How do personalized learning programs’ instructional designs match gifted students’ experiences in using them?

Personalized learning technology is a quickly spreading and well-funded educational trend that is the focus of much discussion and controversy. The impact of personalized learning tools for reading in the general education population have been widely researched and hotly debated, but there is little research around the success and impact of its use with gifted students. Using a grounded theory methodology, my qualitative research study worked within the theoretical frameworks of critical technology and New Literacy to compare the assumptions and understandings about the reading process applied by the developers of Reading Plus, a personalized learning program for reading, with the experiences of gifted fourth-grade students using it. My research showed that Reading Plus matches the extant researched criteria for quality personalized learning tools for reading development. Overall, the product’s features fit with the experiences and learning needs of the students in the study; however, there was some misalignment in the areas of students’ motivation, challenge, and academic confidence. Although the student participants comprised a generally homogenous group, their experiences, preferences, and understandings of technology were quite varied. My key recommendations are that educators and curriculum as well as instructional technology developers should focus on the differences in the experiences, preferences, and abilities of students when building, selecting, and using educational technology tools. The need to more individually and holistically match a personalized learning tool with students is necessary and possible, given the increased adaptability of emerging software and hardware in the educational technology marketplace. In addition, researchers need to look more deeply into the impacts of technology on more diverse learner populations, including gifted students

Software Engineers' Information Seeking Behavior in Change Impact Analysis - An Interview Study

Software engineers working in large projects must navigate complex information landscapes. Change Impact Analysis (CIA) is a task that relies on engineers' successful information seeking in databases storing, e.g., source code, requirements, design descriptions, and test case specifications. Several previous approaches to support information seeking are task-specific, thus understanding engineers' seeking behavior in specific tasks is fundamental. We present an industrial case study on how engineers seek information in CIA, with a particular focus on traceability and development artifacts that are not source code. We show that engineers have different information seeking behavior, and that some do not consider traceability particularly useful when conducting CIA. Furthermore, we observe a tendency for engineers to prefer less rigid types of support rather than formal approaches, i.e., engineers value support that allows flexibility in how to practically conduct CIA. Finally, due to diverse information seeking behavior, we argue that future CIA support should embrace individual preferences to identify change impact by empowering several seeking alternatives, including searching, browsing, and tracing.Comment: Accepted for publication in the proceedings of the 25th International Conference on Program Comprehensio

Object-oriented Tools for Distributed Computing

Distributed computing systems are proliferating, owing to the availability of powerful, affordable microcomputers and inexpensive communication networks. A critical problem in developing such systems is getting application programs to interact with one another across a computer network. Remote interprogram connectivity is particularly challenging across heterogeneous environments, where applications run on different kinds of computers and operating systems. NetWorks! (trademark) is an innovative software product that provides an object-oriented messaging solution to these problems. This paper describes the design and functionality of NetWorks! and illustrates how it is being used to build complex distributed applications for NASA and in the commercial sector

An Empirical Study of a Software Maintenance Process

This paper describes how a process support tool is used to collect metrics about a major upgrade to our own electronic retail system. An incremental prototyping lifecycle is adopted in which each increment is categorised by an effort type and a project component. Effort types are Acquire, Build, Comprehend and Design and span all phases of development. Project components include data models and process models expressed in an OO modelling language and process algebra respectively as well as C++ classes and function templates and build components including source files and data files. This categorisation is independent of incremental prototyping and equally applicable to other software lifecycles. The process support tool (PWI) is responsible for ensuring the consistency between the models and the C++ source. It also supports the interaction between multiple developers and multiple metric-collectors. The first two releases of the retailing software are available for ftp from oracle.ecs.soton.ac.uk in directory pub/peter. Readers are invited to use the software and apply their own metrics as appropriate. We would be interested to correspond with anyone who does so

Non-Technical Individual Skills are Weakly Connected to the Maturity of Agile Practices

Context: Existing knowledge in agile software development suggests that individual competency (e.g. skills) is a critical success factor for agile projects. While assuming that technical skills are important for every kind of software development project, many researchers suggest that non-technical individual skills are especially important in agile software development. Objective: In this paper, we investigate whether non-technical individual skills can predict the use of agile practices. Method: Through creating a set of multiple linear regression models using a total of 113 participants from agile teams in six software development organizations from The Netherlands and Brazil, we analyzed the predictive power of non-technical individual skills in relation to agile practices. Results: The results show that there is surprisingly low power in using non-technical individual skills to predict (i.e. explain variance in) the mature use of agile practices in software development. Conclusions: Therefore, we conclude that looking at non-technical individual skills is not the optimal level of analysis when trying to understand, and explain, the mature use of agile practices in the software development context. We argue that it is more important to focus on the non-technical skills as a team-level capacity instead of assuring that all individuals possess such skills when understanding the use of the agile practices.Comment: 18 pages, 1 figur

Pedagogical Evaluation of Cognitive Accessibility Learning Lab in the Classroom

In a study conducted by Webaim, 98.1% of sites had a detectable accessibility issue. This poses a profound challenge to the 1 billion users across the world who have a disability. This indicates that developers either are not aware of how to make the sites accessible or aware of how critical it is to make the sites usable by all users. This problem is further compounded by the lack of available resources that can educate students and future developers in making their software accessible. To address current limitations/challenges, we have developed an all-in-one immersive learning experience known as the Accessibility Learning Labs (ALL). These modules are carefully crafted to provide students a better understanding of various accessibility topics and increase awareness. They incorporate the best of all learning methods, from case studies to hands-on activities and quizzes. In this paper, we focus specifically on the cognitive module developed under the Accessibility Learning Labs. This module strives to educate students on the importance of building accessible software for users with cognitive disabilities. We discuss the pedagogical approach used to craft the components of the cognitive module and the design rationale behind the experiential activity. We investigate how the order of the reading and experiential activity affect the students\u27 understanding of the material. To do this, we perform a study involving 28 students in 2 computer science-related courses. Our findings include: (I) The accessibility improvements made in the lab have a positive impact on the students\u27 performance when compared to the inaccessible version (II) When the reading material is presented after the experiential activity, students have a better understanding of the cognitive accessibility principles

Harnessing Collaborative Technologies: Helping Funders Work Together Better

This report was produced through a joint research project of the Monitor Institute and the Foundation Center. The research included an extensive literature review on collaboration in philanthropy, detailed analysis of trends from a recent Foundation Center survey of the largest U.S. foundations, interviews with 37 leading philanthropy professionals and technology experts, and a review of over 170 online tools.The report is a story about how new tools are changing the way funders collaborate. It includes three primary sections: an introduction to emerging technologies and the changing context for philanthropic collaboration; an overview of collaborative needs and tools; and recommendations for improving the collaborative technology landscapeA "Key Findings" executive summary serves as a companion piece to this full report