier-Orr design exercise of a computer-based system known as MALCM, using the model, is described, from initial considerations through to system testing. The implementation and evaluation of the MALCM system in the setting of the ABE Unit is then described in the form of a case study. The reported and observed experiences of staff involved are analysed and the appropriateness of the case study as a means for evaluation is discussed. The thesis concludes by endorsing the potential for a system such as MALCM but underlines the need for user involvement in any CBL learning management development; It suggests that further development of the MALCM system as currently constituted is non-viable without considerable refinements to take account of developments in the field of hardware and intelligent knowledge-based systems

An Object Oriented Paradigm for Requirements Specifications.

Software engineering defines a formalized five-step life-cycle for software development. These steps are: requirements specification, design, implementation, testing and maintenance. The requirements specification phase of the software development life-cycle is responsible for determining the functionality of the proposed system. In this work, a methodology is developed that enhances the generation of accurate requirements specifications, utilizing an object-oriented paradigm. This research realizes four objectives. First, the process of information transferral between the user and the specification team is enhanced. Second, a working base of knowledge containing the domain-specific information within the initial requirements document is established for use by the specification team. Third, techniques for evaluating the overall quality of the initial requirements document are addressed. Specifically, the problems associated with document ambiguity, completeness, consistency and structure are examined. Finally, a specification paradigm is defined utilizing this knowledge-based specification environment. The paradigm permits the automatic generation of an object-oriented specification model. This model may then be used as an input for the design phase. This paradigm defines a methodology for the establishment and evaluation of the knowledge-based specification environment. The environment permits the incorporation of an object-oriented development strategy into the specification process. In addition, the concept of information traceability throughout the specification process is enhanced