Spice-up your coding lessons with the ACME approach

It is nowadays considered a fundamental skill for students and citizens the capacity of undertaking a problem-solving process in various disciplines (including STEM, i.e. science, technology, engineering and mathematics) using distinctive techniques that are typical of computer science. These abilities are usually called Computational Thinking and at the roots of them stands the knowledge of coding. With the goal of encouraging Computational Thinking in young students, we discuss tools and techniques to support the teaching and the learning of coding in school curricula. It is well known that this problem is complex due to the fact that it requires abstraction capabilities and complex cognitive skills such as procedural and conditional reasoning, planning, and analogical reasoning. In this paper, we present ACME (“Code Animation by Evolved Metaphors”) that stands at the foundation of the Diogene-CT code visualization environment and methodology. We discuss visual metaphors for both procedural and object-oriented programming. Based on them, we introduce a playground architecture to support teaching and learning of the principles of coding. To the best of our knowledge, this is the first scalable code visualization tool using consistent metaphors in the field of Computing Education Research (CER)

The State Of Play: A Notional Machine for Learning Programming

Comprehension of programming and programs is known to be a difficult task for many beginning students, with many computing courses showing significant drop out and failure rates. In this paper, we present a new notional machine de- sign and implementation to help with understanding of pro- gramming and its dynamics for beginning learners. The no- tional machine offers an abstraction of the physical machine designed for comprehension and learning purposes. We in- troduce the notional machine and a graphical notation for its representation. We also present Novis, an implementation of a dynamic real-time visualiser of this notional machine, integrated into BlueJ

Diogene-CT: tools and methodologies for teaching and learning coding

AbstractComputational thinking is the capacity of undertaking a problem-solving process in various disciplines (including STEM, i.e. science, technology, engineering and mathematics) using distinctive techniques that are typical of computer science. It is nowadays considered a fundamental skill for students and citizens, that has the potential to affect future generations. At the roots of computational-thinking abilities stands the knowledge of computer programming, i.e. coding. With the goal of fostering computational thinking in young students, we address the challenging and open problem of using methods, tools and techniques to support teaching and learning of computer-programming skills in school curricula of the secondary grade and university courses. This problem is made complex by several factors. In fact, coding requires abstraction capabilities and complex cognitive skills such as procedural and conditional reasoning, planning, and analogical reasoning. In this paper, we introduce a new paradigm called ACME ("Code Animation by Evolved Metaphors") that stands at the foundation of the Diogene-CT code visualization environment and methodology. We develop consistent visual metaphors for both procedural and object-oriented programming. Based on the metaphors, we introduce a playground architecture to support teaching and learning of the principles of coding. To the best of our knowledge, this is the first scalable code visualization tool using consistent metaphors in the field of the Computing Education Research (CER). It might be considered as a new kind of tools named as code visualization environments

Diogene-CT: tools and methodologies for teaching and learning coding

Computational thinking is the capacity of undertaking a problem-solving process in various disciplines (including STEM, i.e. science, technology, engineering and mathematics) using distinctive techniques that are typical of computer science. It is nowadays considered a fundamental skill for students and citizens, that has the potential to affect future generations. At the roots of computational-thinking abilities stands the knowledge of computer programming, i.e. coding. With the goal of fostering computational thinking in young students, we address the challenging and open problem of using methods, tools and techniques to support teaching and learning of computer-programming skills in school curricula of the secondary grade and university courses. This problem is made complex by several factors. In fact, coding requires abstraction capabilities and complex cognitive skills such as procedural and conditional reasoning, planning, and analogical reasoning. In this paper, we introduce a new paradigm called ACME (“Code Animation by Evolved Metaphors”) that stands at the foundation of the Diogene-CT code visualization environment and methodology. We develop consistent visual metaphors for both procedural and object-oriented programming. Based on the metaphors, we introduce a playground architecture to support teaching and learning of the principles of coding. To the best of our knowledge, this is the first scalable code visualization tool using consistent metaphors in the field of the Computing Education Research (CER). It might be considered as a new kind of tools named as code visualization environments

