The Stained Glass of Knowledge: On Understanding Novice Mental Models of Computing

Learning to program can be a novel experience. The rigidity of programming can be at odds with beginning programmer\u27s existing perceptions, and the concepts can feel entirely unfamiliar. These observations motivated this research, which explores two major questions: What factors influence how novices learn programming? and How can analogy by more appropriately leveraged in programming education? This dissertation investigates the factors influencing novice programming through multiple methods. The CS1 classroom is observed as a whole system , with consideration to the factors present in it that can influence the learning process. Learning\u27s cognitive processes are elaborated to ground exploration into specifically learning programming. This includes extensive literature review spanning multiple disciplines. This allows positioning to guide the investigation. The literature survey also contributes to greater understanding of learning cognition within computing education research through its disciplinary depth. The focus on analogy with the second question is motivated through the factors observed in the first question. Analogy\u27s role in cognition and in education is observed, and the analogical inclinations of technology as a field are showcased. Stigma surrounds the use of analogy in computer science education in spite of these indications. This motivated investigation on how the use of analogy could be better addressed in programming education in order to utilize its value. This research presents a tool for the design of well-formed analogy in programming to answer this question. It also investigates additional forms analogy can take in the classroom setting, proposing relevant cultural forms such as memes can be analogical vehicles that promote learner engagement. This research presents a strong case for the value of analogy use in the CS1 classroom, and provides a tool to facilitate the design of well-formed analogies. In identifying ways to better leverage analogy in the programming classroom, presenting this research will hopefully contribute to dispelling analogy\u27s bad reputation in computing education. By exploring factors that contribute to the learning process in CS1, this research frames education design as experience design. This motivates methods and considerations from user experience design, and investigates aspects of the whole system that can promote or deter a learner\u27s experience. This dissertation presents findings on understanding the learner\u27s experience in the programming classroom, and how analogy can be used to benefit their learning process

The Pandemic of Argumentation

This open access book addresses communicative aspects of the current COVID-19 pandemic as well as the epidemic of misinformation from the perspective of argumentation theory. Argumentation theory is uniquely placed to understand and account for the challenges of public reason as expressed through argumentative discourse. The book thus focuses on the extent to which the forms, norms and functions of public argumentation have changed in the face of the COVID-19 pandemic. This question is investigated along the three main research lines of the COST Action project CA 17132: European network for Argumentation and Public PoLicY analysis (APPLY): descriptive, normative, and prescriptive. The volume offers a broad range of contributions which treat argumentative phenomena that are directly related to the changes in public discourse in the wake of the outburst of COVID-19. The volume additionally places particular emphasis on expert argumentation, given (i) the importance expert discourse has had over the last two years, and (ii) the challenges that expert argumentation has faced in the public sphere as a result of scientific uncertainty and widespread misinformation. Contributions are divided into three groups, which (i) examine various features and aspects of public and institutional discourse about the COVID-19 pandemic, (ii) scrutinize the way health policies have been discussed, debated, attacked and defended in the public sphere, and (iii) consider a range of proposals meant to improve the quality of public discourse, and public deliberation in particular, in such a way that concrete proposals for argumentative literacy will be brought to light. Overall, this volume constitutes a timely inquiry into all things argumentative in pandemic discourse. This volume is of interest to a broad readership including philosophers, linguists, communication and legal scholars, and members of the wider public who seek to better understand the discourse surrounding communicative phenomena in times of crisis. COST (European Cooperation in Science and Technology) is a funding organisation for research and innovation networks. For more information: www.cost.e

The Pandemic of Argumentation

This open access book addresses communicative aspects of the current COVID-19 pandemic as well as the epidemic of misinformation from the perspective of argumentation theory. Argumentation theory is uniquely placed to understand and account for the challenges of public reason as expressed through argumentative discourse. The book thus focuses on the extent to which the forms, norms and functions of public argumentation have changed in the face of the COVID-19 pandemic. This question is investigated along the three main research lines of the COST Action project CA 17132: European network for Argumentation and Public PoLicY analysis (APPLY): descriptive, normative, and prescriptive. The volume offers a broad range of contributions which treat argumentative phenomena that are directly related to the changes in public discourse in the wake of the outburst of COVID-19. The volume additionally places particular emphasis on expert argumentation, given (i) the importance expert discourse has had over the last two years, and (ii) the challenges that expert argumentation has faced in the public sphere as a result of scientific uncertainty and widespread misinformation. Contributions are divided into three groups, which (i) examine various features and aspects of public and institutional discourse about the COVID-19 pandemic, (ii) scrutinize the way health policies have been discussed, debated, attacked and defended in the public sphere, and (iii) consider a range of proposals meant to improve the quality of public discourse, and public deliberation in particular, in such a way that concrete proposals for argumentative literacy will be brought to light. Overall, this volume constitutes a timely inquiry into all things argumentative in pandemic discourse. This volume is of interest to a broad readership including philosophers, linguists, communication and legal scholars, and members of the wider public who seek to better understand the discourse surrounding communicative phenomena in times of crisis. COST (European Cooperation in Science and Technology) is a funding organisation for research and innovation networks. For more information: www.cost.e

Tracing the Compositional Process. Sound art that rewrites its own past: formation, praxis and a computer framework

