Using Reengineering Techniques for Distance Study Course Improvement

The paper analyses the reengineering concept as it comes from software engineering and management fields. We combine two viewpoints and apply them to solve a problem of reengineering of a distance study system, in general, and the unit of learning, in particular. We propose a framework for reengineering of unit of learning, based on general model of software reengineering, and present a case study, in which we describe, how one topic of distance study course was reengineered, considering triple consistency principle and requirements for computer science. The proposed framework contributes to increasing quality, effectiveness and systematization of delivering distance studies

Separating Algorithmic Thinking and Programming

We describe an approach to teaching algorithmic thinking and programming and the first experiences that we made with it in practice. The idea is to present computational problems as a certain kind of game that the learner can play in order for them to develop a concrete idea of what constitutes an algorithm. The purpose of this is to emphasize that one can think of algorithms independently of a particular programming language. For the programming part a mini language called machine programs and a method to construct such programs from traces is described

Separating Algorithmic Thinking and Programming

We show how the first steps of algorithmic thinking and programming can be trained separately. The learner is not assumed to have any prior experience. A general framework and a sequence of training tasks is described and tested in practice with two 10th graders. Both were able to write relatively complex programs using only pen & paper within two days. To train algorithmic thinking, computational problems are presented as games to the learner. Roughly speaking, a winning strategy corresponds to an algorithm which solves the problem. Thus, if the learner consistently wins the game for various instances then this indicates that they have found an algorithm. We describe a general mechanism to translate a computational problem into such a game. For the programming part, the learner is shown how a program can be constructed from traces. Programs are specified in a language which depends on the underlying model of computation (think of Turing machines, pushdown automata or instruction set architectures); such a model can be seen as a notional machine. The language itself is very simple yet broadly applicable due to the generality of our definition of model of computation

Fostering Computational Thinking in Primary School through a LEGO®-based Music Notation

This paper presents a teaching methodology mixing elements from the domains of music and informatics as a key enabling to expose primary school pupils to basic aspects of computational thinking. This methodology is organized in two phases exploiting LEGO\uae bricks respectively as a physical tool and as a metaphor in order to let participants discover a simple notation encoding several basic concepts of the classical musical notation. The related activities, grounded on active learning theory, challenge groups of students to solve musical encoding problems of increasing difficulty

Informacinių technologijų valstybinio brandos egzamino praktinių užduočių ypatumai

Informacinių technologijų valstybinio brandos egzamino sudėtis: IT ir programavimo testas sudaro 50 %, praktinės programavimo užduotys – 50 %. Egzamino programoje numatyta, kad egzamino medžiaga turi tenkinti tokius reikalavimus: žinios ir supratimas – 30 %, praktiniai įgūdžiai – 30 % ir problemų sprendimas – 40 %. Testu tikrinamos žinios ir praktiniai įgūdžiai, praktinėmis užduotimis tikrinamas mokinių gebėjimas savarankiškai, priimti sprendimus, parašyti racionalią programą. Straipsnyje nagrinėjama užduoties sprendimo būdo parinkimo, duomenų struktūrų sukūrimo ir gebėjimų taikyti algoritmus svarba rengiant mokinius informacinių technologijų valstybiniam brandos egzaminui.The Peculiarities of Practical Tasks of Information Technology State ExaminationJonas Blonskis, Renata Burbaitė, Valentina Dagienė SummaryThe composition of Information Technologies State examination (IT SE) is the following: the test of IT and programming composes 50 % and practical programming tasks – 50 %. In the examination program, it is determined that the examination material has to meet the following requirements: knowledge and understanding – 30 %, practical skills – 30 % and problem solving – 40 %. While the test examines the knowledge and practical skills, the practical tasks are used to examine pupils’ ability to think independently, make decisions and write a rational program. It involves selecting a way to solve the task, creating data structures and realizing algorithms to work with data in the mentioned structures, and ability to fi nd nonstandard ways of algorithms application. Some teachers also ascribe task diffi culty to the aforementioned

IT for Innovative Educational Environments: Exploring, Authoring and Programming

The paper presents a novel approach based on using a single educational environment to achieve various methods for supporting educational activities – exploring prebuilt learning modules, using authoring tools to create educational modules and programming activities. This approach builds a solid foundation for subject-neutral and multidisciplinary applications and utilized modern IT techniques like virtual reality, interactivity and explorativity

Towards Web 2.0 Schools: Rethinking the Teachers

This paper aims at analyzing the Web 2.0 based distance education in the K-12 schools as an emerging phenomenon that catalyzes a new educational reform all over the world. Some pre-Web 2.0 best practice examples are analyzed in order to draw the main findings in the paper. The teacher’s professional qualification designed to meet the new challenges is considered as a key problem for a successful penetration of this phenomenon in the schools. It is emphasized on the importance of designing a life-long teacher training strategy adapted to the new achievements in the technology enhanced learning research and the new learning theories. Building social skills and competencies appropriate to work in a Web 2.0 based learning environment and other global ‘social software’ is recommended to be included both in the school curricula and the corresponding teacher development curricula. Such skills and competencies should penetrate the curricula of any life-long learning initiative dedicated to the citizens of the information society

Tulevaisuuden osaajia varttumassa? Peruskoulun päättävien ja toisen asteen opiskelijoiden ohjelmointitaidot

Teknologinen kehitys muovaa tämän päivän opiskelijoiden vuorovaikutus- ja oppimisympäristöäsekä tulevaa työelämää. Tulevaisuuden osaamisvaatimukset näkyvät uudistuneissa perus- jatoisen asteen opetussuunnitelmissa, joiden tavoitteina on kasvattaa tulevaisuuden kansalaisia jatarjota valmiuksia tulevan työelämän osaajille. Tässä tutkimuksessa selvitetään peruskoulun yhdeksäsluokkalaisten ja toisen asteen opiskelijoiden ohjelmointitaitoja. Aineisto koostuuopiskelijoiden (N = 8 661) ohjelmointiosaamista mittaavien tehtävien pisteistä sekä samojenopiskelijoiden kyselyvastauksista. Tutkittujen opiskelijoiden ohjelmoinnin valmiudet todetaanheikoksi koulumuodosta riippumatta, ja osaaminen jää harvojen nuorten varaan. Poikienohjelmoinnin osaaminen todetaan tyttöjä merkitsevästi paremmaksi. Ikä tai kouluaste sen sijaaneivät vaikuta opiskelijoiden ohjelmointiosaamisen tasoon. Ohjelmointitaitoihin todetaanyhdistyvän vapaa-ajan ahkera digitaalisten pelien pelaaminen sekä digitaalisten sisältöjentuottamiseen liittyvä osaaminen ja digitaalisten ympäristöjen toimintaperiaatteiden tuntemus.Koska tutkimuksessa hyödynnetyn testin tehtävissä ei edellytetä varsinaista ohjelmointiosaamistavaan pikemminkin päättelytaitoja, opiskelijoiden vähäisten ohjelmointivalmiuksien syytselittynevät osaltaan nykyteknologian helppokäyttöisyydellä, jonka vuoksi nuoret ovattottumattomia kaavojen ja koodin lukemiseen.</p