Novis: A notional machine implementation for teaching introductory programming

Comprehension of programming and programs is known to be a difficult task for many beginning students, with many computing courses showing significant drop out and failure rates. In this paper, we present a notional machine imple- mentation, Novis, to help with understanding of program- ming and its dynamics for beginning learners. The notional machine offers an abstraction of the physical machine de- signed for comprehension and learning purposes. Novis pro- vides a real-time visualisation of this notional machine, and is integrated into BlueJ

An animated metaphor for agent oriented programming

The term Animated Systems has been introduced in the bibliography in reference to interactive dynarnic worlds simulations, composed of interacting independent objects [Tra96]. Simulation is a powerful tool because it allows the construction of virtual worlds that model a part of the real world. The laws of physics, the animal behavior patterns, are no longer abstract theories, and they transform into tangible realities. Through the creation, the observation and the modification of the virtual world it is possible to obtain an enhanced comprehension of the world that is being modeled. The most flexible way to create a simulation is by programming it [Cyp95]. The environments and languages of conventional programming allow the development of virtual worlds, but they are not adequate for this task. The conception of a program as a sequence of instructions, on what the procedural model is based, requires a considerable capacity for mental contortion. Even object oriented prograrnming, based on message passing, demands a strong level of abstraction. In particular, they are too complex for novice users. We cannot eliminate the inherent complexity of the problem of building a virtual world, but we can search for tools that are expressive enough so the task is not complicated any further. So, the construction of dynamic worlds requires paradigms, environments and prograrnming languages that provide a new way of thinking about programs [Cyp94]. This article proposes agent based prograrnming as a metaphor for building worlds of interactive autonomous objects. This alternative is attractive because it is natural to build animated systems on the base of a metaphor that takes elements of live agents of the real world to build a virtual world.Eje: Aspectos teóricos de la inteligencia artificialRed de Universidades con Carreras en Informática (RedUNCI

An aesthetics of touch: investigating the language of design relating to form

How well can designers communicate qualities of touch? This paper presents evidence that they have some capability to do so, much of which appears to have been learned, but at present make limited use of such language. Interviews with graduate designer-makers suggest that they are aware of and value the importance of touch and materiality in their work, but lack a vocabulary to fully relate to their detailed explanations of other aspects such as their intent or selection of materials. We believe that more attention should be paid to the verbal dialogue that happens in the design process, particularly as other researchers show that even making-based learning also has a strong verbal element to it. However, verbal language alone does not appear to be adequate for a comprehensive language of touch. Graduate designers-makers’ descriptive practices combined non-verbal manipulation within verbal accounts. We thus argue that haptic vocabularies do not simply describe material qualities, but rather are situated competences that physically demonstrate the presence of haptic qualities. Such competencies are more important than groups of verbal vocabularies in isolation. Design support for developing and extending haptic competences must take this wide range of considerations into account to comprehensively improve designers’ capabilities

A taxonomy for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction

A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction

Visual Debugging of Object-Oriented Systems with the Unified Modeling Language

The Department of Defense (DoD) is developing a Joint Battlespace Infosphere, linking a large number of data sources and user applications. Debugging and analysis tools are required to aid in this process. Debugging of large object-oriented systems is a difficult cognitive process that requires understanding of both the overall and detailed behavior of the application. In addition, many such applications linked through a distributed system add to this complexity. Standard debuggers do not utilize visualization techniques, focusing mainly on information extracted directly from the source code. To overcome this deficiency, this research designs and implements a methodology that enables developers to analyze, troubleshoot and evaluate object-oriented systems using visualization techniques. It uses the standard UML class diagram coupled with visualization features such as focus+context, animation, graph layout, color encoding and filtering techniques to organize and present information in a manner that facilitates greater program and system comprehension. Multiple levels of abstraction, from low-level details such as source code and variable information to high-level structural detail in the form of a UML class diagram are accessible along with views of the program s control flow. The methods applied provide a considerable improvement (up to 1110%) in the number of classes that can be displayed in a set display area while still preserving user context and the semantics of UML, thus maintaining system understanding. Usability tests validated the application in terms of three criteria software visualization, debugging, and general system usability