Automation and schema acquisition in learning elementary computer programming: Implications for the design of practice

Two complementary processes may be distinguished in learning a complex cognitive skill such as computer programming. First, automation offers task-specific procedures that may directly control programming behavior, second, schema acquisition offers cognitive structures that provide analogies in new problem situations. The goal of this paper is to explore what the nature of these processes can teach us for a more effective design of practice. The authors argue that conventional training strategies in elementary programming provide little guidance to the learner and offer little opportunities for mindful abstraction, which results in suboptimal automation and schema acquisition. Practice is considered to be most beneficial to learning outcomes and transfer under strict conditions, in particular, a heavy emphasis on the use of worked examples during practice and the assignment of programming tasks that demand mindful abstraction from these examples

The future of technology enhanced active learning – a roadmap

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap

Web-based learning in the field of empirical research methods

This study focuses on the development of a complex web-based learning environment aimed at promoting the acquisition of applicable knowledge in the context of studying empirical research methods at university. This learning environment was then modified further on an empirical basis. The main focus of the present article is to describe the conceptualisation of the learning environment and research activities which were guided by an integrative research paradigm. The learning environment consisted of highly structured, complex texts in which the process of empirical research was illustrated in a detailed manner. By combining these texts with other instructional measures, the learning environment is given a flexible hypertext-structure. The effectiveness of the learning environment as a whole was investigated in three studies (two evaluation studies in the field and one experimental study in the laboratory). It was demonstrated that the additional instructional measures (e.g. a specific feedback-guidance and time-management measures) were not effective. The importance of cognitive, motivational and emotional learning prerequisites for the successful utilisation of the learning environment was highlighted. The implementation of special training and additional preparatory modules is recommended in order to optimise the fit between students' prerequisites and learning environmIm Zentrum der vorliegenden Arbeit steht zum einen die Konzeptualisierung einer Lernumgebung zur Förderung des Erwerbs anwendbaren Wissens im Kontext der universitären Ausbildung in empirischen Forschungsmethoden. Zum anderen werden ausgehend von einem integrativen Forschungsparadigma Forschungsaktivitäten beschrieben, die die empirische Basis zur Weiterentwicklung der Lernumgebung bereitstellen. Die Lernumgebung besteht aus hoch strukturierten, komplexen Texten, in welchen der Prozess empirischer Forschung auf detaillierte Weise veranschaulicht wird. Diese Texte wurden mit anderen instruktionalen Maßnahmen kombiniert, wodurch die Lernumgebung eine flexible, hypertextartige Struktur bekam. Die Effektivität der gesamten Lernumgebung wurde im Rahmen dreier empirischer Studien untersucht, von denen zwei als Evaluationsstudien im Feld durchgeführt wurden; die dritte war eine experimentelle Laborstudie. Es wurde gezeigt, dass die zusätzlichen instruktionalen Maßnahmen (z. B. eine spezifische Feedback-Anleitung und eine Zeitmanagement-Maßnahme) nicht wirksam waren. Die Bedeutung kognitiver, motivationaler und emotionaler Lernvoraussetzungen für die erfolgreiche Nutzung der Lernumgebung konnte nachgewiesen werden. Um die Passung zwischen den Eingangsvoraussetzungen der Studierenden und der Lernumgebung zu verbessern, wurde die Implementation eines speziellen Trainings und eines zusätzlichen vorbereitenden Moduls vorgeschlag

Incorporating interactive 3-dimensional graphics in astronomy research papers

Most research data collections created or used by astronomers are intrinsically multi-dimensional. In contrast, all visual representations of data presented within research papers are exclusively 2-dimensional. We present a resolution of this dichotomy that uses a novel technique for embedding 3-dimensional (3-d) visualisations of astronomy data sets in electronic-format research papers. Our technique uses the latest Adobe Portable Document Format extensions together with a new version of the S2PLOT programming library. The 3-d models can be easily rotated and explored by the reader and, in some cases, modified. We demonstrate example applications of this technique including: 3-d figures exhibiting subtle structure in redshift catalogues, colour-magnitude diagrams and halo merger trees; 3-d isosurface and volume renderings of cosmological simulations; and 3-d models of instructional diagrams and instrument designs.Comment: 18 pages, 7 figures, submitted to New Astronomy. For paper with 3-dimensional embedded figures, see http://astronomy.swin.edu.au/s2plot/3dpd

A hybrid method for the analysis of learner behaviour in active learning environments

Software-mediated learning requires adjustments in the teaching and learning process. In particular active learning facilitated through interactive learning software differs from traditional instructor-oriented, classroom-based teaching. We present behaviour analysis techniques for Web-mediated learning. Motivation, acceptance of the learning approach and technology, learning organisation and actual tool usage are aspects of behaviour that require different analysis techniques to be used. A hybrid method based on a combination of survey methods and Web usage mining techniques can provide accurate and comprehensive analysis results. These techniques allow us to evaluate active learning approaches implemented in form of Web tutorials

Developing Educational Software: a professional tool perspective

The selection, and use of educational software and its impact in schools are still controversial issues. In this paper we present an alternative conceptualisation of educational software based on considering the software as an instrument for teachers’ professional performance. We review previous work in the areas of the design, development and evaluation of educational software and of the process of educational innovation. The review of these four areas converges to demonstrate the need for knowing and considering the context of use of educational software and for understanding users' perspectives about its roles and possibilities and hence supports a consideration a perspective on educational software which sees it as a professional tool for teachers performance of their teaching role