The domain of this thesis is electroacoustic computer-based music and sound art. It investigates a facet of composition which is often neglected or ill-defined: the process of composing itself and its embedding in time. Previous research mostly focused on instrumental composition or, when electronic music was included, the computer was treated as a tool which would eventually be subtracted from the equation. The aim was either to explain a resultant piece of music by reconstructing the intention of the composer, or to explain human creativity by building a model of the mind. Our aim instead is to understand composition as an irreducible unfolding of material traces which takes place in its own temporality. This understanding is formalised as a software framework that traces creation time as a version graph of transactions. The instantiation and manipulation of any musical structure implemented within this framework is thereby automatically stored in a database. Not only can it be queried ex post by an external researcher—providing a new quality for the empirical analysis of the activity of composing—but it is an integral part of the composition environment. Therefore it can recursively become a source for the ongoing composition and introduce new ways of aesthetic expression. The framework aims to unify creation and performance time, fixed and generative composition, human and algorithmic “writing”, a writing that includes indeterminate elements which condense as concurrent vertices in the version graph. The second major contribution is a critical epistemological discourse on the question of ob- servability and the function of observation. Our goal is to explore a new direction of artistic research which is characterised by a mixed methodology of theoretical writing, technological development and artistic practice. The form of the thesis is an exercise in becoming process-like itself, wherein the epistemic thing is generated by translating the gaps between these three levels. This is my idea of the new aesthetics: That through the operation of a re-entry one may establish a sort of process “form”, yielding works which go beyond a categorical either “sound-in-itself” or “conceptualism”. Exemplary processes are revealed by deconstructing a series of existing pieces, as well as through the successful application of the new framework in the creation of new pieces

Empirical Studies of Novices Learning Programming

This thesis is concerned with the problems that novices have in learning to program: in particular it is concerned with the difficulties experienced by novices learning at a distance, using instructional materials which have been designed especially for novices. One of the major problems for novices is how to link the new information which they encounter with their existing knowledge. Du Boulay, O'Shea and Monk (1981) suggest helping novices to bridge the gap between their existing knowledge and new information by teaching via a conceptual model, which serves to explain the new information in familiar terms.In this thesis the difficulties which novices have when learning to program with the help of a conceptual model were investigated. The curricula and conceptual models of four different programming languages are examined, all of which were designed to teach novices. Du Boulay, O'Shea and Monk (1981) have suggested criteria for analysing conceptual models. It is argued that these criteria, however, do not address the presentation of the conceptual model, and so are insufficient to evaluate them. An additional form of analysis was proposed and used, in addition to the criteria offered by Du Boulay et al. This is a way of describing the conceptual model which distinguishes three views of the conceptual model: state, procedure and function, and which highlights the different aspects which are important for the novice learner by identifying the different kinds of knowledge which are necessary to understand the conceptual model. This analysis of the conceptual models showed that the environments are not as exemplary as the du Boulay et al's criteria suggest, and indicated that three of the environments, SOLO, PT501 and DESMOND, lack a functional representation, and that the fourth, Open Logo, has other different problems.An empirical study was carried out to study the transfer effects of learning two of the languages, a high level and a low level language, sequentially. There was no evidence for such transfer effects. The difficulties novices have in learning the four different languages were also investigated. These studies show that even though the novices were studying environments designed for novices learning at a distance, they did not develop good levels of competence, and the problems they had fall into two main categories: programming and pedagogical.Although the different languages had different aims and curricula, novices had some problems which were common to all or most of the languages. These included understanding flow of control, developing and using programming plans, developing accurate mental models, and in the high level languages, understanding recursion. It is argued that some of these problems are related to the conceptual models. In particular, the difficulties novices had in developing and using plan knowledge, which is one of their main problems, can be explained by the lack of an appropriate functional description in the languages.The subjects' pedagogical problems arose from the relationship between the style and structure of the curriculum, its content, and the subjects themselves. In all the four texts the teaching material is very carefully structured and it is suggested that this may encourage the learner to adopt an over-dependent attitude towards the text, and in some cases, to work at an inappropriate syntactic level.The relationship between the distance learning situation and the novice programmer is discussed, and recommendations are made for improving the curricula used for teaching novices programming

Forecasting the effectiveness of policy implementation strategies

An important stage in the policy process involves deciding what strategy is to be adopted for implementation so that the objectives of the policy are met in the best way possible. A Policy Implementation Strategy (PIS) adopts a broad view of implementation, which is argued to transcend formulation and decision-making, thereby offering a more realistic view of the policy process. Governmental decision-makers are often faced with having to choose one PIS amongst several possible alternatives, at varying cost levels. In order to aid in such a decision-making process, PIS effectiveness forecasts are proposed as a decision-support tool.Current methods for such a purpose are found to include ex-ante evaluative techniques such as Impact Assessment (IA) and Cost-Benefit Analysis (CBA). However, these approaches are often resource-intensive and such an investment is not always rewarded with accurate predictions. Hence, a judgmental forecasting approach for making PIS effectiveness predictions is proposed as a means for screening the different PIS under contention to provide a shortlist of candidates with particular potential. The selected few can then be further analysed via the quantitative evaluative techniques such as IA and CBA. Judgmental approaches to forecasting are considered ideal for such a role because they are relatively quick and inexpensive to implement. More specifically, a structured analogies approach is proposed as information about analogous PIS is believed to be useful for such a purpose.The proposed structured analogies approach is tested over a series of experiments and the evidence suggests that a structured analogies approach is more accurate when compared to unaided judgment and the more support given to the expert the better. Furthermore, experts were seen to produce considerably more accurate predictions than non-experts. Level of experience and number of analogies recalled did not seem to affect accuracy. The expert forecasts were also comparable to those produced by governments. The thesis concludes with suggestions for future research in the area.EThOS - Electronic Theses Online ServiceGBUnited Kingdo