A proposal of Android Programming Learning Assistant System with implementation of basic application learning

Purpose With rapid increase of Android devices and application systems, there is a strong demand for Android application programmers. A lot of schools are offering Android programming courses to meet this demand. However, Android programming can be different from the conventional one because it needs interactive functions through interfaces with users, which makes the study more difficult. This paper aims to propose an Android Programming Learning Assistance System, namely, APLAS, to assist the Java-based Android programming study and education. Design/methodology/approach By adopting the test-driven development method, APLAS is designed to achieve independent learning without the presence of teachers. Using JUnit and Robolectric, the answers from the students are automatically marked in APLAS. To cover extensive materials in Android programming, APLAS offers four stages where each stage involves several topics. Findings To evaluate the effectiveness of APLAS, we implemented the Unit Converter assignment that covers the first two topics, namely, Basic user interface in the first stage and basic activity in the second stage. Through solving the assignment, it is expected to learn basic application development. Forty novice students of an IT department in Indonesia were asked to solve both topics separately. Originality/value The results show that APLAS is useful and helpful for the self-study of Android programming, as they could complete codes with good execution performances

Optimasi Pengunduhan Anime Jepang Bersubtitle Indonesia dengan Metode Restful API dan Firebase Cloud Messaging

(RESTful API / REST API merupakan penerapan dari API (Application Programming Interface). Sedangkan REST (Representional State Transfer) adalah sebuah arsitektur metode komunikasi yang menggunakan protokol HTTP untuk pertukaran data dimana metode ini sering diterapkan dalam pengembangan aplikasi. Dengan tujuannya untuk menjadikan sistem memiliki performa yang baik, cepat dan mudah untuk di kembangkan (scale) terutama dalam pertukaran dan komunikasi data. Firebase Cloud Message (FCM) adalah adalah solusi pertukaran pesan lintas platform yang dapat digunakan untuk mengirim pesan tanpa biaya. Dengan FCM, Anda dapat memberi tahu aplikasi klien bahwa pesan baru atau data lainnya tersedia untuk disinkronkan. Penelitian pengembangan system menggunakan metode Prototype, metode ini cocok digunakan untuk mengembangkan sebuah perangkat lunak yang dikembangkan kembali. Metode ini membuat sebuah rancangan kilat yang selanjutnya akan dievaluasi kembali sebelum di produksi secara benar. Hasil penelitian menunjukan bahwa Aplikasi dengan menggunakan firebase cloud message dapat membantu pengguna dalam mendapatkan kabar atau pembaruan yang sedang terjadi

Teaching the Principles of Effective Online Course Design: What Works?

While much has been written about the pedagogy and challenges of online learning, there is comparatively little research that advises how online course design competencies can be achieved. Certainly a growing range of course design resources is being created and made openly available, but there is a need to evaluate their actual impact on practice. This predominantly qualitative study describes the impact of two learning interventions – open online tutorials and a design and development workshop – aimed at introducing the fundamentals of online course design. Four online course developers at an Irish university were interviewed about their experiences creating multimedia-based online courses. Two of the developers were given access to targeted learning interventions and were subsequently interviewed about their experiences using those interventions. The main findings were that novice online course developers can potentially learn and apply design principles through a dedicated introductory phase, techniques that promote discussion of effective pedagogy, and ongoing collaboration in course design. These strategies could be adapted to specific contexts elsewhere

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

Software Engineering in the IoT Context: Characteristics, Challenges, and Enabling Strategies

L'abstract è presente nell'allegato / the abstract is in the attachmen

Proceedings of The Rust-Edu Workshop

The 2022 Rust-Edu Workshop was an experiment. We wanted to gather together as many thought leaders we could attract in the area of Rust education, with an emphasis on academic-facing ideas. We hoped that productive discussions and future collaborations would result. Given the quick preparation and the difficulties of an international remote event, I am very happy to report a grand success. We had more than 27 participants from timezones around the globe. We had eight talks, four refereed papers and statements from 15 participants. Everyone seemed to have a good time, and I can say that I learned a ton. These proceedings are loosely organized: they represent a mere compilation of the excellent submitted work. I hope you’ll find this material as pleasant and useful as I have. Bart Massey 30 August 202

The seamless integration of Web3D technologies with university curricula to engage the changing student cohort

The increasing tendency of many university students to study at least some courses at a distance limits their opportunities for the interactions fundamental to learning. Online learning can assist but relies heavily on text, which is limiting for some students. The popularity of computer games, especially among the younger students, and the emergence of networked games and game-like virtual worlds offers opportunities for enhanced interaction in educational applications. For virtual worlds to be widely adopted in higher education it is desirable to have approaches to design and development that are responsive to needs and limited in their resource requirements. Ideally it should be possible for academics without technical expertise to adapt virtual worlds to support their teaching needs. This project identified Web3D, a technology that is based on the X3D standards and which presents 3D virtual worlds within common web browsers, as an approach worth exploring for educational application. The broad goals of the project were to produce exemplars of Web3D for educational use, together with development tools and associated resources to support non-technical academic adopters, and to promote an Australian community of practice to support broader adoption of Web3D in education. During the first year of the project exemplar applications were developed and tested. The Web3D technology was found to be still in a relatively early stage of development in which the application of standards did not ensure reliable operation in different environments. Moreover, ab initio development of virtual worlds and associated tools proved to be more demanding of resources than anticipated and was judged unlikely in the near future to result in systems that non-technical academics could use with confidence. In the second year the emphasis moved to assisting academics to plan and implement teaching in existing virtual worlds that provided relatively easy to use tools for customizing an environment. A project officer worked with participating academics to support the teaching of significant elements of courses within Second LifeTM. This approach was more successful in producing examples of good practice that could be shared with and emulated by other academics. Trials were also conducted with ExitRealityTM, a new Australian technology that presents virtual worlds in a web browser. Critical factors in the success of the project included providing secure access to networked computers with the necessary capability; negotiating the complexity of working across education, design of virtual worlds, and technical requirements; and supporting participants with professional development in the technology and appropriate pedagogy for the new environments. Major challenges encountered included working with experimental technologies that are evolving rapidly and deploying new networked applications on secure university networks. The project has prepared the way for future expansion in the use of virtual worlds for teaching at USQ and has contributed to the emergence of a national network of tertiary educators interested in the educational applications of virtual worlds

Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model