25,804 research outputs found
DEVELOPMENT AND IMPLEMENTATION OF A BIOINFORMATICS ONLINE DISTANCE EDUCATION LEARNING TOOL FOR AFRICA
Bioinformatics refers to the creation and advancement of algorithms, computational and statistical techniques and theories for solving formal and practical problems arising from the management and analysis of biological data. However, some parts of the African continent have not been
properly sensitized to bio-scientific and computing field. Thus, there is the need for appropriate strategies of introducing the basic components of this emerging scientific field to part of the African populace through the development of an online distance education learning tool. This study involved the design of a bioinformatics online distance educative tool an implementation of the
bioinformatics online distance educative tool by a programming approach. Design and implementation were done using the Borland Delphi 7 Enterprise edition within its Integrated Development Environment. The advantage of using Delphi programming language in implementing this useful bioinformatics web tool is that Delphi programming language is an object oriented programming language that has a lot of extra facilities for the enhancement of further technical
functions, which ordinary HTML cannot handle. The development and use of a bioinformatics distance education software, as a teaching tool, in some African countries holds great promise for accommodating the needs of the populace, who live in cities, small towns and remote areas
Restart: The Resurgence of Computer Science in UK Schools
Computer science in UK schools is undergoing a remarkable transformation. While the changes are not consistent across each of the four devolved nations of the UK (England, Scotland, Wales and Northern Ireland), there are developments in each that are moving the subject to become mandatory for all pupils from age 5 onwards. In this article, we detail how computer science declined in the UK, and the developments that led to its revitalisation: a mixture of industry and interest group lobbying, with a particular focus on the value of the subject to all school pupils, not just those who would study it at degree level. This rapid growth in the subject is not without issues, however: there remain significant forthcoming challenges with its delivery, especially surrounding the issue of training sufficient numbers of teachers. We describe a national network of teaching excellence which is being set up to combat this problem, and look at the other challenges that lie ahead
Forty hours of declarative programming: Teaching Prolog at the Junior College Utrecht
This paper documents our experience using declarative languages to give
secondary school students a first taste of Computer Science. The course aims to
teach students a bit about programming in Prolog, but also exposes them to
important Computer Science concepts, such as unification or searching
strategies. Using Haskell's Snap Framework in combination with our own
NanoProlog library, we have developed a web application to teach this course.Comment: In Proceedings TFPIE 2012, arXiv:1301.465
Oii-web: An interactive online programming contest training system
In this paper we report our experience, related to the online training for the
Italian and International Olympiads in Informatics. We developed an interactive online
system, based on CMS, the grading system used in several major programming contests
including the International Olympiads in Informatics (IOI), and used it in three distinct
context: training students for the Italian Olympiads in Informatics (OII), training teachers
in order to be able to assist students for the OII, and training the Italian team for the
IOI. The system, that is freely available, proved to be a game changer for the whole italian
olympiads in informatics ecosystem: in one year, we almost doubled the participation to
OII, from 13k to 21k secondary school students.
The system is developed basing on the Contest Management System (CMS, http://cms-
dev.github.io/), so it is highly available to extensions supporting, for instance, the pro-
duction of feedback on problems solutions submitted by trainees. The system is also freely
available, with the idea of allowing for support to alternative necessities and developmen
Curriculum Guidelines for Undergraduate Programs in Data Science
The Park City Math Institute (PCMI) 2016 Summer Undergraduate Faculty Program
met for the purpose of composing guidelines for undergraduate programs in Data
Science. The group consisted of 25 undergraduate faculty from a variety of
institutions in the U.S., primarily from the disciplines of mathematics,
statistics and computer science. These guidelines are meant to provide some
structure for institutions planning for or revising a major in Data Science
Teaching programming with computational and informational thinking
Computers are the dominant technology of the early 21st century: pretty well all aspects of economic, social and personal life are now unthinkable without them. In turn, computer hardware is controlled by software, that is, codes written in programming languages. Programming, the construction of software, is thus a fundamental activity, in which millions of people are engaged worldwide, and the teaching of programming is long established in international secondary and higher education. Yet, going on 70 years after the first computers were built, there is no well-established pedagogy for teaching programming.
There has certainly been no shortage of approaches. However, these have often been driven by fashion, an enthusiastic amateurism or a wish to follow best industrial practice, which, while appropriate for mature professionals, is poorly suited to novice programmers. Much of the difficulty lies in the very close relationship between problem solving and programming. Once a problem is well characterised it is relatively straightforward to realise a solution in software. However, teaching problem solving is, if anything, less well understood than teaching programming.
Problem solving seems to be a creative, holistic, dialectical, multi-dimensional, iterative process. While there are well established techniques for analysing problems, arbitrary problems cannot be solved by rote, by mechanically applying techniques in some prescribed linear order. Furthermore, historically, approaches to teaching programming have failed to account for this complexity in problem solving, focusing strongly on programming itself and, if at all, only partially and superficially exploring problem solving.
Recently, an integrated approach to problem solving and programming called Computational Thinking (CT) (Wing, 2006) has gained considerable currency. CT has the enormous advantage over prior approaches of strongly emphasising problem solving and of making explicit core techniques. Nonetheless, there is still a tendency to view CT as prescriptive rather than creative, engendering scholastic arguments about the nature and status of CT techniques. Programming at heart is concerned with processing information but many accounts of CT emphasise processing over information rather than seeing then as intimately related.
In this paper, while acknowledging and building on the strengths of CT, I argue that understanding the form and structure of information should be primary in any pedagogy of programming
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
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