Enhancing apprentice-based learning of Java

Various methods have been proposed in the past to improve student learning by introducing new styles of working with assignments. These include problem-based learning, use of case studies and apprenticeship. In most courses, however, these proposals have not resulted in a widespread significant change of teaching methods. Most institutions still use a traditional lecture/lab class approach with a strong separation of tasks between them. In part, this lack of change is a consequence of the lack of easily available and appropriate tools to support the introduction of new approaches into mainstream courses.In this paper, we consider and extend these ideas and propose an approach to teaching introductory programming in Java that integrates assignments and lectures, using elements of all three approaches mentioned above. In addition, we show how the BlueJ interactive programming environment [7] (a Java development environment aimed at education) can be used to provide the type of support that has hitherto hindered the widespread take-up of these approaches. We arrive at a teaching method that is motivating, effective and relatively easy to put into practice. Our discussion includes a concrete example of such an assignment, followed by a description of guidelines for the design of this style of teaching unit

Identification and Evaluation of Predictors for Learning Success and of Models for Teaching Computer Programming in Contemporary Contexts

Introductory undergraduate computer programming courses are renowned for higher than average failure and withdrawal rates when compared to other subject areas. The closer partnership between higher education and the rapidly expanding digital technology industry, as demonstrated by the establishment of new Degree Apprenticeships in computer science and digital technologies, requires efficient and effective means for teaching programming skills. This research, therefore, aimed to identify reliable predictors of success in learning programming or vulnerability to failure. The research also aimed to evaluate teaching methods and remedial interventions towards recommending a teaching model that supported and engaged learners in contemporary contexts that were relevant to the workplace. Investigation of qualifications designed to prepare students for undergraduate computer science courses revealed that A-level entrants achieved significantly higher programming grades than BTEC students. However, there was little difference between the grades of those with and those without previous qualifications in computing or ICT subjects. Analysis of engagement metrics revealed a strong correlation between extent of co-operation and programming grade, in contrast to a weak correlation between programming grade and code understanding. Further analysis of video recordings, interviews and observational records distinguished between the type of communication that helped peers comprehend tasks and concepts, and other forms of communication that were only concerned with completing tasks. Following the introduction of periodic assessment, essentially converting a single final assessment to three staged summative assessment points, it was found that failing students often pass only one of the three assignment parts. Furthermore, only 10% of those who failed overall had attempted all three assignments. Reasons for failure were attributed to ‘surface’ motivations (such as regulating efforts to achieve a minimum pass of 40%), ineffective working habits or stressful personal circumstances rather than any fundamental difficulty encountered with subject material. A key contribution to pedagogical practice made by this research is to propose an ‘incremental’ teaching model. This model is informed by educational theory and empirical evidence and comprises short cycles of three activities: presenting new topic information, tasking students with a relevant exercise and then demonstrating and discussing the exercise solution. The effectiveness of this model is evidenced by increased engagement, increased quiz scores at the end of each teaching session and increased retention of code knowledge at the end of the course

Engaging students in learning activities.

Teaching programming has been a major challenge for decades. It seems that student engagement is an additional problem that must be overcome. Many students only engage in what they know will be assessed. Other “directed study”, they ignore, not recognising the foundation these other activities provide enable them to do well when assessed. What techniques might be used to enthuse students to participate in the activities required to learn to be effective programmers?N/

PLMan: A Game-Based Learning Activity for Teaching Logic Thinking and Programming

This paper presents PLMan, a game-based learning activity designed to face problems observed in practical lessons about Computational Logics. The main of these problems was unmotivated students, who were showing lack of interest in learning activities. Other problems were a high percentage of students abandoning or committing plagiarism, and teachers' overload, that was leaving no time for re-designing lessons, activities and workflow. This paper describes analyses and design steps undertaken from the problematic situation to the implementation of PLMan. Experimental data confirms that this intervention reverted the problematic situation, improved learning results, raised student motivation and involvement, and left time for teachers to maintain and improve the system. Results clearly show that students have moved from literally hating activities to enjoying them and being enthusiast on participating beyond lessons

A Novice's Process of Object-Oriented Programming

Exposing students to the process of programming is merely implied but not explicitly addressed in texts on programming which appear to deal with 'program' as a noun rather than as a verb.We present a set of principles and techniques as well as an informal but systematic process of decomposing a programming problem. Two examples are used to demonstrate the application of process and techniques.The process is a carefully down-scaled version of a full and rich software engineering process particularly suited for novices learning object-oriented programming. In using it, we hope to achieve two things: to help novice programmers learn faster and better while at the same time laying the foundation for a more thorough treatment of the aspects of software engineering

Apply Small Teaching Tactics in an Introductory Programming Course: Impact on Learning Performance

Small teaching approaches are well-structured, incremental teaching improvement techniques supported by research in cognitive science, memory, and learning. I systematically implement a series of small teaching activities in an introductory programming course to tackle the teaching and learning challenges faced by instructors and students. The small teaching activities are designed to promote effective learning strategies such as knowledge retrieval, spacing-out practice, and interleaving learning. I examine the impact of such approaches on students’ performance through comparative analyses. The test results indicate that small teaching approaches are effective in improving students’ lower- and higher-level thinking skills and help boost students’ long-term knowledge retention. Because the small teaching approaches are flexible and easy to implement, instructors teaching technical information systems topics can quickly integrate at least some small teaching activities into their classes

Origami: An Active Learning Exercise for Scrum Project Management

Scrum is a popular project management model for iterative delivery of software that subscribes to Agile principles. This paper describes an origami active learning exercise to teach the principles of Scrum in management information systems courses. The exercise shows students how Agile methods respond to changes in requirements during project implementation, one of the four Agile principles, in a deeper manner than many Agile active learning exercises. This learning activity uses an uncommon approach in Agile exercises in that tasks are provided, estimates made, progress is measured, and pivots to new tasks can be introduced based on task progress. All students were introduced to Scrum through two different lessons – one lecture-focused and one activity-focused. Students were surveyed after each lesson to determine lesson effectiveness. Students indicated they understood Agile concepts after completing the exercise and found the activity engaging. Students’ perceptions of Agile were similar for both lecture and activity lessons. The results from the study find that students’ perception of Agile learning increased when they had the lecture followed by the activity. If class time is constrained to a single lesson then the activity would be more beneficial than the lecture. Detailed instructions are provided for instructors to complete this activity

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning